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Discourses of social justice in Cath...

McCarthy, Mary Rose.

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Discourses of social justice in Catholic schools for girls, 1960--1990.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Discourses of social justice in Catholic schools for girls, 1960--1990./
作者:	McCarthy, Mary Rose.
面頁冊數:	396 p.
附註:	Adviser: Maxine S. Seller.
Contained By:	Dissertation Abstracts International62-04A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3010852
ISBN:	0493209735

Discourses of social justice in Catholic schools for girls, 1960--1990.
McCarthy, Mary Rose.

Discourses of social justice in Catholic schools for girls, 1960--1990. - 396 p.

Adviser: Maxine S. Seller.

Thesis (Ph.D.)--State University of New York at Buffalo, 2001.

American schools have been charged both with socializing children to accept society's values and norms and with educating them to be critical citizens. Accomplishing both these tasks necessarily involves tensions educators must negotiate in school policies and practices. This dissertation explores whether attention to both conformity and social critique and then tensions between them contributes to the creation of uniquely effective learning communities.

ISBN: 0493209735Subjects--Topical Terms:

599244
Education, History of.

Discourses of social justice in Catholic schools for girls, 1960--1990.
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245 1 0 $a Discourses of social justice in Catholic schools for girls, 1960--1990.
300 $a 396 p.
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500 $a Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1349.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2001.
520 $a American schools have been charged both with socializing children to accept society's values and norms and with educating them to be critical citizens. Accomplishing both these tasks necessarily involves tensions educators must negotiate in school policies and practices. This dissertation explores whether attention to both conformity and social critique and then tensions between them contributes to the creation of uniquely effective learning communities.
520 $a Catholic schools have historically been sites of both Americanization and a social critique of the United States. However, since scholars have rarely studied schools' attempts to create discourses of social justice, this aspect of Catholic schools has often been ignored in evaluations of what makes them successful and valued. In this study I examine two urban Catholic high schools for girls where faculty and students created social critiques and incorporated them into their interactions, activities and curriculum. Using school archival material and interviews with alumnae, teachers and administrators, I construct a history of the schools' social justice discourses and describe the effects the interviewees' attribute to their participation in the process. The study charts how changes in the Catholic Church, nationally and locally, as well as economic, demographic and political developments became “texts” that mediated the schools' discourses of justice. By providing closely studied examples of the creation of social critique, I suggest that discourses of social justice are mediated by common texts and traditions, that they are embodied in the everyday activities and interactions in schools, and that variations in the critiques are often the result of historical and social differences in their locations.
520 $a The data suggest that the process of creating discourses of social justice in these schools is not only linked to the Catholic ideology in which they are rooted. Historians of education might fruitfully explore whether the process of creating a social critique has taken place in public schools in the past.
520 $a In addition, the data also suggests that researchers might fruitfully explore the connections between discourses of social justice and student achievement and investigate whether innovations that focus on social critique might prove to be resources for improving public education.
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