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Titlebook: American Education, Democracy, and the Second World War; Charles Dorn Book 2007 Charles Dorn 2007 democracy.education.university

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发表于 2025-3-21 17:49:18 | 显示全部楼层 |阅读模式
期刊全称American Education, Democracy, and the Second World War
影响因子2023Charles Dorn
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图书封面Titlebook: American Education, Democracy, and the Second World War;  Charles Dorn Book 2007 Charles Dorn 2007 democracy.education.university
影响因子American Education, Democracy, and the Second World War examines how U.S. educational institutions during World War II responded to the dilemma of whether to serve as "weapons" in the nation s arsenal of democracy or "citadels" in safeguarding the American way of life. By studying the lives of wartime Americans, as well as nursery schools, elementary and secondary schools, and universities, Charles Dorn makes the case that although wartime pressures affected educational institutions to varying degrees, these institutions resisted efforts to be placed solely in service of the nation s war machine. Instead, Dorn argues, American education maintained a sturdy commitment to fostering civic mindedness in a society characterized by rapid technological advance and the perception of an ever-increasing threat to national security.
Pindex Book 2007
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Palo Alto Schools at War,rm public schools into arsenals of democracy.. This chapter’s opening quote, from a report entitled “A War Policy for American Schools,” illustrates the speed and conviction with which many embraced the idea of modifying public education to meet the demands of mobilization. Drafted by the Educationa
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,“An Avalanche Hits Richmond”,ual. During World War II, Richmond’s population skyrocketed as a direct result of homefront mobilization, from 23,642 residents in 1940 to 93,738 only three years later. School enrollments grew sixfold, dramatically overtaxing the capacity of the city’s public schools.. Simultaneously, emigration tr
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https://doi.org/10.1057/9780230608887democracy; education; university
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https://doi.org/10.1007/978-3-662-40431-7Unlike many conventional academic gatherings, the “Congress on Education for Democracy” involved educators from the United States and Great Britain as well as representatives from such influential national organizations as the U.S. Chamber of Commerce, the National Association for the Advancement of
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