School and Society: Historical and Contemporary Perspectives

Through the use of a consistent analytic framework, this text shows how and why certain school-society issues first arose in this country and how they have changed over time. Introduced and explained in detail in the first chapter, the texts analytic framework focuses on the political economy, the dominant ideology, and existing educational practices that are prevalent in any given historical era. Readings at the end of each chapter are designed for the student to critique using the same analytic framework that the authors employ in the text. In its examination of the evolution of education in the United States, this book tells an engaging historical story.

The aim of this text is to prepare educators to understand their teaching practices in social and institutional contexts. An analytical framework, explained in the first chapter, integrates six concepts: social theory, political economy, schooling, training, education, and ideology. The framework is used to show how and why certain school-society issues first arose in this country and how they have changed over time. Primary source readings at the end of each chapter give an opportunity for students to critically evaluate ideas using the same analytical framework. With a focus on diversity and equity, Part I analyzes the relationships among the political economy, the prevailing ideology, and the educational practices of each major period in the development of American public education. Part II provides a contemporary analysis of the same issues by discussing questions such as the relationship between liberty and literacy, and the degree to which schools can promote social equality. This sixth edition offers new primary source readings, new chapter openers tying current issues to the historical content, and new discussions of No Child Left Behind, the International Declaration of Human Rights, and immigration. Tozer is Professor of Philosophy of Education at The University of Illinois, Chicago. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)

Steven E. Tozer is Professor of Philosophy of Education at The University of Illinois, Chicago. At The University of Illinois, Urbana-Champaign, he was Head of The Department of Curriculum and Instruction from 1990 to 1994. He has been Chair of The Committee on Academic Standards and Accreditation in The American Education Studies Association and a member of The Board of Examiners for The National Council on Accreditation of Teacher Education. He has written regularly for numerous journals. Professor Tozer completed his Ph.D. at The University of Illinois, Urbana-Champaign. He has taught at the early childhood, elementary and secondary levels.

PART I: EDUCATIONAL AIMS IN HISTORICAL PERSPECTIVE

Chapter 1: Introduction: Understanding School and Society

Chapter 2: Liberty and Literacy: The Jeffersonian Era

Chapter 3: School as a Public Institution: The Common-School Era

Chapter 4: Diversity and Equity: Schooling and African Americans

Chapter 5: Social Diversity and Differentiated Schooling: The Progressive Era

Chapter 6: Diversity and Equity: Schooling and American Indians

Chapter 7: National School Reform: The Early Cold War Era

Chapter 8: Diversity and Equity: Schooling Girls and Women

PART II: EDUCATIONAL AIMS IN CONTEMPORARY SOCIETY

Chapter 9: Liberty and Literacy Today: Contemporary Perspectives

Chapter 10: Teaching in a Public Institution: The Professionalization Movement

Chapter 11: Differentiated Schooling, Labor Market Preparation and Contemporary School Reform

Chapter 12: Diversity and Equity Today: Defining the Challenge

Chapter 13: Diversity and Equity Today: Meeting the Challenge

Chapter 14: School and Society: Teaching and Teacher Leadership

Notes

Glossary

Photo Credits

Index