Women Educators in the Progressive Era: The Women Behind Dewey's Laboratory School - Tapa dura

"Durst has captured, in all its glory and messiness, the truly communal spirit of John Dewey's Lab School. Scouring the nation's archives for personal papers of four teachers, she has reconstructed the 'organic circuit' of learning and teaching at the Lab School, in which these teachers strove to achieve creativity and balance on issues of students' freedom, interests, and communal responsibilities. This beautifully written study reminds us that the Lab School and its teachers are still capable of inspiring us, 110 years after its meteor crossed our skies." - Carl F. Kaestle, University Professor and Professor of Education, History, and Public Policy, Emeritus, Brown University, USA

"Durst takes us inside the Dewey School classrooms and the teachers' meetings and explores the challenges, rewards, and occasional frustrations of putting Dewey's pedagogical theories into practice. This book is particularly impressive in bringing to light some of the implications of Laboratory School teaching for contemporary educators. I have met many teachers who have read Dewey and believe he has something important to offer them, but wish they had some more concrete idea of what 'Deweyan teaching' and a 'Dewey school' would look like. Durst provides just this sort of thing. The interest in this project lies then as much in the lessons it will afford today's teachers as in the rewards it will offer to students of a crucial episode in our educational past. Durst's book seems to me to belong on a short list of texts one would want to hand someone who asks why John Dewey still matters." - Robert Westbrook, Professor of Education History, University of Rochester and author of John Dewey and American Democracy

"Through the correspondence of four Dewey School teachers - Anna Camp, Katherine Camp, Althea Harmer, and Mary Hill - Durst offers readers a close look at how the curriculum, pedagogy, administration, and intellectual community of the experimental school was constructed collectively through a reflective approach of trial and error. . . This is a beautifully crafted study." - History of Education Quarterly

The present volume sets out in the wider context of globalization to critically examine how selected countries / societies in Asia have responded to the growing pressures of globalization for improving university performance in the global market place. In order to enhance the global competitiveness of their higher education systems, many governments in Asia have started comprehensive reforms and adopted new governance measures to enhance their universities. Incorporation and corporatization have been identified as important strategies to restructure and re-engineer university governance around the world. Contributors in this volume critically examine how the quest for 'world-class' university status (as a global movement) has affected the way their universities are governed. Despite the popularity of management reforms and restructuring exercises in line with neoliberalism and managerialism worldwide, whether and how these reforms have actually transformed the heart of the public sector is still subject to debate. This book offers critical reflections on the governance change taking place in the Asian university systems and examines how far the restructuring of higher education governance through incorporation, privatization, and corporatization has really transformed the values and practices of those who work in the higher education sector.