Abstract
This article investigates different perspectives on
and practices of democratic education at three
schools in New York during the Interbellum. The
school were affiliated to Teachers College where
different groups of educational scientists and
philosophers developed influential theories. An
analysis of historical publications and archival
material provides insight into how academic
ideas were put into educational practice.
The results show a multiplicity of perspectives
and practices. At Lincoln School democratic
citizenship was understood as being a critical
member of the modern society. At Horace Mann
for Boys citizenship education took the form of
moral education of the future leaders of society.
At Horace Mann for Girls social development was
seen as essential for citizenship education.
These results are used to reflect on the current
debate on citizenship education in the
Netherlands.
and practices of democratic education at three
schools in New York during the Interbellum. The
school were affiliated to Teachers College where
different groups of educational scientists and
philosophers developed influential theories. An
analysis of historical publications and archival
material provides insight into how academic
ideas were put into educational practice.
The results show a multiplicity of perspectives
and practices. At Lincoln School democratic
citizenship was understood as being a critical
member of the modern society. At Horace Mann
for Boys citizenship education took the form of
moral education of the future leaders of society.
At Horace Mann for Girls social development was
seen as essential for citizenship education.
These results are used to reflect on the current
debate on citizenship education in the
Netherlands.
Translated title of the contribution | Citizenship education in plural. Democratic education at the schools of Teachers College New York (1917-1947) |
---|---|
Original language | Dutch |
Pages (from-to) | 185-203 |
Number of pages | 19 |
Journal | Pedagogische Studiën |
Volume | 98 |
Issue number | 3 |
Publication status | Published - 2021 |