History Of American Education Research Articles

"We Have a Right to Live in This Country": Reverend Moses Broyles and the Struggle for Social Justice and Racial Equality in Nineteenth-Century Indiana

ABSTRACT: Rev. Moses Broyles (1826–1882) ranks as a leading figure in Indiana's African American religious, political, racial, educational, and legal history. Born a slave in Maryland, he was sold as a child to John Broyles of Paducah, Kentucky, from whom he purchased his freedom in 1854. Thence he moved to Lancaster, Indiana, where he enrolled at the Eleutherian Institute. In 1857, he relocated to Indianapolis and joined the Second Baptist Church. Recognizing his oratorical skills and spiritual leadership, its members soon called Broyles as their pastor. As a bi-vocational minister, Rev. Broyles also taught at a private school for African American children and helped integrate Indianapolis High School. He was a fierce opponent of slavery who demanded equal rights and privileges for African Americans as U.S. citizens. Later, he served as a statewide leader in the Republican Party of Abraham Lincoln and Ulysses S. Grant even as he challenged Indiana's anti-Black laws.

Linguapragmatic characteristics of educational media discourse: American, British, and Russian visual presentations

The article is devoted to the study of current problems of educational media communication in the linguapragmatic aspect. The paper discusses the main linguapragmatic characteristics of educational media. The role of the implementation of the presentation strategy of the language personality in the educational media resource is established. The main presentations implementing the presentation strategy in the educational media resource are identified. The purpose of this work is to identify and describe American, British, and Russian visual presentations within the framework of the presentation strategy of the educational media presentation. As a research material, media texts on electronic learning of a foreign language in the educational media resource of the first quarter of the 21st century in English and Russian are used. To achieve the goal, the following methods are used: lexical, grammatical, stylistic analysis, linguasemiotic and linguapragmatic analysis, elements of content analysis and discursive analysis, interpretive and quantitative analysis. American, British, and Russian visual presentations of educational media are described and illustrated by examples. It is established that the visual presentations of online learning of a foreign language in the American, British, and Russian educational media resource are aimed at the media recipient’s perception of the shape, color, position, and movement of the object. The undoubted novelty is represented by the identified subtypes of visual presentations in the American, British, and Russian educational media history: graphemes, coloremes, proxemes, kinestems. It was established that the presentation strategy of the educational media resource on the problems of online learning of a foreign language, implemented in educational media texts on sites on the Internet in the studied linguistic cultures, has similar features, since it is aimed at informing and influencing the addressee. Information contains tools and techniques that convey the content of online courses, the online learning process, the methods, and techniques that are used in this process. The impact is implemented to attract the attention of potential students to the course and educational institution, as well as incentives to study in this educational institution. It seems promising to distinguish between conflict and cooperative strategies in the educational media discourse in different linguocultures.

Mexican American Educational History: A Moment of Recognition

Mexican American educational history has become a vibrant field of study since the late 1980s. In the last seven years, however, it is notable that this research has inspired community-based efforts to preserve and publicly commemorate challenges to unequal education. In this commentary, we discuss the archival recovery of the Francisco Maestas et al. v. George Shone et al. case in Alamosa, Colorado; the excavation of El Colegio Altamirano in Hebbronville, Texas; the complexity of memorializing the Mendez v. Westminster case in Orange County, California; and the implications of archival and oral history research connected to the Soria v. Oxnard School Board of Trustees case in Oxnard, California. These examples illuminate the highly contested spaces that public schools held for Mexican Americans and the role scholars and communities can play in acknowledging those moments. We see public schooling as a place where liberation and hope can occur and where scholars and communities can engage together. This is a call to continue to create relationships that lead to the recognition of past struggles and acknowledge the enduring quest for educational equality.

