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Curriculum, Community, and Urban School Reform

BuchKartoniert, Paperback
254 Seiten
Englisch
Springer Palgrave Macmillanerschienen am14.03.20122010
This book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.mehr
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BuchKartoniert, Paperback
EUR112,50
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BuchKartoniert, Paperback
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Produkt

KlappentextThis book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.
ZusammenfassungUNIQUE APPROACH: In using the concept of community, the book takes a widely used but rarely explained or explored concept as an interpretive framework for understanding urban school reform. A unique feature of the book in this regard is its detailed discussion of the meaning of the term community, its strengths and weaknesses as a conceptual framework, and its application to a number of instances of urban school reform. (entire book)COMPRHENSIVE: The book provides a social history of school reform during the last almost fifty years that explores actual case studies of urban school reform from the perspectives of various stakeholders. (entire book). The book considers a number of reform initiatives that have not been given wide consideration in the research literature on urban school reform including two New York City initiatives preceding the famous 1968 teachers strike, More Effective Schools and the Clinic for Learning, mayoral takeovers, and educational partnerships, and the small schools/smaller learning communities movement (chapters 2,4,5,6. and 7)ENGAGES CURRENT THEORY: While grounded in case studies, Franklin also engages the discourse of contemporary education theorists such as Arnold Fege, Derek Phillips, Nikolas Rose, and Robert Booth Fowler on concepts of community and curriculum building
Details
ISBN/GTIN978-0-230-33845-6
ProduktartBuch
EinbandartKartoniert, Paperback
Erscheinungsjahr2012
Erscheinungsdatum14.03.2012
Auflage2010
Seiten254 Seiten
SpracheEnglisch
Gewicht322 g
IllustrationenXVIII, 254 p.
Artikel-Nr.13032486

Inhalt/Kritik

Inhaltsverzeichnis
Community and Curriculum: A Conceptual Framework for Interpreting Urban School Reform Community Conflict and Compensatory Education in New York City: More Effective Schools and the Clinic for Learning Community, Race, and Curriculum in Detroit: The Northern High School Walkout Race, Restructuring, and Educational Reform: The Mayoral Takeover of the Detroit Public Schools Educational Partnerships, Urban School Reform, and the Building of Community Educational Partnerships and Community: Education Action Zones and 'Third Way' Educational Reform in Britain Smaller Learning Communities and the Reorganization of the Comprehensive High School Epilogue: Community in a Cosmopolitan World.mehr
Kritik
"This valuable book explores the conflicting meanings of community - exclusive and inclusive, tribal and cosmopolitan - that have been embedded in American urban school reform efforts in the last half century." - David Labaree, Stanford University

"Franklin provides a thoughtful discussion of community, with historical and contemporary accounts of its complexity, especially in connection with educational problems. His treatment of the dilemmas facing city schools reveals the political tensions that make reform difficult. In the end, there can be little doubt that finding common ground in a shared sense of purpose is essential to enabling troubled urban institutions to succeed." - John L. Rury, Professor of Education (ELPS), University of Kansas

"Franklin is the foremost historian of community in the U.S.Compellingly written and based on meticulous research, his nuanced analysis of urban school reform reawakens in us a sense of belonging while it fortifies our commitment to providing education for the good of all people." - Lynn Fendler, Department of Teacher Education, Michigan State University

"By turning the varied conceptions of community into an interpretive lens that links teachers' thoughts and school organization to broader global shifts, Franklin demonstratesthe movefrom governing to enabling, providing new analytical leverage on aspects of the everyday that are both visible and invisible. It's rare to read this range of literature around such a commonplace term - a true redefinition of the debate over what it means to belong and to educate." - Bernadette Baker, University of Wisconsin-Madison School of Education

"This inspiring book impressively remindseducational scientists, reformers, and policy makers of the essential role of community in analyzing and understanding the genealogies of school and curriculum reforms." - Daniel Tröhler, University of Luxembourg

"Franklin assembles a tight mosaic of 'policy narratives' in his historical and contemporary case-study approach to important educational and social issues. He brings sharp critical lenses and extensive research to a formidable task, clarifying complex questions in the process. His interpretive and analytical coverage of the last half century of urban school 'reform' illuminates deeply rooted racial conflict, the possibilities and pitfalls in public-private partnerships, and the promise and uncertainty inherent in globalization and cosmopolitanism. Above compensatory education, mayoral takeovers, community control, educational partnerships, and smaller learning communities in places such as New York, Detroit, Minneapolis and Great Britain. These case studies help readers to more fully grasp political tensions and thus prepare them to search for firmer common ground in troubled times...Highly recommended." - CHOICE
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