Democracy's high school? Social change and American secondary education in the post-Conant era.

Autor/in	Rury, John L.
Titel	Democracy's high school? Social change and American secondary education in the post-Conant era.
Quelle	In: American educational research journal, 39 (2002) 2, S. 307-336Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 100
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039002307
Schlagwörter	Demokratische Bildung; Schulpolitik; Schule; Schulgeschichte; Sekundarschule; High School; Geschichte (Histor); Demokratie; Rassismus; Segregation; Arbeitsmarkt; Jugendkultur; Conant, James Bryant; USA
Abstract	In this article the author discusses James Conant´s ideas about the democratic role of the comprehensive high school and addresses just how those ideas have been treated by history. He considers the historical context of the post-World-War II United States, focusing on several issues: (a) race and the growth of school segregation (b) the rise of a youth culture and the movement for students´ rights, and (c) the changing national economy, especially with respect to rising educational expectations. Drawing on the work of Amy Gutman and other treatments of democratic education he assesses how these factors changed the prospects for democracy in American high schools and also examines major policy statements and commission reports concerning secondary education from the 1970s and 1980s. Altogether, it appears that these major historical events converged in the postwar period to make Conant´s vision of the democratic high school problematic, at least in the nation´s large metropolitan areas. Thus the future of democratic education is an open question for the great variety of US youth to be educated in the coming century. ( DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)