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Citizen Teacher: The Life and Leadership of Margaret Haley


reviewed by Dorothy Shipps — 2006

coverTitle: Citizen Teacher: The Life and Leadership of Margaret Haley
Author(s): Kate Rousmaniere
Publisher: State University of New York Press, Albany
ISBN: 0791464881, Pages: 264, Year: 2005
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Margaret Haley, the leader of the Chicago Teachers’ Federation from 1898 until the mid-1930s, helped shape the nation’s political debates about the future of urban public education. Because many of the issues she raised have resurfaced today, and few contemporary reformers can avoid choosing sides, Kate Rousmaniere’s new biography of Haley could not be more timely, nor its lessons more vital. As in the early 20th century, urban school governance is currently being transformed. Some reformers would further its centralization and update its administrative bureaucracy by calling for one ultimate authority, modeled on a corporate CEO, who is expected to command responsiveness and sanction those who fail (Henig & Rich, 2003). Others cling to broadly representative school boards, teacher professionalism, and cross-sector political alliances on behalf of locally designed change (Bryk et al., 1998). Also at a fundamental crossroads is the funding of public education. Some would have schools placed... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 8, 2006, p. 1668-1673
http://www.tcrecord.org ID Number: 12206, Date Accessed: 12/10/2017 10:46:22 PM

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About the Author
  • Dorothy Shipps
    Teachers College, Columbia University
    E-mail Author
    DOROTHY SHIPPS is an Assistant Professor of Education at Teachers College, Columbia University. She is the author of the forthcoming works: School Reform, Corporate Style: Chicago 1880-2000 (spring 2006) University Press of Kansas; “Pulling Together: Civic Capacity and Urban School Reform.” American Educational Research Journal 40, no 1 (December, 2003): 841-878, “The Science and Politics of Urban Educational Leadership: Toward a Reorienting Narrative.” In Douglas E. Mitchell (ed) New Foundations of Knowledge for Education Policy Politics and Administration: Science and Sensationalism, New Jersey: Lawrence Erlbaum Associates 2005. Currently, she is researching the influence of journalism on urban school reform efforts.
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