Anti-Asian Racism during COVID-19: Emotional Challenges, Coping, and Implications for Asian American History Teaching

Anti-Asian scapegoating, sentiment, and hate have caused devastating psychological and behavioral challenges among Asians and Asian Americans during the COVID-19 pandemic. This case study aims to understand Asians’ and Asian Americans’ experiences of racial discrimination during the pandemic, examine their reflections on the impacts of anti-Asian racism on their emotions and coping, and explore their perspectives on teaching Asian American history in combating anti-Asian racism. The results of this study showed that the participants articulated an array of profound emotional challenges in response to the deleterious effects of personal and vicarious experiences of racism. They used varied coping strategies, exhibiting heightened vigilance and intentional proactive measures to protect themselves and their communities against anti-Asian racism. The participants also underscored the intersectionality between race and gender, highlighting the vulnerability of Asian women. Additionally, the participants advocated for the inclusion of Asian American history in the school curriculum to dismantle and disrupt systematic racism. This study reveals the emotional and behavioral effects of anti-Asian racism on Asian and Asian American individuals and communities. It illustrates the crucial role of amplifying Asian and Asian American voices in the school curriculum in combating anti-Asian racism beyond the pandemic.

PRESERVING THE HISTORY OF AFRICAN AMERICAN EDUCATION: DIGITAL DOCUMENTATION OF ROSENWALD SCHOOLS – A CASE STUDY ON THE TANKERSLEY SCHOOL IN HOPE HULL, ALABAMA, USA

Abstract. Established across the American South between 1917 and 1932, Rosenwald Schools were crucial for providing education to African American children during segregation. Now, many of these structures are abandoned and deteriorating, in urgent need of digital documentation and preservation. This paper introduces an innovative approach for using Matterport technology to capture immersive virtual tours and enhance Heritage Building Information Modeling (HBIM) with high-resolution imagery. The Tankersley Rosenwald School in Hope Hull, Alabama serves as the case study. Additionally, this paper features traditional Reality Capture techniques, such as Terrestrial Laser Scanning and aerial photogrammetry, in combination with Matterport technology to create a detailed HBIM model of the historic school. This model enables architectural and structural analysis, informing suitable stabilization, conservation, and restoration strategies. It also acts as a powerful visualization tool, allowing stakeholders to safely examine the school's architectural, structural, and historical aspects. The virtual tour produced through Matterport provides valuable data for developing an accurate HBIM model in Revit, leading to more effective conservation approaches. The integration of these technologies showcases the potential for digital preservation of built heritage and emphasizes the importance of innovative methods in cultural heritage documentation. By digitally preserving these historically significant schools, this research supports the conservation and restoration of a vital aspect of African American educational history and raises awareness of their cultural importance.

Naming the unnamed: a Millsian analysis of the American educational contract

ABSTRACT This article uses Charles W. Mills' Racial Contract to interrogate the political, historical, and philosophical roots of the conservative campaign against critical race theory (CRT) in schools. Prescribing that political power will be used to maintain a white supremacist racial hierarchy, the Racial Contract connects itself to American schools through what I have termed the American Educational Contract (AEC). To investigate these connections, I rely upon critical race hermeneutics (CRH) to better understand how American educational history and philosophy have been interpreted in ways that legitimate and normalize the whiteness inherent in the AEC. Finally, I demonstrate how the American Right resurrected time-tested tactics of the white polity – fiscal oppression, epistemological tampering, and emotional responses – to leverage the unique power of schools and reify Mill’s Racial Contract.

A Letter from the American Historical Association to California’s Placentia–Yorba Linda Unified School District

