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Author: John Pollack
Publisher:
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 370
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Book Description
In 1749, Benjamin Franklin published his educational call to arms, Proposals Relating to the Education of Youth in Pensilvania. In it, Franklin set forth a radically new template for educating students, one that stressed social utility, secular independence, and an English language-based curriculum. This slim pamphlet led to the creation of the University of Pennsylvania, the fourth-oldest institution of higher education in North America. But what were schools like in the early Delaware Valley? Who received an education; how was it financed; and where did it occur? Who were the teachers; and what was taught? The essays in this collection seek to answer these questions by looking in detail at Franklin's projects for education alongside educational plans by and for Quakers, African Americans, women, German Americans, and the other populations of Pennsylvania and the region from the colonial era through the early national period.Contributors to the volume include Michael Zuckerman, who argues that Franklin's vision of education was far more democratic than that of his counterpart Thomas Jefferson, although Jefferson is often hailed as a father of public education. William C. Kashatus surveys the many Quaker projects for education during the colonial period, while John C. Van Horne's study of projects for African American education in Philadelphia documents Franklin's involvement with the school for blacks supported by the Anglican Associates of Dr. Bray. Patrick Erben examines the diverse German communities and argues that Anglo observers like Franklin were particularly blind to innovative German educational projects occurring around them, and Carla Mulford looks at Franklin's attitudes towards women's education, both in theory and in practice. Also included are essays by George Boudreau on William Smith, the neglected pioneer of Philadelphian educational and cultural life, and by Mark Frazier Lloyd on how the Academy and College of Philadelphia under Smith moved away from Franklin's original intentions and ideals. An Afterword by University of Pennsylvania scholars Ira Harkavy, Lee Benson, and Matthew Hartley considers how Franklin's vision for education can guide institutions like Penn in the twenty-first century.These essays relate and respond to an exhibition prepared by the University of Pennsylvania Libraries in 2006, and the full catalogue of the exhibition is included in this volume. Drawing on the collections of the University of Pennsylvania, the Historical Society of Pennsylvania, and other Philadelphia-area libraries, museums, and schools, the exhibition surveys the educational landscape of the period and provides a vital context for understanding the importance, originality, and ongoing relevance of Franklin's vision. It includes full color reproductions of original documents, printed books, and artifacts, as well as a brief illustrated essay by Lynne Farrington on The Friendly Instructor, a newly rediscovered Franklin imprint concerning education. An accompanying photographic essay assembles for the first time images of numerous surviving school buildings in the Delaware Valley, many of them previously unknown and little studied.
Author: John Pollack
Publisher:
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 370
Get Book
Book Description
In 1749, Benjamin Franklin published his educational call to arms, Proposals Relating to the Education of Youth in Pensilvania. In it, Franklin set forth a radically new template for educating students, one that stressed social utility, secular independence, and an English language-based curriculum. This slim pamphlet led to the creation of the University of Pennsylvania, the fourth-oldest institution of higher education in North America. But what were schools like in the early Delaware Valley? Who received an education; how was it financed; and where did it occur? Who were the teachers; and what was taught? The essays in this collection seek to answer these questions by looking in detail at Franklin's projects for education alongside educational plans by and for Quakers, African Americans, women, German Americans, and the other populations of Pennsylvania and the region from the colonial era through the early national period.Contributors to the volume include Michael Zuckerman, who argues that Franklin's vision of education was far more democratic than that of his counterpart Thomas Jefferson, although Jefferson is often hailed as a father of public education. William C. Kashatus surveys the many Quaker projects for education during the colonial period, while John C. Van Horne's study of projects for African American education in Philadelphia documents Franklin's involvement with the school for blacks supported by the Anglican Associates of Dr. Bray. Patrick Erben examines the diverse German communities and argues that Anglo observers like Franklin were particularly blind to innovative German educational projects occurring around them, and Carla Mulford looks at Franklin's attitudes towards women's education, both in theory and in practice. Also included are essays by George Boudreau on William Smith, the neglected pioneer of Philadelphian educational and cultural life, and by Mark Frazier Lloyd on how the Academy and College of Philadelphia under Smith moved away from Franklin's original intentions and ideals. An Afterword by University of Pennsylvania scholars Ira Harkavy, Lee Benson, and Matthew Hartley considers how Franklin's vision for education can guide institutions like Penn in the twenty-first century.These essays relate and respond to an exhibition prepared by the University of Pennsylvania Libraries in 2006, and the full catalogue of the exhibition is included in this volume. Drawing on the collections of the University of Pennsylvania, the Historical Society of Pennsylvania, and other Philadelphia-area libraries, museums, and schools, the exhibition surveys the educational landscape of the period and provides a vital context for understanding the importance, originality, and ongoing relevance of Franklin's vision. It includes full color reproductions of original documents, printed books, and artifacts, as well as a brief illustrated essay by Lynne Farrington on The Friendly Instructor, a newly rediscovered Franklin imprint concerning education. An accompanying photographic essay assembles for the first time images of numerous surviving school buildings in the Delaware Valley, many of them previously unknown and little studied.
