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Forest user needs, gender, and geographic information systems : an integrative approach to managing the Forest of the Lost Child

This thesis is a critical examination of the history of philosophies governing public education in the United States. The first half, chapters one through six, outlines American conceptions of the role of the school in relation to the state and to democracy. The second half is an account of critical progressive philosophies that have challenged the American status-quo since the independence. The main argument that I propose here is that the creation of an education system in America has followed the philosophies of federalism and private democracy. These philosophies are economically centered and define the citizen in economic terms. Progressive educators have long questioned this definition and seek to redefine citizenship to describe participatory democracy, and communication based on experience and an ethic of care.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.19573
Date January 2003
CreatorsObare, Lynette Adhiambo
PublisherMcGill University
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeElectronic Thesis or Dissertation
Formatapplication/pdf
CoverageMaster of Science (Department of Geography)
RightsAll items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
Relationalephsysno: 002022437, Theses scanned by McGill Library.

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