Research Article| May 01 2023 A Letter from the American Historical Association to California’s Placentia–Yorba Linda Unified School District James R. Grossman James R. Grossman JAMES R. GROSSMAN is executive director of the American Historical Association. Formerly vice-president for research and education at the Newberry Library, he has taught at the University of Chicago and the University of California, San Diego. The author of Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929, Grossman was project director and coeditor of the print and digital Encyclopedia of Chicago. He is editor emeritus of the University of Chicago Press book series “Historical Studies of Urban America,” which he abandoned to his colleagues after fifty volumes. Articles and short essays have focused on urban history, African American history, ethnicity, higher education, and the place of history in public culture. Short pieces have appeared in the Chicago Tribune, New York Times, Los Angeles Times, Time, New York Daily News, North Shore Magazine, Chronicle of Higher Education, The Hill, and elsewhere. Grossman’s consulting experience includes history-related projects generated by BBC, Smithsonian, various “Teaching American History” programs, and a wide range of theater companies, films, museums, libraries, and foundations. He has served on governing boards of the American Council of Learned Societies, Association of American Colleges and Universities, Center for Research Libraries, National Humanities Alliance, Vivian G. Harsh Society, and Chicago Metro History Education Center. Search for other works by this author on: This Site PubMed Google Scholar California History (2023) 100 (2): 78–81. https://doi.org/10.1525/ch.2023.100.2.78 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation James R. Grossman; A Letter from the American Historical Association to California’s Placentia–Yorba Linda Unified School District. California History 1 May 2023; 100 (2): 78–81. doi: https://doi.org/10.1525/ch.2023.100.2.78 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentCalifornia History Search In January 2022, the American Historical Association (AHA) sent a letter to the leadership of the Placentia–Yorba Linda Unified School District (California) opposing a proposed Resolution No. 21–12, “Resolution Opposing the Teaching of Critical Race Theory” (see the proposed resolution at https://4.files.edl.io/e3c9/11/22/21/155531-39d91aa4-c235-4949-a1f4-153f76aa17e8.pdf). We were alerted to this agenda item by a resident concerned about censorship and the quality of history education. We immediately noticed that its text resembled bills being introduced in many state legislatures; the AHA had already begun writing letters to members of those legislatures (for the AHA’s list of letters, organized by state—at this writing, eighteen states—see https://www.historians.org/news-and-advocacy/teaching-history-with-integrity/freedom-to-learn). In this particular letter the AHA noted that “the proposal singled out one set of ideas—critical race theory—as a subject that cannot be taught in Placentia–Yorba Linda schools. The letter includes a link to a statement criticizing similar legislative efforts to restrict education about racism in American... You do not currently have access to this content.

The Transformation of American Sex Education: Mary Calderone and the Fight for Sexual Health. Ellen S. More

Dr. Mary Steichen Calderone (1904–1998) was one of the best-known sex educators in the twentieth-century United States. However, her work has not received much attention until the publication of The Transformation of American Sex Education. This book approaches the history of twentieth-century American sex education through the lens of Calderone’s career and that of the Sexuality Information and Education Council of the United States (SIECUS), an advocacy organization that she cofounded in July 1964. However, the absence of an argument and uneven choices about topic coverage make Calderone and her achievements difficult to parse. Sex education in the US has received attention from historians including Jeffrey P. Moran (Teaching Sex, 2000), Janice M. Irvine (Talk about Sex, 2004), Susan K. Freeman (Sex Goes to School, 2008), Alexandra M. Lord (Condom Nation, 2010), and Courtney Q. Shah (Sex Ed, Segregated, 2015). None of them focus specifically on Calderone and SIECUS, or address the topic beyond the 1990s, and this book fills a gap in the literature by focusing on her and the organization and bringing the history of sex education up to the 2010s.

