The American School

Contents List of Time Linesâ â x Prefaceâ xi â 1 Thinking Critically about Historyâ â Interpreting School History: From the Right to the Leftâ â Purposes of Educational History and Its Effect on Public Images and Emotions Regarding Schoolsâ â Themes in American Educational Historyâ â Globalization Frameworkâ â Religious Debates in US Schools from the Colonial Era to the Present Schools and the Culture Wars Schools as Managers of Public Thought Racial and Ethnic Conflict as a Theme in School Historyâ â The Role in Educational History of Equality of Opportunity and Human Capitalâ â Globalization: Consumer and Environmental Educationâ â â 2 Globalization and Religion in Colonial Educationâ â Education and Culture in Colonial Societyâ â The Role of Education in Colonial Societyâ â Historical Interpretations of Colonial Educationâ â Authority and Social Status in Colonial Educationâ â Colonialism and Educational Policyâ â Language and Cultural Conflictâ â Native Americans: Education as Cultural Imperialismâ â Enslaved Africans: Atlantic Creolesâ â Enslaved Africans: The Plantation Systemâ â The Idea of Secular Education: Freedom of Thought and the Establishment of Academiesâ â Benjamin Franklin and Education as Social Mobilityâ â The Family and the Childâ â Conclusionâ â â 3 Nationalism, Multiculturalism, and Moral Reform in the New Republicâ â World Culture Theoristsâ â The Problem of Cultural Diversityâ â Religion and Liberty Noah Webster: Nationalism and the Creation of a Dominant Cultureâ Thomas Jefferson: A Natural Aristocracyâ â Moral Reform and Faculty Psychologyâ â Concepts of Childhood: Protected, Working, Poor, Rural, and Enslavedâ Charity Schools, the Lancastrian System, and Prisonsâ â Institutional Change and the American Collegeâ â Public versus Private Schoolsâ â Conclusion: Continuing Issues in American Educationâ â â 4 The Ideology and Politics of the Common Schoolâ â Three Distinctive Features of the Common School Movementâ â Workingmen and the Struggle for a Republican Educationâ â How Much Government Involvement in Schools? The Whigs and the Democratsâ â The Birth of the High Schoolâ â The Continuing Debate about the Common School Idealâ â Conclusionâ â â 5 The Common School and the Threat of Cultural Pluralismâ â The Increasing Multicultural Population of the United Statesâ Irish Catholics: A Threat to Anglo-American Schools and Cultureâ â Slavery and Freedom in the North: African Americans and Schools in the New Republicâ â Native Americansâ â Conclusionâ â â 6 Organizing the American School: Teachers and Bureaucracyâ â The American Teacherâ â Revolution in Teaching Methods: Object Learningâ â The Evolution of Bureaucracy: A Global Modelâ â The Age-Graded Classroomâ â McGuffey's Readers and the Spirit of Capitalismâ â Conclusionâ â â 7 Multiculturalism and the Failure of the Common School Idealâ â Mexican Americans: Race and Citizenshipâ â Asian Americans: Exclusion and Segregationâ â Native American Citizenshipâ â Educational Racism and Deculturalizationâ Citizenship for African Americansâ â Issues Regarding Puerto Rican Citizenshipâ â Puerto Rican American Educational Issues Conclusion: Setting the Stage for the Great Civil Rights Movementâ â 8 Global Migration and the Growth of the Welfare Function of Schoolsâ â Immigration from Southern and Eastern Europeâ â The Kindergarten Movementâ â Home Economics: Education of the New Consumer Womanâ â School Cafeterias, The American Cuisine, and Processed Foodsâ â The Play Movementâ â Summer Schoolâ â Social Centersâ â The New Culture Warsâ â Resisting Segregation: African Americansâ The Second Crusade for Black Educationâ Resisting Segregation: Mexican Americansâ Native American Boarding Schoolsâ â Resisting Discrimination: Asian Americansâ â Educational Resistance in Puerto Ricoâ â Conclusion: Public Schooling as America's Welfare Institutionâ â â 9 Human Capital: High School, Junior High School, and Vocational Guidance and Educationâ â The High Schoolâ Vocational Educationâ Junior High Schoolâ â Adapting the Classroom to the Workplace: Lesson Plansâ Adapting the Classroom to the Workplace: Progressivismâ â Adapting the Classroom to the Workplace: Stimulus-Responseâ â Classroom Management as Preparation for Factory Lifeâ â Historical Interpretations: Public Benefit or Corporate Greed?