Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois
This book provides a history of the Quaker educator and intercultural education pioneer Rachel Davis DuBois (1892-1993) that explores the period in which DuBois lived and the key works she created. The opening section establishes the discip
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Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois
Jan Rosenberg
Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois
Jan Rosenberg Heritage Education Resources Bloomington, IN, USA
ISBN 978-3-030-26221-1 ISBN 978-3-030-26222-8 (eBook) https://doi.org/10.1007/978-3-030-26222-8 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
The history of education is complicated. Starting as the provision of knowledge, education as a field diverged, especially in the late nineteenth and early twentieth centuries, creating a tension between the providers of knowledge (the classroom teacher) and the thinkers about who should receive what kinds of knowledge, how, and why (psychologists, philosophers, and sociologists). The field of education grew as a science, and an “elusive science” (Lagemann 2000) at best because of the tensions between provider and thinker and within the ranks of each. Teachers engaged in “chalk and talk”: lecture and recitation. The thinkers sought to measure the capacities of students through testing, primarily IQ testing, to basically fit children into a variety of molds, especially that of the workplace. Doing and thinking education, in the words of Thomas S. Kuhn (1970), experienced a revolution. The journey of the field of folklore is also knotty. The term “folklore” was coined in 1846 by William Thoms to replace the phrase “Popular Antiquities” and to include the person—“the lore of the people,” in this case the peasant classes (see Dundes 1965). By 18
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