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Journal Article
Revisiting the Visiting Teacher
2019
Overview
Drawing on primary documents, we examine the visiting teacher movement (VTM; ca. 1906–40), focusing on three questions: (1) What lessons from the VTM challenge the social and political aims of education in our historical moment? (2) What are lessons for redefining school social work practice today? and (3) What lessons can today’s school social workers use to organize for more expansive views of their practice? We argue the VTM challenged educational bureaucracy by creating blended roles across professions and bridging boundaries between home and school. Although visiting teachers’ work stood in contrast to the factory model of schooling, they had the ear of high-ranking educators across the country. Their vision for the work that was needed, well-organized channels of communication, and networks of support positioned them as a counterweight to contemporaneous views. Their example is a model for reimagining social work, the school space, and the state apparatus
In the city of which I am a representative, many of the visiting teachers are on either the paid or volunteer staff of the settlement adjacent to the school where they work. The teacher knows her neighborhood and is chosen for that knowledge. She knows not only the traditions of her children but their national traditions and family advantages. This knowledge she brings to the teacher. . . . So often the making of Americans in our public schools means crushing out what they bring to us in order to make them into a supposed American model. This kind of “education” would be blotted out if every elementary school teacher had an intelligent knowledge of the national history of her children. (Jane McCoady [1916], head worker, Ellis Memorial and Eldredge House, “The Visiting Teacher and the Settlement”)
Publisher
University of Chicago Press,The University of Chicago Press,University of Chicago, acting through its Press
Subject
