The Transatlantic Kindergarten
Education and Women's Movements in Germany and the United States
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Beszerezhetőség
Becsült beszerzési idő: A Prosperónál jelenleg nincsen raktáron, de a kiadónál igen. Beszerzés kb. 3-5 hét..
A Prosperónál jelenleg nincsen raktáron.
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A termék adatai:
- Kiadó OUP USA
- Megjelenés dátuma 2017. március 9.
- ISBN 9780190274412
- Kötéstípus Keménykötés
- Terjedelem306 oldal
- Méret 160x244x22 mm
- Súly 454 g
- Nyelv angol
- Illusztrációk 25 0
Kategóriák
Rövid leírás:
The kindergarten, which offered an innovative approach to early childhood education, was invented in the German-speaking world and arrived in the United States along with German political exiles in the 1850s. In both the United States and Germany, activist women worked to develop and promote this new form of education. Over the course of three generations they created one of the most successful transnational women's movements of the nineteenth century. In this book, Ann Taylor Allen presents the first transnational history of the kindergarten as it developed in both Germany and America between 1840 and 1919.
TöbbHosszú leírás:
The kindergarten--as institution, as educational philosophy, and as social reform movement--is certainly among the most important contributions of Germany to the world. At first, however, Germany proved an inhospitable environment for this new institution, which was founded by the educator and philosopher Friedrich Fröbel around 1840. After the failure of the 1848 Revolutions, several German governments banned the kindergarten, alleging that it was a hotbed of subversion. German revolutionaries who were forced into exile introduced the kindergarten to America. Conservative governments considered the kindergarten subversive because of its links to the era's movements for women's rights. In an era when convention limited middle-class women to the domestic sphere, the kindergarten provided them with a rare opportunity, not only for professional work, but also for involvement in social reform in the fields of education, child welfare, and urban reform. Through three generations, American and German women established many kinds of contacts-personal friendships, institutional affiliations, international organizations. Many of these women and their activities are still little known to history.
Ann Taylor Allen presents the first transnational history of the kindergarten as it developed in both Germany and America between 1840 and 1919. This story shows how transnational connections shaped and influenced national cultures. Based on a large body of unused or underused source material, found in numerous archives, libraries, and personal collections in both the United States and Germany, The Transatlantic Kindergarten's comparative analysis shows how a common body of ideas and practices adapted over time to two very different national environments.
The issues raised in the nineteenth century are still important in the present. The provision of public preschool education-an aim first developed by nineteenth-century kindergartners-is still an unfinished and much discussed project in both the United States and Germany.
Allen's ability to generate these lafger questions demonstrates the effectiveness of her work. By weaving together multiple ideological, pedagogical, and institutional threads into a single transnational narrative, Allen provides a model comparative history that deepens scholarly understanding of how different social and cultural environments overlapped to create the kindergarten. Her work makes a significant contribuition to the fields of women's reform movements, early childhood education, and international history. This book therefore serves as an invaluable refrence for scholars, students, and educators who desire to understand the transatlantic origins of the kindergarten and feminist movements.
Tartalomjegyzék:
Preface
Introduction: An Entangled History
Chapter 1: Pestalozzi, Fröbel, and the Origins of the Kindergarten
Chapter 2: Growth and Transplantation: The Kindergarten in Germany and America, 1848-1870s
Chapter 3: The Kindergarten in the City and the World
Chapter 4: Who Is the Child? Science and Pedagogy
Chapter 5: School or Day-Care Center? Patterns of Institutionalization
Chapter 6: “The Perfect Development of Womanliness”: The Making of a Kindergartener
Chapter 7: The German-American Relationship and Its End, 1880s-1920s
Conclusion: An Unfinished Agenda
Notes
Bibliography