Author: Henry A. Giroux
Publisher: NYU Press
ISBN: 158367344X
Category : Education
Languages : en
Pages : 238
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Book Description
America’s latest war, according to renowned social critic Henry Giroux, is a war on youth. While this may seem counterintuitive in our youth-obsessed culture, Giroux lays bare the grim reality of how our educational, social, and economic institutions continually fail young people. Their systemic failure is the result of what Giroux identifies as “four fundamentalisms”: market deregulation, patriotic and religious fervor, the instrumentalization of education, and the militarization of society. We see the consequences most plainly in the decaying education system: schools are increasingly designed to churn out drone-like future employees, imbued with authoritarian values, inured to violence, and destined to serve the market. And those are the lucky ones. Young people who don’t conform to cultural and economic discipline are left to navigate the neoliberal landscape on their own; if they are black or brown, they are likely to become ensnared by a harsh penal system. Giroux sets his sights on the war on youth and takes it apart, examining how a lack of access to quality education, unemployment, the repression of dissent, a culture of violence, and the discipline of the market work together to shape the dismal experiences of so many young people. He urges critical educators to unite with students and workers in rebellion to form a new pedagogy, and to build a new, democratic society from the ground up. Here is a book you won’t soon forget, and a call that grows more urgent by the day.
Author: Frederick Charles Gruber
Publisher: University of Pennsylvania Press
ISBN: 1512802174
Category : Education
Languages : en
Pages : 420
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Book Description
This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.
Author: Angela Valenzuela
Publisher: State University of New York Press
ISBN: 1438422628
Category : Education
Languages : en
Pages : 349
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Book Description
Winner of the 2000 Outstanding Book Award presented by the American Educational Research Association Winner of the 2001 American Educational Studies Association Critics' Choice Award Honorable Mention, 2000 Gustavus Myers Outstanding Book Awards Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.
Author: Frederick Charles Gruber
Publisher:
ISBN: 9780812270495
Category : Education
Languages : en
Pages : 419
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Book Description
Author: Joan DeJaeghere
Publisher: Springer Nature
ISBN: 3030852148
Category : Study Aids
Languages : en
Pages : 283
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Book Description
This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.
Author: Julio Cammarota
Publisher: Routledge
ISBN: 1135913242
Category : Education
Languages : en
Pages : 257
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Book Description
A definitive statement of YPAR as it relates to education with an informative combination of theory and practice, this edited collection addresses both the political challenges and inherent power imbalances of conducting research with young people.
Author: Karrie A. Shogren
Publisher: Routledge
ISBN: 0429582242
Category : Education
Languages : en
Pages : 674
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Book Description
Now in a thoroughly revised and updated second edition, this handbook provides a comprehensive resource for those who facilitate the complex transitions to adulthood for adolescents with disabilities. Building on the previous edition, the text includes recent advances in the field of adolescent transition education, with a focus on innovation in assessment, intervention, and supports for the effective transition from school to adult life. The second edition reflects the changing nature of the demands of transition education and adopts a "life design" approach. This critical resource is appropriate for researchers and graduate-level instructors in special and vocational education, in-service administrators and policy makers, and transition service providers.
Author: Loic Menzies
Publisher: Routledge
ISBN: 0429781075
Category : Education
Languages : en
Pages : 121
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Book Description
Our society leaves too many young people behind. More often than not, these are the most vulnerable young people, and it is through no fault of their own. Building a fair society and an equitable education system rests on bringing in and supporting them. By drawing together more than a decade of studies by the UK’s Centre for Education and Youth, this book provides a new way of understanding the many ways young people in England are pushed to the margins of the education system, and in turn, society. Each contributor shares the personal stories of the young people they have encountered over the course of their fieldwork and practice, combining this with accessible syntheses of previous studies, alongside extensive analysis of national datasets and key publications. By unpicking the many overlapping factors that contribute to different groups’ vulnerability, the book demonstrates the need to understand each young person’s life story and to respond quickly and collaboratively to the challenges they face. The chapters conclude with action points highlighting the steps individuals, institutions and policy makers can take to bring young people in from the margins. Young People on the Margins showcases first-hand examples of where these young people's needs are being addressed and trends bucked, drawing out what can and must be learned, for teachers, leaders, youth workers and policy makers.
Author: Cris Mayo
Publisher: Teachers College Press
ISBN: 0807780901
Category : Education
Languages : en
Pages : 161
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Book Description
This second edition is essential reading for educators and other school community members who are navigating the increasingly complicated laws and legal rulings related to LGBTQ students, employees, and community members. It combines historical, contemporary, theoretical, and practical information to help educators address exclusionary practices in schools related to gender identity, sexuality, racism, sexism, and other forms of bias that shape student experiences. To enable educators to better understand their obligations to students in relation to policy, staff training, daily school climate, pedagogy, and curriculum, the author has extensively revised this popular text to include updated information on the impact of same-sex marriage legalization and increasing federal recognition of transgender student rights. And because the legal terrain regarding transgender youth has been especially volatile, Mayo provides strategies educators can use to maintain ethical trans-inclusive teaching, even when local regulations appear to impede transgender inclusivity. Book Features: An examination of the pedagogical, curricular, and policy changes that can improve school experiences for LGBTQ (lesbian, gay, bisexual, transgender, queer) and ally students.A new chapter on gender identity and transgender, nonbinary, and gender expansive student experiences.Current policy and legal information, data, and justification for LGBTQ-equitable and inclusive teaching.
