Curriculum for Utopia: Social Reconstructionism and Critical by William B. Stanley

By William B. Stanley

This booklet examines the connection among modern kinds of serious conception and social reconstructionism, as they relate and give a contribution to the development of an intensive conception of schooling. It illustrates a number of the power matters, difficulties, and ambitions of radical academic reform, together with the significance of constructing a language of risk, utopian suggestion, and the severe competence essential to exhibit and deconstruct different types of oppression. Stanley perceptively and obviously reexamines new demanding situations posed to numerous types of severe pedagogy (including reconstructionism) via the improvement of postmodern and poststructuralist idea, concentrating on the connections and continuities among them.

"Few students within the box of schooling have paid as shut consciousness to the present debates inside severe social conception as invoice Stanley. not just has he formulated a perceptive research of the evolutionary developments in continental social concept, serious pragmatism, feminist concept, and different views in modern serious inspiration, yet he has controlled to research how such views were challenged, debated, misunderstood, and selectively appropriated via academic theorists. whereas his seize of the debates inside academic idea and talent to tell apart the main relevant and pressing issues from the extra tangential is really amazing, it truly is his skill to increase the research and situate it in new, dynamic ways in which marks the singular value of this book." -- Henry A. Giroux and Peter L. McLaren

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Additional info for Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era (S U N Y Series, Teacher Empowerment and School Reform)

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Legislative Background 29 3. The Public-Nonprofit Sponsorship Position in the Contemporary Debate over Child Care Services 63 4. Church Sponsorship and the Religious Function 87 5. For-Profit Sponsorship and the Economic Function 143 6. Employer Sponsorship and the Economic Function 179 7. Public School Sponsorship and the Education Function 217 Page viii Part II. The Kindergarten Debate 8. The Context of the Past Debate 261 9. Private Sponsorship of Kindergartens 275 10. Free Kindergartens 279 11.

Kindergartens Under the Sponsorship of Social Settlements, Churches, Corporations, and the Women's Temperance Union 287 12. Public School Sponsorship of the Kindergarten 299 Part III. Conclusion 13. Policy Implications 323 Appendixes 355 Bibliography 381 Index 441 Page ix ACKNOWLEDGMENTS I found the motivation for the research leading to this book when I was student teaching at Grosvenor House Day Care Center on Manhattan's Upper West Side. I worked with the most dedicated people. Ursula Foster, as teacher, and Ellen Dublin, as administrator, provided the children a highly nurturing environment despite limited resources.

Progressive thinking feminists strive to develop short- and long-term goals. Short-term goals address the immediate problems of women, such as the problems created by working and mothering. Long-term goals focus on changing the patriarchal system of female dependency and the irresponsibility of this patriarchy that permits women to assume the primary responsibility for child rearing (Spakes 1989). The issues surrounding child care are very much intertwined with feminist theory because of traditionally held views about the mother-child bond, the glorification of the mother role, and the gender stratification of occupations.

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