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Citizen Teacher: The Life and Leadership of Margaret Haley


reviewed by Lisa Smulyan — February 21, 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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As Kate Rousmaniere explains in Citizen Teacher: The Life and Leadership of Margaret Haley, many of today’s salient issues in educational policy echo those to which Margaret Haley devoted her career in the late 19th and early 20th centuries.  Concerns for equitable school funding and teachers’ professional rights to control and shape their own working conditions dominated Haley’s thoughts and actions.  She placed those concerns within a broader vision of school as the foundation of American democracy and teachers as activist citizens who would teach children, through their actions both within and outside of the classroom, how to participate in the democratic process.  Rousmaniere calls on today’s teachers—and all citizens—to revisit Haley’s goals, although she clearly recognizes the historical and current obstacles to such approaches to reform. Rousmaniere expertly positions Haley and her work in the social, political, and economic context of her times.  By doing so, she allows us... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: February 21, 2006
http://www.tcrecord.org ID Number: 12333, Date Accessed: 12/10/2017 8:59:25 PM

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About the Author
  • Lisa Smulyan
    Swarthmore College
    E-mail Author
    LISA SMULYAN is a Professor and Chair of the Department of Educational Studies at Swarthmore College where she teaches interdisciplinary courses in foundations, gender and education, adolescent development, and social and cultural perspectives on schooling. Her research focuses on the role of gender in the professional and personal construction of self in teachers’, administrators’, and students’ experiences. Some of her recent publications include “Redefining self and success: Becoming teachers and doctors,” Gender and Education (2004); “Choosing to teach: Resisting a gendered identity,” Teachers College Record (2004), and Balancing Acts: Women Principals at Work. State University of New York Press (2000).
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