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About this book
Government forces mean the notion of a 'community' school has become less defined by decisions on core curriculum. This collection explores the extent to which collective notions of school-community relations have prevented citizens from speaking openly about the tensions created where schools are imagined as communities.
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Table of contents (8 chapters)
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Front Matter
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Back Matter
Reviews
"From the nineteenth-century common school movement to contemporary struggles over redistricting neighborhood attendance zones, Americans have sought to build communities around local schools - and sometimes to restrict access to outsiders. This anthology of historical case studies brings together rich narratives on this dynamic and the surrounding contexts of race, class, gender, sexuality, and disability. In particular, the editors' excellent introduction draws meaningful insights from various scholarly fields and taught me how to think about "communities" with fresh eyes." - -Jack Dougherty, Trinity College"Individually and collectively, the essays in this volumeask readers to think deeply, more critically, more thoughtfully, about the unspoken assumptions and the political implications of our common tendency to conceptualize schools as 'communities.' Issues of nostalgia, of inclusion and exclusion, of racial and social and sexual differentiation, are all deftly handled, highlighting new contributions in the history of American education. Well done." - Michael Fultz, Professor, University of Wisconsin-Madison
"As a whole, the book offers sociologists several themes to ponder, such as the uneasy relation between ideals of school community and formal equality, the tension between legal initiatives and subjective experiences of belonging, and the meandering path from political battle to institutionalized practice. This Canadian reader was particularly alerted tothe tacit influence of the American Civil Rights movement and its legal landmarks, such as Brown v. Board of Education, on contemporary notions of educability and rights that are spreading around the globe." - American Journal of Sociology
Editors and Affiliations
About the editors
SHERMAN DORN, BARBARA SHIRCLIFFE and DEIRDRE COBB-ROBERTS are historians of education at the Tampa campus of the University of South Florida, USA.
Bibliographic Information
Book Title: Schools as Imagined Communities
Book Subtitle: The Creation of Identity, Meaning, and Conflict in U.S. History
Editors: Deirdre Cobb-Roberts, Sherman Dorn, Barbara J. Shircliffe
DOI: https://doi.org/10.1057/9781403982933
Publisher: Palgrave Macmillan New York
eBook Packages: Palgrave Social & Cultural Studies Collection, Social Sciences (R0)
Copyright Information: Deirdre Cobb-Roberts, Sherman Dorn, and Barbara J. Shircliffe 2006
Hardcover ISBN: 978-1-4039-6471-7Published: 22 February 2006
Softcover ISBN: 978-1-4039-6472-4Published: 22 February 2006
eBook ISBN: 978-1-4039-8293-3Published: 06 February 2006
Edition Number: 1
Number of Pages: XI, 217
Topics: Administration, Organization and Leadership, Political Science, Philosophy of Education, Educational Philosophy, US History, Sociology of Education