distressing drop out rates, government mandates tend to envelope schools and classrooms into a smothering sameness, and this lack of creativity may ironically squash vaunted American ingenuity and ambition. At the same time, some argue that general standards give all students an equal opportunity for a good education. Somewhere in the middle are educators, families, and community members who would like some input in the process. Education philosophers such as John Dewey continue to be important in the debate because he generally addressed the concerns of students, teachers, families and communities concerning the overall purpose and aims of education. The ideas of John Dewey continue to be an influential voice in progressive education, constructivist learning, and community participation. Deweyan views on education and American democracy are intertwined, characterized by individual, intrinsic desires that is both experimental and connected to needs of community (Dewey, 1916). Examples of outreach programs such as the 31ers may exemplify earlier principles of John Dewey and others who espoused experiential, discovery based education and the role of education as part of the larger community and a healthy democracy (Dewey, 1916). There continues to be passionate debate of the purpose of education. American education has long shifted between vocational / consumerist aims and a liberal, character building model, reflecting the nation’s dual nature of idealism and practicality, individualism and community (Bowen, 1999). The input of community interests, such as co-production and expanded education initiatives may provide an alternative to the, overall co-modification of education, with schools serving as delivery models to satisfied customers (Aronowitz, 2008).
before the 31er Reunion Luncheon became a thing of the past. As someone with some theater background, she also realized that interactive presentations might be an effective way to keep the stories going. Theater in the schools, in “living” presentations, and the potential of a local 31ers project base theater company were all considered. , She also realized that the schools in Boulder City might benefit from an education program that would join community experts and 31er families with the curriculum in the schools. As a native and a 31er, an active community member with a multitude of local friends and associations, and experience as an organizer and administrator with the City’s Park and Recreation Department she had some to bring to the project. She also did not necessarily feel constrained, as schoolteachers or education administrators might, by lengthy bureaucratic steps. Patty’s overall approach was to ask for from people who had the knowledge, skill set, appreciation, and enthusiasm for helping with the 31ers Outreach Program. Being a 31er descendant was not a requirement to volunteer or participate. Patty Sullivan’s acted as a catalyst and visionary, while working side by side with volunteers. Interview One – Patty Sullivan Patty described the history of the 31ers and its transition to an Outreach program: The term 31ers was coined for the people who came here in 1931 who camped on the river before the dam was built and before homes were built that they could live in. The city of Boulder City was planned from the start, but the work force and their families began arriving long before the government anticipated. So it was the people who actually worked on the dam that came here in 1931. Over the years it became know that anybody who worked on the construction of the dam, regardless if they came here in 1931 or not, was considered a 31er. When talking about the Hoover Dam, you have got to expand that into the Black Rock Canyon Dam Act because that encompassed everything from the surveying to the installation of the power generators, all the way to electrical and water disruption
A discussion of findings will necessarily include a both a macro, chronological examination of the evolution of the 31ers while examining some of the experience of the participants at the micro level. In other words, the Outreach program can be viewed at the community level, looking at the developments of relationships over time, and at he individual level, the perceptions and experiences of various participants. The findings not only included the thoughts, feelings, and experiences of the participants, but also the materials used by participants as tools for various activities, from organizational development to teaching. A summary of themes that were found is discussed, and a graph showing the growth of the program, development of relationships, and these themes will serve to illustrate this experience. See Appendix D for an additional example, a handout summarizing the development and implementation of Outreach activitiesThe 31ers Educational Outreach of the Boulder Canyon Project Act first years had a gradual, but steady and productive pace of activities beginning with the transition from is original purpose, as an annual, traditional reunion luncheon for members of the 31ers to the culmination of a more formal structure supervised by the Boulder City / Hoover Dam Museum. Grassroots programs often reflect the characteristics and dynamics of their environment, and the people that start these programs. Different leadership styles would necessarily lead to different results. Patty did have meetings, and quickly developed a list of potential volunteers. It followed logically that an outreach effort would require participation of schools. The history of Boulder City naturally led to the inclusion of Bureau of Reclamation and National Park Service. The Museum and Library were sources of information and support. The 31ers, including family members, and other