Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions—some similar, some divergent—on contested issues in the field, from the effects of standardized curriculum and assessment mandates on K–12 teaching to the appropriate roles of social studies educators as public policy advocates. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into well-informed discussions about social studies education in past, present, and future policy contexts. Collectively, their commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in present and future education policy environments.
Dartington Hall was a social experiment of kaleidoscopic vitality, set up in Devon in 1925 by a fabulously wealthy American heiress, Dorothy Elmhirst (née Whitney), and her Yorkshire-born husband, Leonard. It quickly achieved international fame with its progressive school, craft production and wide-ranging artistic endeavours. Dartington was a residential community of students, teachers, farmers, artists and craftsmen committed to revivifying life in the countryside. It was also a socio-cultural laboratory, where many of the most brilliant interwar minds came to test out their ideas about art, society, spirituality and rural regeneration. To this day, Dartington Hall remains a symbol of countercultural experimentation and a centre for arts, ecology and social justice. Practical Utopia presents a compelling portrait of a group of people trying to live out their ideals, set within an international framework, and demonstrates Dartington's tangled affinities with other unity-seeking projects across Britain and in India and America.
A crucial component of the New Education reform movement, nature study was introduced to elementary schools throughout the English-speaking world in the late nineteenth and early twentieth centuries. Despite the undoubted enthusiasm with which educators regarded nature study, and the ambitious aims envisioned for teaching it, little scholarly attention has been paid to the subject and the legacy that nature study bequeathed to later curricular developments. Educational Reform and Environmental Concern explores the theories that supported nature study, as well as its definitions, aims, how it was introduced to curricula and its practice in the classroom, by focusing upon educational reform in the Australian state of New South Wales. This book explores nature study within the context of broader educational reform movements in a period characterised by a transnational exchange of ideas. It is the only book on nature study available to date that focuses on the history of the movement outside the USA, providing a much-needed alternative perspective. Kass considers nature study as it adapted and changed throughout the twentieth century, addressing the extent to which the nature study idea represented, responded to and even influenced concern about the natural environment. Educational Reform and Environmental Concern will appeal to researchers, academics and postgraduate students engaged in the study of educational and environmental history. Researchers with an interest in a transnational or imperial approach to the history of education will also benefit from the wealth of comparative material that Kass presents.