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City Teachers: Teaching and School Reform in Historical Perspective

reviewed by Harvey Kantor � 2001

Title: City Teachers: Teaching and School Reform in Historical Perspective
Author(s): Kate Rousmaniere
Publisher: Teachers College Press, New York
ISBN: , Pages: 178, Year: 1997
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Over the last decade, there has been a revival of interest in the history of teachers and teaching. This interest has produced several notable histories of the feminization of teaching, classroom pedagogy, and teachers' political organizations. But, as Kate Rousmaniere observes in the introduction to her new book, absent from nearly all of these historical studies have been accounts from inside the schools that describe teachers' working conditions and daily work processes. One result is that while we now know a good deal about issues such as gender, unions, and professionalism in teaching, we still know little about the history of teachers' work or about the meaning that it had for teachers. In City Teachers, Rousmaniere tries to fill this gap by examining teachers' experiences of what it was like to work in New York City during the 1920s when school reformers sought to re-make the city's schools in accordance with the principles of social efficiency. She begins with an account of the politics of teaching and... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 103 Number 1, 2001, p. 132-135
http://www.tcrecord.org ID Number: 10493, Date Accessed: 6/23/2018 7:45:45 PM

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About the Author
Harvey Kantor University of Utah E-mail Author Harvey Kantor is a Professor in the Education, Culture and Society department of the Graduate School of Education at the University of Utah. His research interests include: history of education; social policy; and school and work. Publications include Learning to Earn: School, Work, and Vocational Reform in California, 1880-1930 (University of Wisconsin Press, 1988) and Work, Youth, and Schooling: Historical Perspectives on Vocationalism in American Education (edited with David Tyack) (Stanford University Press, 1982).

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