Literaturnachweis - Detailanzeige
| Autor/in | Sewell, William C. |
|---|---|
| Titel | Affecting Social Change: The Struggle for Educators to Transform Society |
| Quelle | In: Educational Foundations, 19 (2005) 3-4, S.5-14 (10 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-8248 |
| Schlagwörter | Stellungnahme; Social Change; Educational Change; Public Schools; Educational Policy; Public Education; Educational History; Teacher Role; Administrative Organization; Ideology; Unions; Federal Legislation |
| Abstract | When addressing the problems for today's educators, Jonathon Kozol has joined with teachers' unions like the National Education Association to "stave off an onslaught of misguided federal dictates" in order to "help mobilize teachers to take action politically and launch a new movement for racial integration" (Jehlen, p. 17). Unfortunately for Kozol, history has not been kind to reformers who have attempted to wrestle control of public schools from bureaucracies that impair school quality. George S. Counts and Ivan Illich are the most outstanding examples of those reformers who have tried and failed to initiate substantive school policy change. Though Counts and Illich come from very different generations and very different geographical regions, their quest to enhance public education shares very similar paths. As a result, their work warrants attention by those interested in the history of education as well those interested in contemporary school policy. Highlighting their careers and failures, the author of this article provides insight to those like Kozol who attempt to modify American public schools. (ERIC). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Blvd, PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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