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| Ewing, E. Thomas / Hicks, David (eds.) |
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| Education and the Great Depression |
| Lessons from a Global History |
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| Series: |
History of Schools and Schooling  Vol. 46 |
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| Year of Publication: 2006 |
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| New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2006. VIII, 324 pp. |
| ISBN 978-0-8204-7143-3 pb. |
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| Sales price |
| SFR 43.00 |
€* 29.40 |
€** 30.30 |
€ 27.50 |
£ 19.30 |
US-$ 32.95 |
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includes VAT - only valid for Germany |
[Currency of invoice] |
| ** |
includes VAT - only valid for Austria |
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| Book synopsis |
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| Education and the Great Depression: Lessons from a Global History examines the history of schools in terms of pedagogies, curricula, policies, and practices at the point of intersection with worldwide patterns of economic crisis, political instability, and social transformation. Examining the Great Depression in the historical contexts of Egypt, Turkey, Germany, Brazil, and New Zealand and in the regional contexts of the United States, including Virginia, New York City, Cleveland, Chicago, and South Carolina, this collection broadens our understanding of the scope of this crisis while also locating more familiar American examples in a global framework. |
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| Contents |
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| Contents: E. Thomas Ewing/David Hicks: Introduction: Education in the Great Depression - John F. Lyons: Regional Variations in Union Activism of American Public Schoolteachers - E. Thomas Ewing: The «Virtues of Planning»: American Educators Look at Soviet Schools - Michele Cohen: Civilization: Its Rise and Fall in New Deal School Murals - Charles Lansing: The Great Depression, German Teachers, and Nazi Revolution in the Schools - Regennia N. Williams: Reading, Writing, and Racial Uplift: Education and Reform in Cleveland, Ohio - Edward Janak: «Caught in a Tangled Skein»: The Great Depression in South Carolina's Schools - Carol Mutch: The Sugarbag Years: Politics and Education Intersect in New Zealand - Eugene F. Provenzo, Jr.: One-Room and Country Schools Depicted in Farm Security Administration Photographs - Barak A. Salmoni: The Pedagogy of Work and Thrift: Economic Intentionality as Turkish Educational Priority - Kristen D. Nawrotzki: «Shall the Youngest Suffer Most?» U.S. Kindergartens in the Depression - Alberto Gawryszewski/Michael L. Conniff: Progressive Schools for a Democratic Society: Reforming Education in Rio de Janeiro - David Hicks/Stephanie Van Hover: «A Magnificent Adventure»: Negotiating and Structuring Curricular Change in Virginia - Amy J. Johnson: Encouraging Education, Increasing Income: The al-Manayil Village and Rural Education in Egypt - E. Thomas Ewing/David Hicks: Afterword: Lessons from a Global History. |
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| Reviews |
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«This is a provocative collection of studies of educational responses to economic crisis, examined through both regional and global frameworks. It is a valuable contribution to both American and comparative studies of the Great Depression.» (Kate Rousmaniere, Professor & Chair, Department of Educational Leadership, Miami University, Oxford, Ohio)
«This illuminating book gives multiple perspectives on how different societies responded to the crises generated by the Great Depression of the 1930s. The authors focus on the actions of individuals and groups as well as global structures and processes. Dramatic differences as well as similarities mark the stories they tell: Nazis 'cleanse' the teacher corps, Brazilian reformers emulate Dewey, activists in Egypt promote literacy in desperately poor villages, and progressives in New Zealand and the United States seek to fashion schools that will, over time, reshape society. As revolutionists of the right and left argued with one another about schooling, educators in local districts struggled to preserve hope amid fear for the future.» (David Tyack, Professor of Education & History Emeritus, Stanford University) |
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| About the author(s)/editor(s) |
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The Editors: E. Thomas Ewing received his Ph.D. in modern Russian history from the University of Michigan. He is Associate Professor in the Department of History at Virginia Tech, and he is the author of The Teachers of Stalinism: Policy, Practice, and Power in Soviet Schools of the 1930s (Lang, 2002) and editor of Revolution and Pedagogy (2005).
David Hicks received his M.A. in history from the State University of New York at Cortland and his Ph.D. in curriculum and instruction (history and social science education) from Virginia Tech. He is currently Associate Professor in the School of Education at Virginia Tech, and he has published extensively on teaching the social studies. |
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