Offers a chronicle of two teachers and their own educational progress. In processing their own responses to the encounter, along with their students', the authors meditate on their own ideas on teaching and learning, and redefine the obligation that a teacher has to his or her students.
Arguing that homework robs children and parents of unstructured time for play and intellectual and emotional development, this book offers a case for why homework is an outgrowth of broader cultural anxieties about the sanctity of work itself.
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