"Greatly Changed for the Better": Free Kindergartens as Transatlantic Reformance

Autor/in	Nawrotzki, Kristen D.
Titel	"Greatly Changed for the Better": Free Kindergartens as Transatlantic Reformance
Quelle	In: History of Education Quarterly, 49 (2009) 2, S.182-195 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
DOI	10.1111/j.1748-5959.2009.00195.x
Schlagwörter	Content Analysis; Child Welfare; Cross Cultural Studies; Educational Change; Historiography; Preschool Children; Foreign Countries; Educational History; Kindergarten; Politics of Education; Social Environment; Educational Environment; Educational Development; Preschool Teachers; Literary Styles; California; United Kingdom (Edinburgh) + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Kindeswohl; Cultural comparison; Kulturvergleich; Bildungsreform; Geschichtsschreibung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; History of education; Bildungsgeschichte; Educational policy; Bildungspolitik; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Erzieher; Erzieherin; Kindergärtnerin; Literarischer Stil; Kalifornien
Abstract	Historians such as Seth Koven and Carolyn Steedman have shown how visual and literary depictions of children helped move late-nineteenth-century middle- and upper-class audiences to join in child-saving philanthropy aimed at the deserving poor. This essay focuses on an analysis of the promotional literature of the free kindergartens. Starting from the concepts of fact, truth, and intertextuality utilized by Koven in his analyses of nineteenth-century representations of child-saving, this essay analyzes texts written by free kindergartners (that is, teachers in free kindergartens) Kate Douglas Wiggin in San Francisco and Lileen Hardy in Edinburgh during the 1880s and 1910s, respectively. It contends that one can better understand the purposes, messages, and relatedness of Anglo-American free kindergartners' accounts--and the movements of which they were a part--if one reads them as contemporary readers might have; that is, as "artistic fictions" in the mold of the late-Victorian evangelical "true narratives" and as depictions of how child-saving was consciously performed for and presented to multiple audiences. The author demonstrates ways in which a performance perspective can be applied to the "true narratives" of free kindergartens in order to uncover what Shannon Jackson has called " the messy and paradoxical nature of reform work," in this case highlighting transatlantic connections and commonalities. (Contains 4 figures and 45 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10