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Teaching Social Foundations of Education: Context, Theories, and Issues

reviewed by Therese Quinn � 2006

Title: Teaching Social Foundations of Education: Context, Theories, and Issues
Author(s): Dan W. Butin
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805851461, Pages: 278, Year: 2005
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FUNDAMENTAL ASSUMPTIONS A few hundred miles to the west of my home city is a Christian college (which remains nameless here; all quotes about the school are drawn from its website) with a teacher education program. The college also has what it calls a “Lifestyle Statement.” An agreement or contract that all members of the school community are required to sign; this is posted on the school’s website, linked to the undergraduate application, and included in the faculty and staff application for employment and student handbook. The statement includes a list of “behaviors” that must be avoided, including homosexual behavior, which is defined in the school’s documents both as a form of sexual promiscuity and immoral sexual conduct. Social dancing is also banned, although curiously the school’s standards of behavior allow “ethnic games” and “folk dance.” But maybe not so curious—in general, the college condemns prejudice (for example, it sponsors antiracism... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 926-930
http://www.tcrecord.org ID Number: 12122, Date Accessed: 9/2/2010 9:55:15 PM

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About the Author
Therese Quinn School of the Art Institute of Chicago E-mail Author THERESE QUINN is an assistant professor of art education at the School of the Art Institute of Chicago, where she directs an undergraduate teacher education program. She also works with the Multicultural Arts School, one of four new public high schools built to serve the Little Village/North Lawndale neighborhoods, and serves on the coordinating committee of the Chicago Teachers for Social Justice.

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