LEADER 03270nam 2200493 450 001 9910153130303321 005 20170301090444.0 010 $a0-7735-4844-0 010 $a0-7735-4843-2 024 7 $a10.1515/9780773548435 035 $a(CKB)3710000000960230 035 $a(MiAaPQ)EBC4748431 035 $a(VaAlCD)20.500.12592/fvg9zp 035 $a(DE-B1597)655097 035 $a(DE-B1597)9780773548435 035 $a(EXLCZ)993710000000960230 100 $a20161215h20162016 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aBetween education and catastrophe $ethe battle over public schooling in postwar Manitoba /$fGeorge Buri 210 1$aMontreal, [Quebec Province] :$cMcGill-Queen's University Press,$d2016. 210 4$dİ2016 215 $a1 online resource (287 pages) 311 $a0-7735-4827-0 320 $aIncludes bibliographical references and index. 327 $aReconstruction, the new liberalism, and child psychology -- Child-centred education: the progressive curriculum in theory -- Education for democratic citizenship: the postwar curriculum in practice -- The traditionalist backlash -- The battle over reading and grammar -- The reinvention of the high school -- Rural schools and rural life -- The battle over teachers -- The Royal Commission on Education and the battle over the schools in Manitoba. 330 $a"After the Second World War, progressives and traditionalists waged a quieter battle over schools. In Between Education and Catastrophe, George Buri connects the educational debates of the 1950s to the broader Canadian postwar political conversation about the social welfare state and Keynesian versus laissez-faire models of liberalism."--$cFrom publisher's website. 330 $a"Working skilfully with primary sources, contemporary publications, and a rich array of secondary sources, Buri examines debates over curricula, the purpose of high school, teacher training, rural schools, and standardized testing in Manitoba. The progressives who advocated for a "new liberalism"-- characterized by government intervention and the social welfare state--sought to create a system of public schooling that would both equip students to succeed and enlarge their political vision by encouraging compromise and democratic decision making. They promoted more practical subjects, child-centred classrooms, and the use of psychological expertise to promote "life adjustment." Meanwhile, self-styled traditionalists such as Hilda Neatby thought progressive education undermined the individual competition and achievement at the root of a laissez-faire economy, calling for a return to the basics, an elimination of "frill" subjects, and a more academic focus for the public education system."--$cFrom publisher's website. 606 $aEducation$zManitoba 606 $aducational change$zManitoba 615 0$aEducation 615 0$aducational change 676 $a330.9712703 700 $aBuri$b George$0964289 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910153130303321 996 $aBetween education and catastrophe$92187192 997 $aUNINA