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ERIC Number: EJ932663
Record Type: Journal
Publication Date: 2011-Jun
Pages: 23
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-2004
Depicting Teachers' Roles in Social Reconstruction in "The Social Frontier," 1934-1943
Murrow, Sonia E.
Educational Theory, v61 n3 p311-333 Jun 2011
According to the dominant historiographical narrative, the social reconstructionists were a homogeneous group with a shared social, political, economic, and educational agenda. However, the pages of the journal "The Social Frontier" are replete with evidence that they were not in agreement on significant issues, especially when it came to the proper role of teachers in reform efforts. In fact, a close look reveals that the social reconstructionists presented multiple, overlapping, and often conflicting theories and strategies to advance the reconstruction of society, while explicating different roles for teachers therein. When teachers are placed at the center of the investigation, their factionalism, which has been discussed previously by C.A. Bowers and James Giarelli in their studies of the journal, is conspicuously apparent. Analysis of the different conceptions of teachers presented in "The Social Frontier" (subsequently titled "Frontiers of Democracy") reveals that collectively, the social reconstructionists engaged in "more than one struggle"; and individually, they held views that were influenced by personal priorities and responses to the Depression, the spread of Communism and Fascism, the start of war in Europe and Asia, and, eventually, the involvement of the United States in World War II.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A