Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

..". an excellent broad overview... " --Journal of Social History..". powerfully argued... " --Moses Rischin..". imaginative and soundly based... " --Choice"Highly recommended... " --Library Journal..". an outstanding major contribution to the literature on immigration history." --History..". a very important new synthesis of American immigration history... " --Journal of American Ethnic History..". a state of the art discussion, impressively encyclopaedic... The Transplanted is a tour de force, and a fitting summation to Bodnar's own prolific, creative, and insightful writings on immigrants." --Journal of Interdisciplinary HistoryA major survey of the immigrant experience between 1830 and 1930, this book has implications for all students and scholars of American social history.

The Transplanted-A History of Immigrants in Urban America.

For Love of Country: Debating the Limits of Patriotism

The Transformation of the school

Collaborative Circles: Friendship Dynamics and Creative Work

This historical study focuses on how John Dewey's theory of education as socialization and Mordecai Kaplan's theory of Judaism as a civilization together served as an ideological base and pedagogical framework for the creation of “progressive,” “reconstructed” American Jewish school programs in the early 20th century (1910s–1930s). In the main, progressive Jewish educators no longer conceived of Jewish education merely as a program of religious education designed to impart the ways and dictates of Judaism. Rather, Jewish education was conceptualized as a total program of socialization designed to prepare children for active and intelligent participation in American Jewish life.

Socialization into a Civilization: The Dewey–Kaplan Synthesis in American Jewish Schooling in the Early 20th Century

Judaism, Jewish life, the Jewish people—indeed, almost all facets of the Jewish experience—are in a postmodern, post-denominational, post-ethnic, post-Zionist, post-diaspora, or what may simply be called a “post-everything” age. Studies show that post-everything youth in general are less concerned with national/ethnic/religious identification than prior generations were, sparking debate among Jewish educators of whether identity and continuity are sufficient justifications for Jewish education anymore. This conceptual study enters the conversation by interrogating the relationship between citizenship education and identity formation historically and contemporarily. In the end, the author argues that a new paideia is in order that is attuned to the concerns of Generation Next. In place of “Jewish citizenship education,” which aimed to prepare Jewish youth to make contributions to the growth and perpetuation of the Jewish community, the author proposes “Jewish cosmopolitan education,” which prepares Jewish ...

Problems and Prospects of Jewish Education for Intelligent Citizenship in a Post-Everything World.

This document‐based historical study looks back at the early years of the social foundations of education program that originated at Teachers College, Columbia University, in the 1930s–1940s, and focuses on the sociopolitical, intellectual, and educational currents that helped bring it about. Drawing on archival materials and published monographs by the field’s original practitioners and later observers, this study situates the emergence of social foundations at Teachers College on the heels of the development of social studies in secondary schools. The study suggests that many of the same rationales that undergirded social studies were applied to social foundations, with the belief that future citizens should be endowed with the capacity to solve contemporary social problems based on the wisdom of the ages, the realities of present‐day circumstances, and the tools of critical analysis. Consequently, foundations courses such as Teachers College’s pathbreaking Ed.200F were broad, synthetic, and int...

Social Studies as a Means for the Preparation of Teachers: A Look Back at the Foundations of Social Foundations Courses

The history of education is a worthwhile pursuit within the study of history writ-large, for education is a powerful cultural device that has been manipulated for a variety of social, political, and economic purposes. So, why is it the case that little work has been done to date on the history of American Jewish schooling? This article assesses the state of Jewish educational historiography and suggests that research has been constrained by two major factors: (1) Jewish historians have been reluctant to address educational matters, and (2) Jewish educators have been concerned foremost with the present and future, and not the past.

What’s Wrong with the History of American Jewish Education?

Background/ContextThe field of social studies education is hardly lacking in historical investigation. The historiography includes sweeping chronicles of longtime struggles over the curriculum as w...

https://journals.sagepub.com/doi/pdf/10.1177/016146811311501206

Social Studies Teacher Education in the Early Twentieth Century: A Historical Inquiry into the Relationship between Teacher Preparation and Curriculum Reform.

Benjamin M. Jacobs

Papers

Socialization into a Civilization: The Dewey–Kaplan Synthesis in American Jewish Schooling in the Early 20th Century

Problems and Prospects of Jewish Education for Intelligent Citizenship in a Post-Everything World.

Social Studies as a Means for the Preparation of Teachers: A Look Back at the Foundations of Social Foundations Courses

What’s Wrong with the History of American Jewish Education?

Social Studies Teacher Education in the Early Twentieth Century: A Historical Inquiry into the Relationship between Teacher Preparation and Curriculum Reform.