In the Shadow of Authoritarianism
American Education in the Twentieth Century
Nonfiction, Reference & Language, Education & Teaching, History, Educational Theory, Aims & Objectives
| Author: | Thomas D. Fallace | ISBN: | 9780807776926 |
| Publisher: | Teachers College Press | Publication: | December 15, 2009 |
| Imprint: | Language: | English |
| Author: | Thomas D. Fallace |
| ISBN: | 9780807776926 |
| Publisher: | Teachers College Press |
| Publication: | December 15, 2009 |
| Imprint: | |
| Language: | English |
In the Shadow of Authoritarianism explores how American educators, in the wake of World War I, created a student-centered curriculum in response to authoritarian threats abroad. For most of the 20th century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism, propaganda, collectivism, dictatorship, totalitarianism, mind control, the space race, and moral relativity). To meet the perceived threat, the American curriculum was gradually moved in a more student-centered direction that focused less on “what to think” and more on “how to think.” This book examines the period between World War I and the 1980s, focusing on how U.S. schools countered the influence of fascist and communist ideologies, as well as racial discrimination. Fallace also considers this approach in light of current interests in the Common Core State Standards.
“Perhaps the recent rise of new authoritarian threats—not just abroad, but also at home—will rejuvenate our long tradition of democratic education. Schools have served as the bulwarks of democracy before. Let's hope they can do so again, guided by this smart little book.”
—Jonathan Zimmerman, University of Pennsylvania
“Fallace offers a fresh, provocative history of democratic education as it has been practiced in the United States.”
—Walter Parker, University of Washington
In the Shadow of Authoritarianism explores how American educators, in the wake of World War I, created a student-centered curriculum in response to authoritarian threats abroad. For most of the 20th century, American educators lived in the shadow of ideological, political, cultural, and existential threats (including Prussianism, propaganda, collectivism, dictatorship, totalitarianism, mind control, the space race, and moral relativity). To meet the perceived threat, the American curriculum was gradually moved in a more student-centered direction that focused less on “what to think” and more on “how to think.” This book examines the period between World War I and the 1980s, focusing on how U.S. schools countered the influence of fascist and communist ideologies, as well as racial discrimination. Fallace also considers this approach in light of current interests in the Common Core State Standards.
“Perhaps the recent rise of new authoritarian threats—not just abroad, but also at home—will rejuvenate our long tradition of democratic education. Schools have served as the bulwarks of democracy before. Let's hope they can do so again, guided by this smart little book.”
—Jonathan Zimmerman, University of Pennsylvania
“Fallace offers a fresh, provocative history of democratic education as it has been practiced in the United States.”
—Walter Parker, University of Washington
