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School(house) design and curriculum ...

Da Silva, Joseph.

School(house) design and curriculum in nineteenth century Americahistorical and theoretical frameworks /

Record Type:	Electronic resources : Monograph/item
Title/Author:	School(house) design and curriculum in nineteenth century Americaby Joseph da Silva.
Reminder of title:	historical and theoretical frameworks /
Author:	Da Silva, Joseph.
Published:	Cham :Springer International Publishing :2018.
Description:	xxv, 214 p. :illustrations, digital ;24 cm.
Contained By:	Springer eBooks
Subject:	School buildingsDesign and construction19th century.United States
Online resource:	http://dx.doi.org/10.1007/978-3-319-78586-8
ISBN:	9783319785868$q(electronic bk.)

School(house) design and curriculum in nineteenth century Americahistorical and theoretical frameworks /
Da Silva, Joseph.

School(house) design and curriculum in nineteenth century Americahistorical and theoretical frameworks /[electronic resource] :by Joseph da Silva. - Cham :Springer International Publishing :2018. - xxv, 214 p. :illustrations, digital ;24 cm.

Chapter 1. Introduction -- Chapter 2. From Origin to Modernity: A Brief History of American School Design -- Chapter 3. Hotspot of Change: Case Studies in 19th Century Rhode Island -- Chapter 4. Structuring Sociality: School Design as Cultural (Re)production -- Chapter 5. Conclusion.

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.

ISBN: 9783319785868$q(electronic bk.)

Standard No.: 10.1007/978-3-319-78586-8doiSubjects--Topical Terms:

822173
School buildings
--Design and construction--United States--19th century.

LC Class. No.: LB3218.A1 / D375 2018

Dewey Class. No.: 727.0973

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520 $a 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.
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