Clark Local Civics with National Purpose

Civic Education Origins at Shortridge High School
1. Auflage 2021
ISBN: 978-3-030-65581-5
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 158 Seiten, eBook

Reihe: Historical Studies in Education

This book examines the development of civic education in the United States through the lives of two teachers at Shortridge High School (SHS) in Indianapolis around 1900. After situating civic education at the turn-of-the-century, the book describes the career of Laura Donnan—her influences, teaching, extracurriculars, and civic life—through the lens of her unique epistemology, shaped by negotiating the gendered ideologies of her era. Then, the book re-examines Arthur W. Dunn’s career, focusing on his ten years at SHS, and the influence of Donnan on his popular community civics curriculum and subsequently the 1916 report “The Social Studies in Secondary Education.” Previous scholars have overlooked Dunn’s time at SHS, viewing it simply as a stepping stone for the progressive educator’s career. This book argues that Dunn’s time at SHS was pivotal to his career due to influential colleagues, primarily Donnan. To conclude, Clark discusses the implications of Donnan’s epistemology in shaping civic education in the United States.

Zielgruppe

Research

Autoren/Hrsg.

Clark, J. Spencer

Inhaltsverzeichnis

1. Contextual, Argumentative, and Theoretical Introductions.- 2. The Context of Civic Education in the United States around 1900.- 3. Laura Donnan.- 4. Civic Education at Shortridge High School.- 5. The Extracurriculum at Shortridge.- 6. Arthur Dunn at Shortridge 1900-1910.- 7. Arthur Dunn on the National Stage: Local Civics for National Purposes.- 8. Donnan, Dunn, and their Civic Education Implications.- 9. Conclusion.-

Über Autor(innen)

J. Spencer Clark is Associate Professor of Curriculum Studies at Kansas State University, USA. He teaches courses on curriculum theory, history of education, research methodology, and social studies curriculum. His research examines the concept of agency in teacher education, history of education, civic and social studies education, and rural education.