Reference List
**The instructor will provide an archive of all references.  Participants may select items depending upon individual needs for course projects.

Addams, J. (1902/1964),  Educational methods.  Democracy and social ethics pp. 178-220.  Cambridge, MA: The
        Harvard University Press.

Ambrose, S. E. (2002) Flawed founders: To what degree do the attitudes of Washington and Jefferson toward slavery
        diminish their achievements? Smithsonian, November, 126-133.

Angell, A. V. & Hahn, C. L. (1996). Global perspectives.  In W.C.Parker, (Ed.). Educating the democratic mind
        (pp. 337-367). Albany: State University of New York Press.

Apple, M. (1993). Official knowledge: Democratic education in a conservative age.  New York: Routledge.

Banks, J. (1995). The historical reconstruction of knowledge about race: Implications for transformative teaching.
         Educational Researcher, 24 (2), 26-30.

Barber, B. R. (1989). Public talk and civic action: Education for participation in a strong democracy.
        Social Education, 53 (6), pp. 355-356.

Becker, E. (1967). The progressives. Beyond alienation: A philosophy of education for the crisis of democracy
        (pp. 33-53). New York:  George Braziller, Inc.

Berlak, A. & Berlak, H. Dilemmas of  schooling: Teaching and social change. New York: Methuen

Bernard-Powers, J. (1996). The "woman-question" in citizenship education. In W.C.Parker, (Ed.). Educating the
        democratic mind (pp. 287-308). Albany: State University of New York Press.

Boyd, W. & King, E. (1921/1973).  The history of western education.  New York: Harper & Row Publishers, Inc.

Butts, R. F., & Cremin, L. A. (1953). A history of education in American culture.  New York: Henry Holt and Company.

Butts, R. F. (1955). A cultural history of western education: Its social and intellectual foundations.
        New York: McGraw Hill Book Company, Inc.

Cagan, E. (1978). Individualism, collectivism, and radical educational reform.  Harvard Educational Review, 48
        (2),227-270.

Cochran-Smith, M. (2002). Teacher education, ideology, and Napoleon, Journal of Teacher Education, 53 (1), 3-5.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.

Dewey, J. (1938/1972), Education and Experience. New York: Collier Books.

Dewey, J. (1956/ 1900).  The school and social progress. The child and the curriculum/ the school and society
        (pp. 6-29). Chicago: University of Chicago Press.

Dewey, J. (1957/1920). Social philosophy. Reconstruction in philosophy (pp. 187-213). Boston: Beacon Press.

Emerson, R. W. (1837/1983). The American Scholar.  Emerson: Essays and lectures pp. 51-71.
         New York: The Library of America, Literary Classics of the United States.

Engle, S. & Ochoa, A. (1988).  Education for democratic citizenship: decision making in the social studies.
        Chapters 1-3, pp. 1-48. New York: Columbia University, Teachers College Press.

Farmer, R. (1975),  Humanistic education and self-actualization theory.  Education, 105,(2). 161-172,

Freire, P. (1973). Education for critical consciousness. New York: Continuum.

Freire, P. (1970).  Pedagogy of the oppressed. New York: Continuum.

Freire, P. (1985). The politics of education, culture, power, and liberation.  Boston: Bergen and Garvey.

Goodlad, J. I. (1996) Democracy, Education, and Community. In R. Soder, (Ed.).  Democracy, Education, and the
        Schools (pp. 87-124).

Jaeger, W.W. (1965/1943). Paideia: The ideals of Greek culture. (G. Highet, Trans.).  Oxford: Basil Blackwell

Kamii, C. (1984). Autonomy: The aim of education envisioned by Piaget. Phi Delta Kappan, 65 (6), 410-415.

Kliebard, H. M. (1986),  The struggle for the American curriculum, 1893-1958.  Boston: Routledge & Kegan Paul.

Kohn, A. (2002). The 500-Pound Gorilla.  Phi Delta Kappan, 84 (2), 112-119.

Lee, J. K. (2002). Ideology and the Web,  Social Education, 66 (3), 161-165,

Longstreet, W. (1989). Education for citizenship: New dimensions. Social Education, 53 (1), pp. 41-45.

McCaslin, M. (1996), The problem of representation: The Summit's conception of student.
        Educational Researcher, 25(8), 13-15.

Montessori, M. (1949). Education and Peace.New York: Henry Regnery Co.

Munro, P. (1995). Educators as activists: Five women from Chicago. Social Education, 59.  pp. 274-278.

Newmann, F. (1989). Reflective civic participation.  Social Education, 53 (6), 357-360.

Parker, W. C. (1996).  Schools as laboratories of democracy.  In W.C.Parker, (Ed.). Educating the democratic mind
        (pp. 1-22).  Albany: State University of New York Press.

Parker, W. C. (1996). Curriculum for Democracy. In R. Soder, (Ed.). Democracy, Education, and the Schools
        (pp. 182-210).

Piaget, J. (1973). To understand is to invent. New York: Grossman Publishers.

Schubert, W. H. (1987).  What is citizenship education and who is J.D.?  Educational Leadership, 45 (2),  76-80.

Schubert, W. & Lopez-Schubert, A. (1981). Toward curricula that are of, by, and therefore for students.
        The Journal of Curriculum Theorizing, 3 (1), 239-251,

Tostberg, R. E. (1960). Educational Ferment in Chicago, 1883-1904.
        High Wycomb, U.K., Univerrsity Microfilms Limited

Woodard. W. H. (1904). Erasmus concerning education. Cambridge, U.K.: Cambridge University Press.

Zais, R. S. (1976). The individual: A synoptic view of man.  Curriculum principles and foundations.(pp. 218-243).
        New York: Harper & Row, Publishers, Inc.