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Reaching beyond the schools: The rol...

Longo, Nicholas Vito, Jr.

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Reaching beyond the schools: The role of community in civic education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reaching beyond the schools: The role of community in civic education./
作者:	Longo, Nicholas Vito, Jr.
面頁冊數:	243 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0531.
Contained By:	Dissertation Abstracts International66-02A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3165889
ISBN:	054201260X

Reaching beyond the schools: The role of community in civic education.
Longo, Nicholas Vito, Jr.

Reaching beyond the schools: The role of community in civic education. - 243 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0531.

Thesis (Ph.D.)--University of Minnesota, 2005.

Throughout our nation's history, education has been linked to the promise of democracy. Yet over the past century this connection has too often been narrowed to the school as its sole vessel. This is harmful to education---it puts too much pressure on a single institution. It is also harmful to democracy---it ignores the role of the many institutions that educate, along with the connections between these institutions. This study unearths and examines rich models of learning in which multiple institutions collaboratively play a role in promoting civic education. Using historical and ethnographic case study analysis, this thesis addresses the research question: What is the role of community in civic education?

ISBN: 054201260XSubjects--Topical Terms:

783746
Education, Philosophy of.

Reaching beyond the schools: The role of community in civic education.
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245 1 0 $a Reaching beyond the schools: The role of community in civic education.
300 $a 243 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0531.
500 $a Advisers: Jerome A. Stein; Jane Plihal.
502 $a Thesis (Ph.D.)--University of Minnesota, 2005.
520 $a Throughout our nation's history, education has been linked to the promise of democracy. Yet over the past century this connection has too often been narrowed to the school as its sole vessel. This is harmful to education---it puts too much pressure on a single institution. It is also harmful to democracy---it ignores the role of the many institutions that educate, along with the connections between these institutions. This study unearths and examines rich models of learning in which multiple institutions collaboratively play a role in promoting civic education. Using historical and ethnographic case study analysis, this thesis addresses the research question: What is the role of community in civic education?
520 $a Specifically, I examine Hull House and the pioneering social settlement work of Jane Addams at the turn of the 20th century; democratic education for social change put into practice during the civil rights movement by Myles Horton, Septima Clark, Bernice Robinson, and others at the Highlander Folk School; and the Neighborhood Learning Community in St. Paul, Minnesota, a network of community institutions, schools, and higher education institutions which applies the lessons from Hull House and Highlander in its efforts to create a neighborhood culture of civic learning. The study concludes with lessons learned and policy recommendations for making community an essential component for civic education.
520 $a The cases in this study present important historical and contemporary models where educational institutions partner with local communities in empowering ways; connect learning with civic engagement; focus on assets; address issues of power and injustice; practice reciprocity; and utilize all of the resources at their disposal---enabling schools, colleges and universities, community institutions, and community residents to work together for democracy.
520 $a This study introduces the building blocks for a new way of thinking about civic education by presenting a narrative on a diverse set of practices that reach beyond the schools and amounts to, I hope, a widening of the conversation on the connections between education, community, and democracy.
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