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Journey Beyond the Narrows explores the history of an American family whose origin is traced to eleven immigrants who arrived in America in the mid-to-late nineteenth century. These individuals came through the Narrows into upper New York Harbor to begin their American journey. They were escaping famine in Ireland, poverty, political oppression, or lack of opportunity-or all three combined in Finland, Germany, and Scotland. Journey Beyond the Narrows does not provide just names and facts about these individuals but puts their lives in the context of the times in which they lived in their home countries and in America. It is the story of how two of their descendants reared six children in the Bronx, New York.
This book explores some of the major processes involved in the definition of school subject knowledge. Using historical ethnographic methods, the contributors to the collection highlight and examine some of the factors involved at national, institutional and classroom levels in the making of school subjects. The first section of the book outlines the theoretical and methodological basis for the study off school subjects, and the reasons for and the possibilities of such a study are considered. In the second section some histories of school curricula are presented from a variety of settings – colonial schools in Africa, working-class schools of the nineteenth century, nursery schools – and the conflicting forces of determination and change in school subjects are identified and examined. The third section focuses on the contemporary school situation and the papers isolate and investigate some of the interest groups and social processes which enter into or affect the realization of school knowledge in the classroom.
This text is about the form and function of the school and it is the first global review of how design and architecture have kept pace with innovation in schools in the modern period. It is organised around the themes of time, space and place.
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