Abstract
Interest in progressive education and feminist pedagogy has gained a significant following in current educational reform circles. Given this interest, the purpose of this book is to provide short educational biographies of a number of women educational leaders during the Progressive Era. These include both female founders of progressive schools in the early twentieth century and the schools that they founded, as well as a number of women leaders of educational organizations and movements, including public school districts, teacher unions and museums.
Parts of this introduction are adapted from the introduction to “Schools of Tomorrow,” Schools of Today: What Happened to Progressive Education (New York: Peter Lang, 1999).
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Notes
David Tyack and Elisabeth Hansot, Managers of Virtue: Public School Leadership in America, 1920–1980 (New York: Basic Books, 1981).
Lawrence A. Cremin, The Transformation of the School: Progressivism in American Education, 1876–1975 (New York: Random House, 1961), p. 179.
O.E Kraushaar, American Nonpublic Schools: Patterns of Diversity (Baltimore and London: Johns Hopkins University Press, 1972), p. 81.
Joyce Antler, Lucy Sprague Mitchell: The Making of a Modern Woman (New Haven: Yale University Press, 1987).
Susan F. Semel, The Dalton School: The Transformation of a Progressive School (New York: Peter Lang, 1992).
Marie Stone, ed. Between Home and Community: Chronicle of the Francis W Parker School (Chicago: Francis W Parker School, 1976) idem, The Progressive Legacy: Chicago’s Francis W Parker School (1901–2001) (New York: Peter Lang, 2001).
Susan Lloyd, The Putney School: A Progressive Experiment (New Haven: Yale University Press, 1987).
Edward Yeomans, The Shady Hill School: The First Fifty Years (Cambridge, Mass.: Wind-flower Press, 1979).
For a discussion of the Gary schools see Ronald Cohen, Children of the Mill: Schooling and Society in Gary, Indiana, 1906–1960 (Bloomington: Indiana University Press, 1990), and
Ronald Cohen and Raymond Mohl, The Paradox of Progressive Education: The Gary Plan and Urban Schooling (Port Washington, N.Y.: Kennidat Press, 1979); for a discussion of the Winnetka schools, see
Carleton W. Washburne and Sidney P. Marland, Win-netka: The History and Significance of an Educational Experiment (Englewood Cliffs, N.J.: Prentice Hall, 1963).
See Michael James, Social Reconstruction Through Education (Norwood, N.J.: Ablex, 1995).
See Carol Gilligan, In a Different Voice (Cambridge, Mass.: Harvard University Press, 1982);
Nell Noddings, Caring: A Feminist Approach to Ethics & Moral Education (Berkeley: University of California Press, 1984) and The Challenge to Care in School: An Alternative Approach to Education (New York: Teachers College Press, 1992). For more recent applications and a discussion of webs of inclusion, see Judy B. Rosener, “Ways Women Lead,” Harvard Business Review (November-December, 1990): 119–125, and
Joyce Fletcher, Disappearing Acts: Gender, Power, and Relational Practice at Work (Cambridge, Mass.: MIT Press, 1999) idem, Inside Women’s Power: Learning from Leaders (Wellesley, Mass.: Wellesley Centers for Women Research Report, 2001), for a full discussion of this research.
Bruce Fuller, Inside Charter Schools (Cambridge, Mass.: Harvard University Press, 2000).
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© 2002 Alan R. Sadovnik, Susan F. Semel
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Sadovnik, A.R., Semel, S.F. (2002). Introduction. In: Sadovnik, A.R., Semel, S.F. (eds) Founding Mothers and Others. Palgrave Macmillan, New York. https://doi.org/10.1007/978-1-137-05475-3_1
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DOI: https://doi.org/10.1007/978-1-137-05475-3_1
Publisher Name: Palgrave Macmillan, New York
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