Industrialization and Public Education: Social Cohesion and Social Stratification

Carl, Jim

doi:10.1007/978-1-4020-6403-6_32

Cited by 32 publications

(21 citation statements)

References 16 publications

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“…During this era, mandatory and widespread elementary public education grew to resemble its present magnitude. Although the precise relationship between industrialization and the rise of public education is difficult to establish, there are nevertheless strong correspondences between the two (Carl 2009). Gains in income and wealth during the industrial age made possible larger public expenditures for the welfare of the general population, in the form of schools and teaching resources.…”

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confidence: 99%

“…A focus on the three Rs, reading, writing, arithmetic, was seen as essential for preparing a work force that could understand basic instructions, engage in rudimentary written communication, and perform simple office functions, thereby creating the most skilled mass workforce in the world. Additionally, through the cultivation of the western cultural perspective emphasizing rational individuals and egalitarianism, public education promoted a sense of national unity and success (Carl 2009). In the years following the Civil War, the ability to read and write was used to determine whether one had the right to vote.…”

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Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

et al. 2013

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Abstract. Numerous scholars have argued that the terms environmental literacy, ecological literacy, and ecoliteracy have been used in so many different ways and/or are so all-encompassing that they have very little useful meaning. However, despite the seemingly arbitrary and, at times, indiscriminate use of these terms, tremendous efforts have in fact been made to explicitly define and delineate the essential components of environmental literacy, ecological literacy, and ecoliteracy, and to firmly anchor their characterizations in deep theoretical and philosophical foundations. A driving purpose behind these ongoing conversations has been to advance complete, pedagogy-guiding, and broadly applicable frameworks for these ideals, allowing for standards and assessments of educational achievement to be set. In this manuscript, we review a diversity of perspectives related to the often nuanced differences and similarities of these terms. A classification of the numerous proposed frameworks for environmental literacy, ecological literacy, and ecoliteracy (advanced within the fields of environmental education, ecology, and the broader humanities, respectively) is presented, and used to compare and contrast frameworks across multiple dimensions of affect, knowledge, skills, and behavior. This analysis facilitates close examination of where we have been, where we are, and where we might be headed with respect to these vital conversations. This work also offers points of reference for continued critical discourse, and illuminates a diversity of inspiration sources for developing and/or enriching programs aimed at cultivating these types of literacies.

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Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

et al. 2013

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“…A de-capitalized and spiritually inspiring mindfulness education is as old as Western culture itself, in the form of what is called a classical liberal arts education. However, as the public school system became widespread in the United States during the 19th century, policymakers focused on addressing the secular needs of a growing urban industrial economy to train its workforce in educational settings and overlooked the importance of a spiritually inspired education to society (Carl, 2009). A student who was literate was considered more employable than a peer who could not read or write.…”

Section: Discussionmentioning

confidence: 99%

De-capitalizing Mindfulness in Education

Min

Lynn

2019

Critical Sociology

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This paper aims to analyze mindfulness in education from a critical perspective. We first examine the historical underpinnings of human capital theory, which encourages educators to view students as efficient laborers in a neo-liberal society. Using the lens of Bourdieu’s capital theory, we further examine how mass media inadvertently distorts the definition of mindfulness by exploring the development of a specific mass media story and by identifying how mass media factors beyond headlines and titles reframe mindfulness. We argue that this type of reframing has created a public perception of students who practice mindfulness as not only successful in social relationships but also as valued laborers who expand economic growth. This analysis opens two doors of discourse. First, mindfulness in education should be de-capitalized and shifted toward a spiritual focus. Second, we ask educational writers and publishers to redirect mindfulness applications away from their original purpose.

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“…Global education emerged in curriculum in schools in the 1970s and prioritized nationalistic educational curriculum that followed the economic trends which favored U.S. interests (Myers 2006;Myers and Zaman 2009;Parker et al 1999;Thornton 2005). In this vein, global education supported the development of an industrial workforce that would position the U.S. as a dominant leader and world power (Baumol et al 1989;Burnham 1993;Carl 2009;Jensen 1993). Global education has also been conceptualized in ways similar to international education, multicultural education, peace education, and human rights education (Rapoport 2010).…”

Section: Critical Globalization Educationmentioning

confidence: 99%

Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research

2020

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Industrialization and Public Education: Social Cohesion and Social Stratification

Cited by 32 publications

References 16 publications

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?

De-capitalizing Mindfulness in Education

Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research

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