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School(house) Design and Curriculum in Nineteenth Century America

Historical and Theoretical Frameworks

  • Joseph da Silva

Table of contents

  1. Front Matter
    Pages i-xxv
  2. Joseph da Silva
    Pages 1-15
  3. Joseph da Silva
    Pages 167-190
  4. Back Matter
    Pages 191-214

About this book

Introduction

This book examines the formative relationship between nineteenth century American school architecture and curriculum. While other studies have queried the intersections of school architecture and curriculum, they approach them without consideration for the ways in which their relationships are culturally formative—or how they reproduce or resist extant inequities in the United States. Da Silva addresses this gap in the school design archive with a cross-disciplinary approach, taking to task the cultural consequences of the relationship between these two primary elements of teaching and learning in a ‘hotspot’ of American education—the nineteenth century. Providing a historical and theoretical framework for practitioners and scholars in evaluating the politics of modern American school design, the book holds a mirror to the oft-criticized state of American education today.

Keywords

social justice extant inequities in the United States modern American school design wetu race, class, and gender

Authors and affiliations

  • Joseph da Silva
    • 1
  1. 1.Bristol Community CollegeTiverton, RIUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-78586-8
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2018
  • Publisher Name Palgrave Macmillan, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-78585-1
  • Online ISBN 978-3-319-78586-8
  • Buy this book on publisher's site