Progressive Education
a. Different positions progressive reformers took |
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Liberal –social justice John Dewey & Ella Flag Young
Conservative– Social order, Elliot & Cubberly
Pro |
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Progressive Education
b. Economic reform in the progressive era |
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Problem: Monopolies, or Trust
Solution: Roosevelt and WIlson breaking up the trust, organizes labor, trade union activity |
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Progressive Education
c. Changes progressive educators introduced into public schools |
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| 8-4 school day, high school organization, organization based on school testing, extracurricular activities |
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Progressive Education
d. Difference between administrative progressives & pedagogical progressives |
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| administrative: administration, tracking, vocational education
Pedagogical: teachers, sharing authority with teachers, democratic socail reform |
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Progressive Education
e. Committee of Ten |
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| administrative progressive; Elliot |
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Progressive Education
f. Charles W. Eliot |
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administrative, Hardvard chairmen of the committee of ten
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the purpose of secondary education was the same for all students
discipline their minds for what activity was to follow
pioneer/toward elective system into high shchools |
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Progressive Education
g. Curricular Differentiation |
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| Administrative progressives, standardized test, traking, sorting students, economic goals |
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Progressive Education
h. Ellwood Cubberley |
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Administrative; former school superintendent,
negativism toward immigration on the part of administration progressives, school surveys, remaining gap |
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Progressive Education
i. John Dewey |
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| pedagogical; education is a social process, education is growth education is life |
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Progressive Education
j. Ella Flagg Young |
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| pedagogical, can’t separate the life of the teacher and student |
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John Dewey
a. How John Dewey views the nature of the child and the nature of learning |
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| children are inherently curious individuality social |
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John Dewey
b. What Dewey finds problematic with traditional schooling |
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| drilling, selfish, egoistic, and competitive |
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John Dewey
c. Is the process of education an “end result” –fixed or completed? |
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| society is not fixed, we do not know how things will be in the future.
experience –> contemplation–> logic/principles |
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John Dewey
d. Dewey’s response to Rousseau: the two fallacies |
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The thought that Human beings are as simplistic as a seed
We are much more complex
Environmental factors
If you don’t have the correct factors to grow you will not grow. |
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John Dewey
e. Where does the initiative in growth come from? |
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| the needs and powers of the individual |
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John Dewey
f. What is the ultimate test of the value of what is learned? |
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| use and application in carrying on and improving the common life of all |
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John Dewey
g. Respect for individuality |
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| i. All students are different from one another and will not learn in one standard, uniform way |
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Gardner
a. Shortcomings of progressive education |
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a. Insensitive to problems some students have
b. Students lack basic skills
c. Some lack motivation
d. Different learning styles |
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Gardner
b. Francis Parker on standards |
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i. Standards should arise from the student and the teacher as being imposed from the outside externally
ii. Standards shouldn’t come from the outside |
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Gardner
c. Historian Ella Lagemann on the fate of progressive education |
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| Thorndike won and Dewey lost |
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Gardner
d. Positive aspects of progressive education (page 198) |
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WEB Du Bois
a. Du Bois’ argument |
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| education of the African American Population |
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WEB Du Bois
b. How does he support his position What a “proper education” is comprised of |
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a sympathetic connection between student and teacher
knowledge of the history and background of black students
proper facilities |
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WEB Du Bois
d. What reasons does Du Bois give for the lack of support for African American schools (page 330)? |
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1) disparage of their own schools
1) segragation will bring more evil back on the blacks
2) lack of self determination or believing one can succeed |
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WEB Du Bois
c. How does DuBois answer the question: “Does the Negro Need Separate Schools?” |
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| yes because the student an =d the tacher have to relate to one another and that they should be socially equal
black children cannot get the educaiton that they desrerve in white or mixed schools |
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WEB Du Bois
e. Ethiopians Have No Negro Blood |
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| anthropologist, erase the history of black folk |
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James D. Anderson
a. The legacy of the Brown v. Board case |
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separate is inherently unequal
individual equality under the law |
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James D. Anderson
c. How did Brown vs. Board of Education influence other struggles for equality? |
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i. Devastated the careers of black educators and administrators
ii. Placed many black children in hostile environments
iii. Black students lost all their cultural symbols
1. Schools were lost or burnt down
iv. Segregation reemerged through tracking and other activities.
