Blaming Teachers

Professionalization Policies and the Failure of Reform in American History

Häftad, Engelska, 2020

AvDiana D'Amico Pawlewicz

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Winner of the 2021 Society of Professors of Education Outstanding Book AwardHistorically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea. In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers’ professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers’ shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.

Produktinformation

Utgivningsdatum2020-08-14
Mått152 x 229 x 18 mm
Vikt4 g
FormatHäftad
SpråkEngelska
SerieNew Directions in the History of Education
Antal sidor264
FörlagRutgers University Press
ISBN9781978808423

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ContentsIntroduction1 “A Chaotic State”: The Rise of Municipal Public School Systems and theInstitutionalization of Teaching2 To “Raise Teachers’ Profession to a Dignity Worthy of its Mission”: The Developmentof the Modern School Bureaucracy and Tenure Policies During the Progressive Era3 Teacher Education and the “National Welfare”: Professional Preparation, Character, andClass During the Great DepressionContentsIntroduction1 “A Chaotic State”: The Rise of Municipal Public School Systems and the Institutionalization of Teaching2 To “Raise Teachers’ Profession to a Dignity Worthy of its Mission”: The Development of the Modern School Bureaucracy and Tenure Policies During the Progressive Era3 Teacher Education and the “National Welfare”: Professional Preparation, Character, and Class during the Great Depression4 “The Enlistment of Better People”: Responses to the Teacher Shortages of the Post World War II Years5 “A Brave New Breed”: Teacher Power and Isolation, 1960 - 1980EpilogueAcknowledgmentsIndex

“This accessible and appealing history has an important message for various stakeholders in the professional status and image of teachers.” - Christine A. Ogren (coeditor of Rethinking Campus Life: New Perspectives on the History of College Students in the US) "How teachers advocating for their students could backfire" by Diana D'Amico Pawlewicz https://www.washingtonpost.com/outlook/2019/12/11/how-teachers-advocating-their-students-could-backfire/#comments-wrapper (Washington Post) "There is a lot of life to this book, which is full of many terrific narratives that are engaging, often astounding, and some almost comical. It’s easy to 'blame teachers' and this excellently researched book offers a way to work through that problem." - Kate Rousmaniere (author of The Principal's Office: A Social History of the American School Principal) "Why has teaching remained such stubbornly difficult, fraught work despite a long record of policy and reform? D’Amico Pawlewicz’s brilliant new historical analysis lays bare the powerful reasons." - Jackie Blount (author of Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century) Episode #84 "The Blame Game: 100 Years of Teacher Bashing" Have You Heard (Have You Heard podcast) "The school reopening debate reveals that we don’t listen to teachers about schools," by Diana D'Amico Pawlewiczhttps://www.washingtonpost.com/outlook/2020/07/10/school-reopening-debate-reveals-that-we-dont-listen-teachers-about-schools/ (Washington Post) "Blaming Teachers is a major contribution to the labor history of teachers as well as an important challenge to how we think about the legacy of teacher unions. It is sure to be a part of the conversation on either of these questions in the history of education. Further, since understanding the history of one’s occupation is one distinction of a 'profession,' this book should be read in any teacher-preparation pro- gram that dares to treat its students as future professionals." (History of Education Quarterly)