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Blaming Teachers : Professionalization Policies and the Failure of Reform in American History. 教師を責める－アメリカ史における 専門化の政策と改革の失敗－
・ISBN 978-1-9788-0843-0 hard US$ 150.00
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お気に入り
★★★
・ISBN 978-1-9788-0842-3 paper US$ 41.95
￥9,828.- (税込) ※（※）価格はご注文時の参考価格となります。
納品価格につきましては書籍の入荷時点で確定となります。
版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
お気に入り
★★★
| 著者・編者 | Pawlewicz, Diana D'Amico, |
|---|---|
| シリーズ | New Directions in the History of Education |
| 出版社 | (Rutgers U. Pr., US) |
| 出版年月 | 2020 |
| ページ数 | 264 pp. |
| 言語 | ENG |
| ニュース番号 | ＜657-P5905 657-P6758＞ |
解説
Winner of the 2021 Society of Professors of Education Outstanding Book Award
Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea.
In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers' professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers' shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.
Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea.
In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers' professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers' shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.