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Rethinking Teacher Education: Collaborative Responses to Uncertaintyreviewed by Daniel Katz — 2004 Title: Rethinking Teacher Education: Collaborative Responses to Uncertainty Author(s): Anne Edwards, Peter Gilroy & David Hartley Publisher: Routledge/Falmer, New York ISBN: 0415230632, Pages: 164, Year: 2002 Search for book at Amazon.com It is no secret that economic reality and educational reality
are historically entwined. From the beginning of compulsory
education in the United States, its advocates have named the
“social efficiency” of serving economic aims as one of
education’s primary purposes (Labaree, 1997). Horace Mann
named more effective and moral employees for New England textile
mill owners as a major reason for them to support public schools.
From the turn of the last century forward, “scientific
management” principles were applied to school organization
(Callahan, 1962), treating education as a factory production
affair. Both in the 1950s and early 1980s, American schools
responded to perceived threats to the economic and military
security of the United State by retooling curricula meant to ensure
students capable of meeting the needs of a modern
economy.
Given the amount of newsprint dedicated to the “new
economy” in recent years, Professors Anne Edwards of the
University of Birmingham, Peter Gilroy of Manchester Metropolitan
University and David Hartley of the University... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Daniel Katz
Seton Hall University E-mail Author DANIEL KATZ is an assistant professor of Educational Studies at Seton Hall University, College of Education and Human Services.
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