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Bending the Future to Their Will

Civic Women, Social Education, and Democracy
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39,49 €*

Rowman & Littlefield Publishers
eBook Typ:
Adobe Digital Editions
eBook Format:
2 - DRM Adobe

Chapter 1 Introduction Chapter 2 Considering the Source: Mary Sheldon Barnes, 1850-1898 Chapter 3 Lucy Maynard Salmon, 1853-1927: Historian, Teacher, Democrat Chapter 4 "Widening the Circle:" Jane Addams, 1860-1935, and the Re/Definition of Democracy Chapter 5 Shaping Inclusive Education: Mary Ritter Beard, 1876-1958, and Marion Thompson Wright, 1905-1962 Chapter 6 Lucy Sprague Mitchell, 1878-1967: Teacher, Geographer, and Teacher Educator Chapter 7 Bessie Louise Pierce, 1888-1974, and her Contributions to Social Studies Chapter 8 Rachel Davis DuBois, 1892-1993: Intercultural Education Pioneer Chapter 9 "Composing" Her Life: Hilda Taba, 1902-1967, and Social Studies History Chapter 10 Alice Miel, 1906-1998: Progressive Advocate of Democratic Social Learning for Children Chapter 11 The Search for a Coherent Curriculum Vision: Hazel Whitman Hertzberg, 1918-1988 Chapter 12 Courage, Conviction, and Social Education
This lively and thought-provoking collective biography uncovers the contributions of past women educators who promoted a distinctive vision of citizenship education. A distinguished group of scholars, including editors Margaret Smith Crocco and O. L. Davis, Jr., consider the lives and perspectives of eleven women educators and social activists-Jane Addams, Mary Sheldon Barnes, Mary Ritter Beard, Rachel Davis DuBois, Hazel Hertzberg, Alice Miel, Lucy Sprague Mitchell, Bessie Pierce, Lucy Maynard Salmon, Hilda Taba, and Marion Thompson Wright-concerned over the last century with issues of difference in schools and society.
This volume's reconstruction of "hidden history" reveals the importance of these women to contemporary debate about gender, pluralism, and education in a democracy. Characterized by views of education that were constructivist, customized, and transformative, their lives and ideas present an alternative model to dominant conceptualizations of education-one sensitive to the demands of pluralism within civil education long before the present-day debates about multiculturalism.