Schools as Imagined Communities : The Creation of Identity, Meaning, and Conflict in U.S. History / / by S. Dorn, B. Shircliffe, D. Cobb-Roberts

• Record Nr.: UNINA9910973523103321
• Pubbl/distr/stampa: New York : , : Palgrave Macmillan US : , : Imprint : Palgrave Macmillan, , 2006
• ISBN: 9786611369569; 9781281369567; 128136956X; 9781403982933; 1403982937
• Edizione: [1st ed. 2006.]
• Descrizione fisica: 1 online resource (XI, 217 p.)
• Altri autori (Persone): Cobb-RobertsDeirdre; DornSherman; ShircliffeBarbara J
• Disciplina: 371.19/0973
• Soggetti: School management and organization; Political science; Education - Philosophy; United States - History; Educational sociology; Organization and Leadership; Political Science; Philosophy of Education; Educational Philosophy; US History; Sociology of Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Introduction : schools as imagined communities / Barbara J. Shircliffe, Sherman Dorn, and Deirdre Cobb-Roberts -- Education in an imagined community : lessons from Brook Farm / Vicki L. Eaklor -- Crafting community : Hartford Public High School in the nineteenth century / Melissa Ladd Teed -- Student-community voices : memories of access ; versus treatment at University of Illinois / Deirdre Cobb-Roberts -- From isolation to imagined communities of LGBT school workers : activism in the 1970s / Jackie M. Blount -- School and community loss, yet still imagined in the oral history of school segregation in Tampa, Florida / Barbara J. Shircliffe -- Imagined communities and special education / Sherman Dorn -- The Glover School historic site : rekindling the spirit of an African American school community / Elgin Klugh.
• Sommario/riassunto: Government forces mean the notion of a 'community' school has become less defined by decisions on core curriculum. This collection explores the extent to which collective notions of school-community relations have prevented citizens from speaking openly about the tensions created where schools are imagined as communities.