By Carol Merz
Spotting the popular want for neighborhood at the present time, Merz and Furman examine its value for faculties, how reforms try and create group in colleges, how different reforms try to construct relationships among colleges and exterior groups, and eventually how colleges will be extra winning in development and conserving robust own relationships. The authors use classical sociological writings, in addition to sleek communitarian and feminist proposal to boost a idea of neighborhood. They learn what varieties of groups are attainable at the present time, and which naive notions are apt to steer to nostalgia and failure. They indicate that many present makes an attempt at neighborhood construction are counterproductive and result in better isolation and impersonal paperwork. They exhibit many paradoxes within the present reform circulation, relatively makes an attempt at "systemic reform" which could have many accidental and troublesome results. eventually, in accordance with their conception and an exam of a few actual faculties, Merz and Furman provide concrete feedback for larger institution groups.
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Additional info for Community and schools: promise and paradox
Sometimes community means a group of people with shared values. Coleman (1985) gives examples of elite private schools that serve communities that have shared values and intergenerational closure but are not necessarily geographically defined. Schools of choice often attempt to create this type of community by emphasizing a style or theme for their educational program. Religious or church-affiliated schools serve communities defined by shared values and often exhibit intergenerational closure.
The school and its course of study were an extension of the homes, the church, and the commerce of the community. This type of school, labeled by Tyack (1974) a village school, was amazingly durable as an institution; with only minor changes, it served small, homogeneous, isolated communities for about 300 years. With industrialization, urbanization, and massive immigration at the end of the 19th century and the beginning of the 20th century, big changes occurred in schools. These changes, documented extensively by Cremin (1988) and Tyack (1974), created the modern urban system of schooling, which promises to be almost as durable as the village school.
P. cm. Includes bibliographical references (p. ) and index. Community and schoolUnited States. School environment United States. Educational sociologyUnited States. Educational changeUnited States. Furman, Gail. Title. 19dc21 96-50968 ISBN 0-8077-3616-3 (paper) ISBN 0-8077-3617-1 (cloth) Printed on acid-free paper Manufactured in the United States of America 04 03 02 01 00 99 98 97 8 7 6 5 4 3 2 1 Page v Contents Foreword by William P. Foster vii 1 The Dilemma of Community 1 Definitions of Community 3 Schools in Relationship to the Surrounding Community 5 Schools as Community 7 Criticisms of Community-Based Reforms: Expanding Bureaucracy 8 Conclusion 10 2 Theory of Community: Gemeinschaft and Gesellschaft 12 Development of the Concepts 13 Role of the Individual 16 Choice and Will 18 The Continuum 19 Problems in Defining Community 20 3 Modern Notions of Community 22 Modern Communitarians 24 Critical Views: Problems of Power and Difference 27 The Role of Civic Life 29 Conclusion 31 4 Drifting Toward Gesellschaft: The Schools' Identity Crisis 33 The Gemeinschaft/Gesellschaft "Mix" in Organizations 34 Gemeinschaft Roots of Schools: The Way We Were 36 Forces of ChangeDrifting Toward Gesellschaft 38 The Community Issue and Reform 43 Conclusion 44 5 The Promise of Reform: Rebuilding School-Community Connections 46 Characterizing School Reforms 46 Reforms Focused on School-Community Connections 48 School-Based Management 49 Coordinated Services for Children 56 Page vi Parent-Involvement Programs 60 The Promise of Community-Connections Reforms 65 6 The Promise of Reform: School as Community 67 Origins and Rationale for School as Community 67 Empirical Research into Aspects of Community 72 Increasing the Sense of Community in Schools 74 The Promise of Community-Building Reforms 86 7 Paradox and Promise 89 The Problems and Paradox of Community Reforms 90 The Promise of Community Reform 94 Moving Ahead: Learning to Live with Paradox 97 Conclusion 99 References 101 Index 111 About the Authors 117 Page vii Foreword The concept of "community" has a particular attraction for many of us; it will often lead to flights of nostalgic fancy, suggesting a simpler and more meaningful way of being where the complexities of modernity are reduced to manageable issues.