â â Conclusion: The Meaning of Equality of Opportunityâ 10 Scientific School Management: Testing, Immigrants, and Expertsã ã Scientifically Managed Schools: Meritocracy and Reducing Public Controlâ â Professionalizing Educational Administrationâ â Measurement, Democracy, and the Superiority of Anglo-Americansâ â Closing the Door to Immigrants: The 1924 Immigration Actâ â "Backward" Children and Special Classroomsâ â Eugenics and the Age of Sterilizationâ â The University and Meritocracyâ â Conclusionâ â 11 The Politics of Knowledge: Teachers' Unions, the American Legion, and the American Wayâ â Teachers versus Administrators: The American Federation of Teachersâ â The Rise of the National Education Associationâ â The Political Changes of the Depression Yearsâ â The Politics of Ideological Management: The American Legion Textbook Censorship and the Teaching of Evolution â â Selling the "American Way" in Schools and on Billboards Propaganda and Free Speech In The Schools Rugg and advertisingâ â Conclusionâ â 12 Schools, Media, and Popular Culture: Influencing the Minds of Children and Teenagersâ â Censorship of Movies as a Form of Public Educationâ â Educators and the Moviesâ â The Production Code: Movies as Educatorsâ â Should Commercial Radio or Educators Determine National Culture?â â Creating the Superhero for Children's Radioâ â Controlling the Influence of Comic Booksâ â Educating Children as Consumersâ â The Creation of Teenage Marketsâ â Children and Youth from the 1950s to the Twenty-First Centuryâ â Conclusionâ 13 American Schools and Global Politics: The Cold War and Povertyâ â Youth Unemployment: Universal Military Service and the GI Billâ â The Scholastic Aptitude Test (SAT) and the Educational Testing Serviceâ â The Cold War and Purging the Schools of Communistsâ â American Schools: Weakest Link to Global Victory?â â Global Imperatives: The National Defense Education Actâ â Schools and the War on Povertyâ â Sesame Street and Educational Televisionâ â Conclusionâ â 14 The Fruits of Globalization: Civil Rights, Global Migration, and Multicultural Education Ending School Segregation of National Minoritiesâ â The Reverend Dr. Martin Luther King Jr.â â Native Americans and Indigenous Educational Rightsâ â Asian Americans: Educating the "Model Minority"â â Hispanic/Latino Americansâ â Bilingual Education: The Culture Wars Continuedâ â The Immigration Act of 1965 and the New American Populationâ â Multicultural Education and the Culture Warsâ Schools and the International Women's Movementâ â Children with Special Needsâ â The Coloring of Textbook Townâ â Liberating the Textbook Town Housewife for More Consumptionâ â School Prayer and Bible Reading Edutainment and Online Instruction Conclusion: The Cold War and Civil Rightsâ â 15 Globalization, Religion, Free Markets, and Human Capital: From Nixon to Trump

Free Markets and Human Capital: School Choice and The Role of Schools in Economic Growth and Ending Poverty School Prayer and Bible Reading Christian Coalition, School Prayer and School Choice Christian Coalition: Religious Politics

No Child Left Behind, Testing and School Prayer No Child Left Behind And Religious Conservatives The End of The Common School: Choice, Privatization, And Charter Schools Trump Administration: Free Markets, Choice and Privatization Educating for The Consumer Economy Global Crisis and The Demise of Environmental Education Conclusion: From Horace Mann To Donald Trump