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304 p. ; 22 cm.
  • From citizens to consumers
  • Founding the American school system
  • The progressive effort to reshape the system
  • Organizational resistance to reform
  • Classroom resistance to reform
  • Failing to solve social problems
  • The limits of school learning
  • Living with the school syndrome.
What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all children - but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way 'this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do'. Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult. At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes - to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own. Provocative, unflinching, wry, "Someone Has to Fail" looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much.
(source: Nielsen Book Data)9780674050686 20160604
Education Library (Cubberley)
EDUC-220D-01, HISTORY-258E-01
xiv, 445 p. : ill., maps ; 25 cm.
Compulsory "ujamaa" villages in Tanzania, collectivization in Russia, Le Corbusier's urban planning theory realized in Brasilia, the Great Leap Forward in China, agricultural "modernization" in the Tropics - the 20th century has been racked by grand utopian schemes that have inadvertently brought death and disruption to millions. Why do well-intentioned plans for improving the human condition go tragically awry? In this wide-ranging book, James C. Scott analyzes failed cases of large-scale authoritarian plans in a variety of fields. Centrally managed social plans misfire, Scott argues, when they impose schematic visions that do violence to complex interdependencies that are not, and cannot be, fully understood. Further, the success of designs for social organization depends upon the recognition that local, practical knowledge is as important as formal, epistemic knowledge. The author builds a case against "development theory" and imperialistic state planning that disregards the values, desires and objections of its subjects. He identifies and discusses four conditions common to all planning disasters: administrative ordering of nature and society by the state; a "high-modernist ideology" that places confidence in the ability of human life; a willingness to use authoritarian state power to effect large-scale interventions; and a prostate civil society that cannot effectively resist such plans.
(source: Nielsen Book Data)9780300070163 20160527
An analysis of diverse failures in high-modernist, authoritarian state planning. It covers projects such as collectivization in Russia and the building of Brasilia, arguing that any centrally-managed social plan must recognize the importance of local customs and practical knowledge.
(source: Nielsen Book Data)9780300078152 20160528
Education Library (Cubberley)
EDUC-325A-01, EDUC-220D-01, HISTORY-258E-01
184 p. : ill. ; 25 cm.
The aim of this book is to document the dynamic tension between Americans' faith in education as a panacea, and the moderate pace of change in educational practices.
(source: Nielsen Book Data)9780674892835 20160528
Green Library, Education Library (Cubberley)
EDUC-220D-01, HISTORY-258E-01