LEADER 04368nam 2200577 450 001 9910255156703321 005 20230808192324.0 010 $a94-6300-474-2 024 7 $a10.1007/978-94-6300-474-9 035 $a(CKB)3710000000622586 035 $a(EBL)4454934 035 $a(DE-He213)978-94-6300-474-9 035 $a(MiAaPQ)EBC4454934 035 $a(MiAaPQ)EBC4522375 035 $a(OCoLC)945662858 035 $a(nllekb)BRILL9789463004749 035 $a(Au-PeEL)EBL4522375 035 $a(CaPaEBR)ebr11511295 035 $a(EXLCZ)993710000000622586 100 $a20180228h20162016 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHome/schooling $ecreating schools that work for kids, parents and teachers /$fKyle Greenwalt 205 $a1st ed. 2016. 210 1$aRotterdam, Netherlands ;$aBoston, [Massachusetts] ;$aTaipei, [Taiwan] :$cSense Publishers,$d2016. 210 4$d?2016 215 $a1 online resource (118 p.) 300 $aDescription based upon print version of record. 311 $a94-6300-473-4 311 $a94-6300-472-6 320 $aIncludes bibliographical references. 327 $aHome/Schooling Revisited -- The Illusion of Compulsory Schooling -- Homeschooling and Home/Schooling -- Audience, Purpose and Overview of the Book -- What Schooling Does to Kids -- The Outcomes of Schooling: Liberation versus Oppression -- Nationalism, Schooling, and Affectionate Authority -- Nationalist Reform through Affectionate Authority -- Living the Contradiction: Stories of Teacher Authority and Teacher Affection -- What Schooling Does to Kids: The Universality of Guilt, Shame and Abuse -- What Schooling Does to Teachers -- The Worst of All Slaveries -- Women and Teaching: Ambitions for a Public Life -- Women and Teaching: A Dangerous Step Forward -- What Teaching Does to Teachers -- The Biggest Challenge Facing Teachers: Their Own Pasts -- What Schooling Does to Teachers -- What Schooling Does to Parents -- A Warning: Teachers Living Lives of Contradiction -- A Man?s Home Is His Castle -- Families and the Common School Movement -- Teachers and Parents Are Natural Enemies -- A Pathologist Comes to Visit -- When Are They Supposed to Dance? -- Finding the Balance between Home and School -- Home/Schooling Our Children -- Rethinking Affectionate Authority: Lessons from Marmee -- Recommendations for Parents and Teachers -- Final Thoughts -- References. 330 $aDuring the nineteenth century, social reformers took hold of an already existing institution?the school?and sought to make it compulsory. In the process, they supplanted parents and domestic life?the home?as the primary educational force for children As education was taken out of the home, American classrooms were at the same time remade into a particular kind of home life?one based upon a sentimentalized maternity, where love can always triumph over the ?public? and ?masculine? forces of competition, merit, and hierarchy And so love entered into the discourse of teaching In this model, a good teacher loves her students. She makes her classroom into a home. Like a good mother, she sacrifices for them, enduring long hours of isolation, low pay, and little public support or recognition. Students, in their turn, should love their teacher. To please her, they should learn the values that would sustain a more virtuous republic. Parenting, through all of this, was redefined as a private activity. Battle lines were drawn and the stakes were love, learning and control It doesn?t need to be this way It is time to rethink the ways in which parents and teachers interact with one another. It is time to redefine ?homeschooling? as something all families engage in and that all public schools should seek to support. 606 $aHome schooling$zUnited States 606 $aEducation$xParent participation 606 $aEducation, Compulsory 615 0$aHome schooling 615 0$aEducation$xParent participation. 615 0$aEducation, Compulsory. 676 $a371.042 700 $aGreenwalt$b Kyle$01033397 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910255156703321 996 $aHome$92451922 997 $aUNINA