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Structuring Sociality: School Design as Social (Re)Production

  • Joseph da Silva
Chapter

Abstract

This chapter locates schools as powerful formative sites for youth. Engaging the work of seminal theorists who explore schools as sites of power that regulate the limits of thinking and being, this chapter considers curricula as ideological constructs that define epistemological fields or ways of knowing. It considers what kinds of knowledge nineteenth century school design prioritizes—what ways of thinking and being its norms suggest are most worthwhile. Excavating these priorities, this chapter seeks to hold American education to its democratic promise by writing a more participatory history of its work that takes into account those children its designs have left behind.

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Joseph da Silva
    • 1
  1. 1.Bristol Community CollegeTivertonUSA

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