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Vividly revealing the multiple layers on which print has been produced, consumed, regulated, and contested for the purpose of education since the mid-nineteenth century, the historical case studies in Education and the Culture of Print in Modern America deploy a view of education that extends far beyond the confines of traditional classrooms. The nine essays examine “how print educates” in settings as diverse as depression-era work camps, religious training, and broadcast television—all the while revealing the enduring tensions that exist among the controlling interests of print producers and consumers. This volume exposes what counts as education in American society and the many contexts in which education and print intersect.
Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.
Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.
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Adam R. Nelson is associate professor of educational policy studies and history at the University of Wisconsin-Madison. He is author of Education and Democracy: The Meaning of Alexander Meiklejohn, 1872-1964 and The Elusive Ideal: Equal Educational Opportunity and the Federal Role in Boston's Public Schools, 1950-1985.
John L. Rudolph is professor of curriculum and instruction and of history of science at the University of Wisconsin-Madison. He is author of Scientists in the Classroom: The Cold War Reconstruction of American Science Education.
John L. Rudolph is professor of curriculum and instruction and of history of science at the University of Wisconsin-Madison. He is author of Scientists in the Classroom: The Cold War Reconstruction of American Science Education.
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