"Arthurdale, Nambé, and the Developing Community School Model: A Compa" by Martin L. Berman
 

Teacher Education, Educational Leadership & Policy ETDs

Publication Date

4-27-1979

Abstract

This study examines the development of two community schools and their relationship to the emerging community school-community education model. The study compares the Arthurdale School in West Virginia, 1934-1936, considered by many in the Community School Movement to be a prototype of the rural community school, to the Nambé Community School in rural New Mexico, 1937-1942, which to this date has not received study or mention in the literature of the Community School Movement. First, a description of the social conditions, philosophical and sociological concepts from which the Community School Movement developed is provided. Then, each of the two community schools is examined separately and compared in terms of community backgrounds, community school philosophy, curriculum, administration, school and social services, use of local resources, and leadership. Finally, five major contemporary community school­community education models are reviewed and related to the Arthurdale and Nambé Community Schools. Comparative historical and sociological methods are used to define and illustrate the interaction between the school and community and relate its future implications for education. The study is based on primary sources represented by the daily logs, monthly reports, correspondence, and published reports of the participants of the Arthurdale and Nambé projects; secondary historical and sociological works; reports and publications of governmental agencies and the University of New Mexico; reports and publications of the Progressive Educational Association, National Society for the Study of Education, and National Community Education Association; and newspaper and periodical articles. The findings in this study show that the community school approach can influence community reconstruction and regeneration; also, that La Comunidad, the school at Nambé, was part of a national educational movement and in some areas in the vanguard of that movement. Specifically, both schools helped identify and solve pressing social and economic problems in their respective communities. While the fundamental principles of the Community School-Community Education Movement remain unchanged, contemporary community educators have not been able to adapt their approach and program to local conditions and needs as fully as Arthurdale and Nambé. Contemporary community educators should more fully consider historical precedents in the development and application of community education models. The historical documentation in the study of the policies, methods and practices of Nambé and Arthurdale provides community educators with such models. These models should be part of a more extensive research effort towards assessing and evaluating community school programs.

Document Type

Dissertation

Language

English

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Albert William Vogel

Second Committee Member

David Lawrence Bachelor

Third Committee Member

Charles DeWayne Biebel

Fourth Committee Member

Joel M. Jones

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