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Classrooms and Clinics - Urban Schools and the Protection and Promotion of Child Health, 1870-1930 (Hardcover, New)
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Classrooms and Clinics - Urban Schools and the Protection and Promotion of Child Health, 1870-1930 (Hardcover, New)
Series: Critical Issues in Health and Medicine Series
Expected to ship within 12 - 17 working days
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Classrooms and Clinics is the first book-length assessment of the
development of public school health policies from the late
nineteenth century through the early years of the Great Depression.
Richard A. Meckel examines the efforts of early twentieth-century
child health care advocates and reformers to utilize urban schools
to deliver health care services to socioeconomically disadvantaged
and medically underserved children in the primary grades. Their
goal, Meckel shows, was to improve the children's health and
thereby improve their academic performance. Meckel situates these
efforts within a larger late nineteenth- and early
twentieth-century public discourse relating schools and schooling,
especially in cities and towns, to child health. He describes and
explains how that discourse and the school hygiene movement it
inspired served as critical sites for the constructive negotiation
of the nature and extent of the public school's-and by extension
the state's-responsibility for protecting and promoting the
physical and mental health of the children for whom it was
providing a compulsory education. Tracing the evolution of that
negotiation through four overlapping stages, Meckel shows how, why,
and by whom the health of schoolchildren was discursively
constructed as a sociomedical problem and charts and explains the
changes that construction underwent over time. He also connects the
changes in problem construction to the design and implementation of
various interventions and services and evaluates how that design
and implementation were affected by the response of the civic,
parental, professional, educational, public health, and social
welfare groups that considered themselves stakeholders and took
part in the discourse. And, most significantly, he examines the
responses called forth by the question at the heart of the
negotiations: what services are necessitated by the state's and
school's taking responsibility for protecting and promoting the
health and physical and mental development of schoolchildren. He
concludes that the negotiations resulted both in the partial
medicalization of American primary education and in the
articulation and adoption of a school health policy that accepted
the school's responsibility for protecting and promoting the health
of its students while largely limiting the services called for to
the preventive and educational.
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