Learning leadership personified. An interview with Professor Stephen Preskill

In this extensive interview with Stephen Preskill, we cover much ground. We kick off the discussion with Preskill’s latest book Education in black and white, about Myles Horton, a life-changing teacher and activist whose work at Highlander Folk School influenced the civil rights movement. Preskill discerns three major themes: anti-racism, dialogue and Horton’s exemplary life. We then move on to who could be considered heirs of Horton and other Highlander leaders, and Preskill cautions against the pitfalls of charismatic leadership. He shares his positive experiences as a lifelong learner in a Master of Fine Arts program and provides advice on how to deal with academic writing difficulties. Preskill is also the co-author of four books on teacher narratives, democratic discussion, and social justice leadership, which we discuss systematically. He recalls his best and worst discussions and talks about his favorite discussion protocols. Biographically, Preskill recalls his happy childhood and youth in a well-to-do family and being inspired to become a teacher by his positive experience of his university studies. In terms of academic career advice, he advises following our passions before highlighting his approachability and openness as a way of learning leadership. Stephen Preskill is professor emeritus at Wagner College in Staten Island, New York and a writing consultant at Columbia University. During his thirty years as a university professor (that included appointments at Carleton College and the University of St. Thomas in Minnesota, and being the Regents Professor of Education in the Department of Educational Leadership and Organizational Learning in the College of Education at the University of New Mexico), he specialized in American educational history and leadership studies. Before his distinguished academic career, he was an elementary and middle school teacher for nine years.

Introduction: Teaching American History in Alternative Spaces

Introduction: Teaching American History in Alternative Spaces

Where Protection Meets Punishment: Public Education and the Carceral State in Urban America

This essay calls upon scholars in the largely siloed fields of history of education and carceral studies to examine the history of American education and criminal legal systems in tandem rather than in isolation from one another. In introducing the special section’s articles, it proposes a new template for historicizing the “school-to-prison pipeline” in particular and the intertwined evolution of the state’s protective, preventative, and punitive power more broadly. Specifically, the essay discusses how the carceral state both moved into and emerged from within public schools prior to and following the 1960s and 1970s. It also notes that the relationship between public education and the carceral state evolved in highly localized and contingent ways based upon the actions of individuals, organizations, and institutions at the community, state, and federal level. The essay concludes with a discussion of considerations for further research.

Illuminating History: A Retrospective of Seven Decades

Illuminating History: A Retrospective of Seven Decades

To Make Negro Literature: Writing, Literary Practice, and African American Authorship. Elizabeth McHenry

The dominant twenty-first-century critical trend in African American literary studies, perhaps most recognizable in Harlem Renaissance scholarship, has been redefining the meaning of the study and its historiography. The movement’s origins are found in the work of such scholars as Cheryl A. Wall and George Hutchinson, who argued for a deep dive into the archive to present a more nuanced view of the New Negro movement while challenging various critical assumptions about the role of publishing. Meanwhile, a related trend toward research in African American print culture and the history of the book arrived, characterized by the early scholarship of Carla L. Peterson and Todd Vogel, with more recent work by such scholars as Brooks E. Hefner and Kinohi Nishikawa expanding the print culture studies focus. Yet not enough work of this kind has been done on the late nineteenth- and early twentieth-century period. Like much of the research above, Elizabeth McHenry’s To Make Negro Literature: Writing, Literary Practice, and African American Authorship combines the various trends, adding to print culture studies scholarship that seeks to unearth a more comprehensive turn-of-the-century African American literary historiography. To Make Negro Literature impressively illuminates a vast field of African American literary and educational history. McHenry concentrates on material publishing conditions, “authorship’s sustainability and literature’s form and function,” the bond “between Black writing and emerging audiences and agendas,” and “the frameworks that structure ways of organizing how to talk and think about literature and the literary” (14). Among the most intriguing aspects of the study, and likely to invite debate, is McHenry’s application of queer theory to the literary art of Mary Church Terrell.

Towards a racial justice project: oral history methodology, critical race theory, and African American education

ABSTRACT Oral historians have declared the methodology a social justice project. This essay advances that discussion, positing that oral history methodology may represent a more specific racial justice project when coupled with critical race theory. An examination of the history of African American education scholarship, we argue, supports this contention. Two central questions guide this essay: (1) What does scholarship on the history of African American education demonstrate about the compatibility between oral history methodology and critical race theory? and (2) How does this methodological-theoretical pairing advance a racial justice project? We aim to show how critical race theory and oral history methodology complement one another as research tools that can strengthen the history of education’s capacity to inform current educational issues. Our essay draws on the work of historians of African American education to exemplify possibilities for any historian of education who examines systematically underserved communities of Colour. Ultimately, we argue that critical race theory and oral history methodology are compatible because they share several propositions apt for helping researchers subvert the silencing, marginalisation, and objectification of systemically underserved communities of Colour, thereby furthering a racial justice project. This essay, therefore, contributes primarily to interdisciplinary education and historical research methods literature.

