Book Review: Outside In: Minorities and the Transformation of American Education
Book Review: Outside In: Minorities and the Transformation of American Education
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书评：从外到内：少数族裔与美国教育的转型
DOI：
10.1177/019791839102500210
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发表时间：
1989
影响因子：
3.8
通讯作者：
June Grant
中科院分区：
文献类型：
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作者：
June Grant
自从19世纪末欧洲大规模移民以来，美国社会已经容纳了许多文化、宗教、语言和期望的人。融合的任务越来越多地落在学校身上，在学校里向儿童教授共同的语言和一套民主价值观，并将他们送上成为社会生产成员的道路。美国学校如何教育这些不同的学生，以及这些学生的需求如何改变了教育的面貌，是20世纪世纪美国社会史的核心问题。在她开创性的新书保拉S。法斯提出了一个广泛的审查作用的“局外人”在创造现代教育。通过一系列深入而引人入胜的案例研究，她展示了多元化问题如何塑造了教育格局，以及各种少数群体如何受到他们的教育经历的影响。法斯首先看了公立学校在世纪早期是如何吸收移民的孩子的，以及那些孩子是如何逐渐开始利用学校来达到他们自己的社会目的的。然后，她转向其他群体的美国人的经验，他们为教育和社会机会的斗争已经定义了过去50年的文化生活：黑人，其教育成为联邦政府在20世纪30年代和40年代的主要关注;妇女，谁获得高等教育，但被剥夺了相应的工作机会;天主教徒，他们创建的学校既成功地保护了少数民族的完整性，又为天主教徒提供了一条通往美国成功的道路。沿着，她呈现了丰富的迷人和令人惊讶的细节。通过对20世纪30年代和40年代纽约市高中年鉴的研究，她展示了学生的种族身份如何决定他或她将从事哪些活动，以及种族如何被蚀刻到学校教育中。她还研究了新政和第二次世界大战中的军队是如何成功地教育了大量黑人，并使他们受教育机会的不平等成为一个关键的国家问题。美国教育的一个全面的和高度原创的历史，在帮助我们了解学校如何被他们的学生，教育问题如何与更广泛的社会问题合并，以及如何局外人在20世纪世纪重建学校教育和文化。通过开辟新的历史领域，拒绝将局外人仅仅视为美国教育政策的受害者，这本书对当代社会和教育问题具有重要意义。
Ever since the massive immigration from Europe of the late 19th century, American society has accommodated people of many cultures, religions, languages, and expectations. The task of integration has increasingly fallen to the schools, where children are taught a common language and a set of democratic values and sent on their ways to become productive members of society. How American schools have set about educating these diverse students, and how these students' needs have altered the face of education, are issues central to the social history of the United States in the 20th century. In her pathbreaking new book Paula S. Fass presents a wide ranging examination of the role of "outsiders" in the creation of modern education. Through a series of in-depth and fascinating case studies, she demonstrates how issues of pluralism have shaped the educational landscape and how various minority groups have been affected by their educational experiences. Fass first looks at how public schools absorbed the children of immigrants in the early years of the century and how those children gradually began to use the schools for their own social purposes. She then turns to the experiences of other groups of Americans whose struggles for educational and social opportunities have defined cultural life over the last fifty years: blacks, whose education became a major concern of the federal government in the 1930s and 1940s; women, who had access to higher education but were denied commensurate job opportunities; and Catholics, who created schools that succeeded both in protecting minority integrity and in providing Catholics with a path to American success. Along the way, she presents a wealth of fascinating and surprising detail. Through an examination of New York City high school yearbooks from the 1930s and 1940s, she shows how a student's ethnic identity determined which activities he or she would engage in and how ethnicity was etched into schooling. And she examines how the New Deal and the army in World War II succeeded in educating large numbers of blacks and making the inequalities in their educational opportunities a critical national concern. A sweeping and highly original history of American education, Outside In helps us to understand how schools have been shaped by their students, how educational issues have merged with wider social concerns, and how outsiders have recreated schooling and culture in the 20th century. By opening up new historical terrain and rejecting a vision of outsiders as merely victims of American educational policy, the book has important implications for contemporary social and educational issues.