Overview
- This book challenges us to rethink the ways in which parents and teachers interact with one another and seeks to redefine “homeschooling” as something all families engage in and that all public schools should seek to support.
- This book provides a readable history of compulsory schooling in the United States and questions triumphal narratives about the rise of public education while still drawing inspiration from the work of nineteenth century reformers such as Horace Mann, Mary Peabody Mann, Louisa May Alcott and Catharine Beecher.
- This book questions the assumptions of twentieth century progressive educators, including John Dewey, who built their projects for school reform on the assumption that the home was no longer a place where children could learn."
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Table of contents (5 chapters)
Keywords
About this book
During the nineteenth century, social reformers took hold of an already existing institution—the school—and sought to make it compulsory. In the process, they supplanted parents and domestic life—the home—as the primary educational force for children
As education was taken out of the home, American classrooms were at the same time remade into a particular kind of home life—one based upon a sentimentalized maternity, where love can always triumph over the “public” and “masculine” forces of competition, merit, and hierarchy
And so love entered into the discourse of teaching
In this model, a good teacher loves her students. She makes her classroom into a home. Like a good mother, she sacrifices for them, enduring long hours of isolation, low pay, and little public support or recognition. Students, in their turn, should love their teacher. To please her, they should learn the values that would sustain a more virtuous republic. Parenting, through all of this, was redefined as a private activity. Battle lines were drawn and the stakes were love, learning and control
It doesn’t need to be this way
It is time to rethink the ways in which parents and teachers interact with one another. It is time to redefine “homeschooling” as something all families engage in and that all public schools should seek to support
As education was taken out of the home, American classrooms were at the same time remade into a particular kind of home life—one based upon a sentimentalized maternity, where love can always triumph over the “public” and “masculine” forces of competition, merit, and hierarchy
And so love entered into the discourse of teaching
In this model, a good teacher loves her students. She makes her classroom into a home. Like a good mother, she sacrifices for them, enduring long hours of isolation, low pay, and little public support or recognition. Students, in their turn, should love their teacher. To please her, they should learn the values that would sustain a more virtuous republic. Parenting, through all of this, was redefined as a private activity. Battle lines were drawn and the stakes were love, learning and control
It doesn’t need to be this way
It is time to rethink the ways in which parents and teachers interact with one another. It is time to redefine “homeschooling” as something all families engage in and that all public schools should seek to support
Authors and Affiliations
Bibliographic Information
Book Title: Home/Schooling
Book Subtitle: Creating Schools That Work for Kids, Parents and Teachers
Authors: Kyle Greenwalt
DOI: https://doi.org/10.1007/978-94-6300-474-9
Publisher: SensePublishers Rotterdam
eBook Packages: Education, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016
eBook ISBN: 978-94-6300-474-9Published: 22 March 2016
Edition Number: 1
Topics: Education, general