| 書目名稱 | School(house) Design and Curriculum in Nineteenth Century America |
| 副標題 | Historical and Theor |
| 編輯 | Joseph da Silva |
| 視頻video | http://file.papertrans.cn/862/861820/861820.mp4 |
| 概述 | Aruges that the socio-political changes of the twentieth and twenty-first century have deeply complicated the legacy of nineteenth century schooling.Locates a new site for academic intervention and ma |
| 圖書封面 |  |
| 描述 | This book examines the formative relationship between nineteenth century American school architecture and curriculum. While other studies have queried the intersections of school architecture and curriculum, they approach them without consideration for the ways in which their relationships are culturally formative—or how they reproduce or resist extant inequities in the United States. Da Silva addresses this gap in the school design archive with a cross-disciplinary approach, taking to task the cultural consequences of the relationship between these two primary elements of teaching and learning in a ‘hotspot’ of American education—the nineteenth century. Providing a historical and theoretical framework for practitioners and scholars in evaluating the politics of modern American school design, the book holds a mirror to the oft-criticized state of American education today.. |
| 出版日期 | Book 2018 |
| 關(guān)鍵詞 | social justice; extant inequities in the United States; modern American school design; wetu; race, class |
| 版次 | 1 |
| doi | https://doi.org/10.1007/978-3-319-78586-8 |
| isbn_softcover | 978-3-030-08738-8 |
| isbn_ebook | 978-3-319-78586-8 |
| copyright | The Editor(s) (if applicable) and The Author(s) 2018 |
|Archiver|手機版|小黑屋|
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