School(house) Design and Curriculum in Nineteenth Century America

Beschreibung

This book examines the formative relationship between nineteenth century American school architecture and curriculum. While other studies have queried the intersections of school architecture and curriculum, they approach them without consideration for the ways in which their relationships are culturally formative—or how they reproduce or resist extant inequities in the United States. Da Silva addresses this gap in the school design archive with a cross-disciplinary approach, taking to task the cultural consequences of the relationship between these two primary elements of teaching and learning in a ‘hotspot’ of American education—the nineteenth century. Providing a historical and theoretical framework for practitioners and scholars in evaluating the politics of modern American school design, the book holds a mirror to the oft-criticized state of American education today.
This book examines the formative relationship between nineteenth century American school architecture and curriculum. While other studies have queried the intersections of school architecture and curriculum, they approach them without consideration for the ways in which their relationships are culturally formative—or how they reproduce or resist extant inequities in the United States. Da Silva addresses this gap in the school design archive with a cross-disciplinary approach, taking to task the cultural consequences of the relationship between these two primary elements of teaching and learning in a ‘hotspot’ of American education—the nineteenth century. Providing a historical and theoretical framework for practitioners and scholars in evaluating the politics of modern American school design, the book holds a mirror to the oft-criticized state of American education today.

Aruges that the socio-political changes of the twentieth and twenty-first century have deeply complicated the legacy of nineteenth century schooling Locates a new site for academic intervention and makes a unique contribution to both educational and architectural thought Compels readers to consider how school design might work to de-center the still-present white, patriarchal hegemonies stabilized in the nineteenth century and might be reoriented to meet its democratic promise

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Joseph da Silva

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social justice extant inequities in the United States modern American school design wetu race, class, and gender

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