v. Prince Edward County, VA
vi. Maya Angelou
vii. Unequal Educational Opportunities |
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James D. Anderson
d. Declaration of Independence |
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| All men are created equal |
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James D. Anderson
e. Constitution – 1787 |
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i. Equal representation in the house of representatives
ii. No mention of equal rights |
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James D. Anderson
f. 14th Amendment |
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i. the Equal protection clause
ii. due process
1. extended citizenship to African Americans
2. gave them all the rights under citizenship |
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James D. Anderson
g. Constitutional equality |
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a. The Civil Rights Act of 1875
i. The supreme Court declared this law unconstitutional |
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James D. Anderson
h. Why was there no reference to equality for individuals in the Constitution of 1787? |
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James D. Anderson
Charles Sumner |
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| i. Congressman who Sought to give African Americans complete voting rights and substantial of equality |
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Stacy Lee
The Model Minority Sterotype |
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a. Problem
i. The stereotype homogenizes the Asian American population, masking the diversity within Asian American communities due to social class, religion, language, ethnicity, migratory status, length of residence, and education |
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Stacy Lee
Voluntary and involuntary Minorities |
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a. Voluntary Minority
i. Immigrants who voluntarily come to America to seek a better life
ii. View themselves as guest in the U.S. and tolerate discrimination and will assimilate
iii. Do well in school
iv. Asian- Americans
b. Involuntary Minority
i. Immigrants who were incorporated into the U.S. through slavery or conquest
1. African Americans
2. Mexicans
3. Native Americans
4. Hawaiians |
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Stacy Lee
Ogbu’s Framework |
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a. Voluntary Minority
i. Immigrants who voluntarily come to America to seek a better life
ii. View themselves as guest in the U.S. and tolerate discrimination and will assimilate
iii. Do well in school
iv. Asian- Americans
b. Involuntary Minority
i. Immigrants who were incorporated into the U.S. through slavery or conquest
1. African Americans
2. Mexicans
3. Native Americans
4. Hawaiians |
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i. Identification
1. Korean, not Asian
2. Don’t want to identify with any other Asians
ii. Values
1. Their parents encourage them to keep their Korean identity
2. School success needed for social mobility
iii. Challenges
1. English/language skills
2. Not connected to other Asians
3. Pressure from stereotype
b. Asian Americans |
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i. Identification
1. Pan-Asian ethnic identity
ii. Values
1. School
2. Family
iii. Challenges
1. Fear they will not live up to the expectations
2. Choose career carefully, language |
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i. Identification
1. Identify themselves as Asians
ii. Values
1. Schooling was the key to a successful future
2. Same as High Achievers
iii. Challenges
1. Seeking help
a. Negatively impact their families
2. Teachers overlook their need for help |
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i. Identification
1. Identified themselves as south east Asian refugees. From the working class and poor families
2. PARTY
ii. Values
1. Did not view school as the key to success
2. Get around the school rules and pass their classes without doing a lot of work
3. Peer oriented
4. Casting off an Asian American stereotype
iii. Challenges
1. Life
2. Don’t have a lot of ideas on how to do things or accomplish anything |
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i. Identification
1. Asian American
2. Believed all Asians shaped common experiences in the U.S.
ii. Values
1. Viewed education more as a tool to combat racism
a. Challenging racism
iii. Challenges
1. discrimination |
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Stacy Lee
Lee’s critique of Ogbu’s framework |
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a. fails to explain why Asian do not perform as well in their respective countries of origin as they do in the U.S.
b. treats voluntary minorities as a homogeneous groups
c. fails to explain poor achievement among Asian Americans |
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