Learning Together: A History of Coeducation in American Public Schools
| Author | : | |
| Rating | : | 4.73 (674 Votes) |
| Asin | : | 0300047568 |
| Format Type | : | paperback |
| Number of Pages | : | 384 Pages |
| Publish Date | : | 2016-06-02 |
| Language | : | English |
DESCRIPTION:
DAVID TYACK is Vida Jacks Professor of Education at Stanford University.ELISABETH HANSOT is senior lecturer in political science at Stanford University.
The practice of coeducation became embedded in most public schools during the early 1800s and has persisted despite numerous attempts to undo it. Tyack and Hansot ( Managers of Virtue, LJ 4/1/82, and Public Schools in Hard Times, LJ 5/15/84) focus on the gender policies and practices of American schools from the early "dame school" and "common school" to the present. Many of the traditional interpretations and beliefs about coeducation fall by the wayside in this amply footnoted, important, and scholarly study. It is appropriate and recommended for libraries having interests in American education history, women's studies, or compara
Five Stars Great product. Thank you.. Dema said American Schools. This is an excellent book that should be read by all in education. The history of coeducation and the driving forces in education are clearly presented and discussed. Very informative.. Printing/Binding Problem with Paperback Edition USAFmom3 This book is defective. The last pages of chapters 1 and 2 are bound backwards. Chapter 1 ends with p. 26, then the first page of Chap 2 begins with p. 28 and on the reverse of that page is p. 27--the last page of Chapter 1. The same scenario is repeated in the transition for Chapter 2 to Chapter 3. Obviously a printing/binding problem.
They address a number of provocative questions. The text is accompanied by contemporary photographs and photo-essays that add evidence about gender in classrooms. Schools have reflected some of the gender inequalitities embedded in the larger society, yet they have in some degree been sheltered enclaves where children and youth were treated in ways that contrasted sharply with the lives of adult women and men. In this book the authors explore the factors that have shaped coeducation since its origins. Debates over gender policies suggest that Americans have made public education the repository of their hopes and anxieties about relationships between the sexes. Thus the history of coeducation serves as a window not only on constancy and change in gender practices in the schools but also on cultural conflicts about gender in the broader society.. Why did Americans choose to educate boys and girls together at the very time they were creating separate spheres for adult men and women? How did beliefs about the similarities and differences of boys and girls shape gender policies and practices in schools? Why did criticisms of coeducation often have little impact on everyday classroom practices? To what degree did the treatment of boys and girls differ by class, race, region, and historical period? Why did policymakers alternatively see girls or boys as