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Soc/EDS 126; Topic #2, (4/6 and 4/8/10):

Soc/EDS 126; Topic #2, (4/6 and 4/8/10):. Education for Democracy in the Common School Era (1840s—1920s) Revised 4/7/10. Announcements. Reflection #1: due 4/13/10 New people need to be assigned to groups to write reflections; turn in group list

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Soc/EDS 126; Topic #2, (4/6 and 4/8/10):

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  1. Soc/EDS 126; Topic #2, (4/6 and 4/8/10): Education for Democracy in the Common School Era (1840s—1920s) Revised 4/7/10

  2. Announcements • Reflection #1: due 4/13/10 • New people need to be assigned to groups to write reflections; turn in group list • Sections: Thursdays, 1:00-2:00 or 3:30-4:30, Pepper Canyon 304 • Read Dewey on pedagogy in packet; title left off syllabus by mistake • Syllabus and Powerpoints at create.ucsd.edu

  3. Political Economic Context 1840-1920s • 1. Urbanization: by 1850: 10--20% urban; 1900 50%+ urban • 2. Industrialization—especially in Eastern Cities • 3. New Immigration: • Internal -- from Northeast to Midwest and -- from South to North—especially Blacks after Civil War • From Europe • Ireland, Italy (Mediterranean countries) • poor, uneducated, unskilled, Catholic • competed for low-skill jobs

  4. Horace Mann & the Development of the Common School (1840s-1920s) • A. Goals of Early Common (Public School) Movement • 1. To provide equal educational opportunity • 2. To provide free [tax-based] education • 3. To close the economic gap and social antagonisms between rich and poor • B. Curriculum and Instruction Strategies— Moral lessons for industrial society taught through reading

  5. Common School took on new “Social Integration" or Assimilation function • 1. “Americanize” new immigrants who were a threat to social order because they had different language, cultural conventions, and religion • 2. Why? Society in decline because of rural--urban shift (Durkheim, Weber, Marx) • 3. School (and church): formal institutions needed to replace family which because of alienation and anomie caused by urbanization, industrialization, immigration

  6. Depictions of the Irish

  7. Depictions of the Irish

  8. Announcements • Reflection #1: due 4/13/10 • New people need to be assigned to groups to write reflections; turn in group list • Sections: Thursdays, 1:00-2:00 or 3:30-4:30, Pepper Canyon 304 • Read Dewey on pedagogy in packet; title left off syllabus by mistake • Syllabus and Powerpoints at create.ucsd.edu

  9. Black-White Tensions in Common School Era • Before Civil War, Blacks in North were “free,” but not accorded civil liberties: • Denied housing, voting, schooling • Even after “Emancipation Proclimation” schools were segregated • 1896 Supreme Court decision (Plessy v. Ferguson reaffirmed “separate but equal” • 1954: Brown v. Board: segregation not constitutional; Warren Court invoked “equal protection clause”

  10. The Contribution of Curriculum to Contradictions within Common Schools (1840-1920) Professed Goal of Common School--reduce antagonisms between rich and poor; But McGuffey Readers interpreted this charge as: Rich: learn sympathy for the poor; learn that ranking of rich and poor is “God’s will;” is a “Natural” condition; Poor: poverty is their natural condition; but can the poor work out of poverty? Therefore, helped to legitimate and rationalize the segregation of sons and daughters of "old” wealthy families and sons and daughters of poor families Protestant messages within McGuffey Readers reinforced capitalism: -- hard work as key to success -- honesty --gender roles

  11. Contradictions Between Democratic Impulse and Actualization in Practice • Stratified Schooling --The development of tracking --Segregation of rich and poor, blacks and whites, Catholics and Protestants Lessons: --Drill & practice/recitation inconsistent with call for thoughtful citizens --Reading and writing in the service of religious/moral training defined in explicitly Protestant terms

  12. Some Contradictions of Assimilation Impulse • Goal: Impart common values to unite peoples from different cultures who spoke different languages (Italian, Polish, Greek, Irish.) of new immigrants But school used overtly religious (Protestant) materials: McGuffey Readers & St James Bible Contributed to segregation of Protestants and Catholics in separate schools

  13. Common School and Progressivism • The “Progressive Movement” • --“child saving” • --protective social services • --child labor laws • --universal education

  14. Dewey’s View of Education and Democracy Schooling to serve democratic ends: Critical thinking Prepare students for college and career: Bring outside world in Devolved into vocational education “College prep” separated from “voc ed”

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