Contrasting Remedies to Social Tensions over Schooling
A century ago, the United States and the Netherlands came to fundamentally different resolutions about the role of schools in dealing with social tensions and cleavages. Dutch schooling would be pluralistic, reflecting cultural and religious diversity, while the American "common school" wo...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge, Taylor & Francis Group
[2019]
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| Dans: |
The review of faith & international affairs
Année: 2019, Volume: 17, Numéro: 2, Pages: 59-75 |
| RelBib Classification: | CG Christianisme et politique KBQ Amérique du Nord ZF Pédagogie |
| Sujets non-standardisés: | B
Netherlands
B United States B Immigration B Social Conflict B educational pluralism |
| Accès en ligne: |
Volltext (Resolving-System) |
| Résumé: | A century ago, the United States and the Netherlands came to fundamentally different resolutions about the role of schools in dealing with social tensions and cleavages. Dutch schooling would be pluralistic, reflecting cultural and religious diversity, while the American "common school" would seek to reduce diversity by providing a uniform experience. What do those contrasting experiences have to teach us about current educational policy choices? The author argues for accommodating cultural divisions within American life by structural pluralism in education, thus providing schools capable of providing coherent education based on shared perspectives on the nature of a life well-lived. |
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| ISSN: | 1931-7743 |
| Contient: | Enthalten in: The review of faith & international affairs
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| Persistent identifiers: | DOI: 10.1080/15570274.2019.1608649 |