Translation: History (Geschichte)

J.F. Herbart is a philosopher whose ideas were very influential in many countries, including the USA, until the first quarter of the 20th century, in fields such as educational sciences, teaching methods, social psychology, teacher training, and he transferred the German spirit beyond the continents with his works on education. His writings on history teaching present the approaches of German teachers in the early 19th century as well as his own opinions. In the comments of the leading American Herbartian Charles De Garmo, the differences between German and American history teaching, the equivalents of the approaches in German education in American education, and the differences between the narrative and textbook method of teaching were described. It proposes two different approaches to history teaching by introducing different aspects of these methods. De Garmo was awarded his doctorate from the Herbartians in Germany. As the first president of the "National Herbart Society for the Scientific Study of Education", organized in 1895 "to study and investigate and discuss important problems of education", he pioneered the dissemination of Herbart's ideas in the USA. The original text of this article, which belongs to Johann Friedrich Herbart, includes the part about history teaching of his famous book "Umriß pädagogischer Vorlesungen", published in 1835, on the teaching of different branches. Kehrbach's facsimile was taken as the basis for this part of the translation from German to Turkish. In Herbart's text, the numbering in this edition is followed and added at the end of the paragraphs. The paragraphs given in italics in the sub-texts in addition to the translation presented are the translations of De Garmo’s comments added to the English translation of this Herbart’s book in 1904 under the name "Outlines of Educational Doctrine" by Alexis F. Lange. In this respect, Herbart's own writings were translated from the German original version and De Garmo's comments were translated from his English script.

Living the California Dream: African American Leisure Sites during the Jim Crow Era

Vacationing while Black has long been a fraught activity. African Americans who emigrated from the white supremacist regimes of the Jim Crow–era South to distant southern California discovered that merely finding a place to swim or picnic free of racist attack was as difficult there as it had been back home. Alison Rose Jefferson examines five instances in Living the California Dream where Black immigrants to the Los Angeles area created separate resorts to find leisure away from racist threats. All were developed in the early decades of the twentieth century and all faded by midcentury. Jefferson's work is motivated by two equally vital projects. One is to document the history of Black struggle against racism even in the pursuit of leisure. The other is to make a place for that history in public spaces and in American history teaching. Each chapter takes up both of these tasks. Jefferson first reclaims the experiences of “pioneer” entrepreneurs such as Willa Bruce and Charles Bruce who created resorts aimed at Black audiences. She then considers how each has fared poorly in public memory. Jefferson is deeply concerned with how these histories have often repeated the erasures of the original physical sites where African Americans once found respite from their workaday lives.

Review: Reading, Writing, and Revolution: Escuelitas and the Emergence of a Mexican American Identity in Texas, by Philis M. Barragán Goetz

Philis M. Barragán Goetz sheds a bright light on the neglected and yet invaluable histories of escuelitas in Texas. Adding significantly to the field of Mexican American and Tejano educational history, Barragán Goetz uses Mexican and U.S. archives, Spanish and English borderlands newspapers, oral histories, escuelita curricula and mementos, and interviews to trace the complexity and nuance of almost a century (1865 through 1960s) of escuelitas in Texas. Escuelitas were both informal and formal grassroots Mexican American community schools without a “governmental or communal body overseeing their development” (p. 1). Escuelitas served the purpose of “ethnic Mexicans’ attempts to educate their children” in Spanish, centering Mexican cultural knowledge and patriotism, and negotiating an “alternative narrative” (p. 17) in the face of two nations, discrimination, obstacles, neglect, and the oversight of the U.S. public schools in Texas.Barragán Goetz argues that the escuelitas created an imaginary dual citizenship whereby ethnic Mexican children were being educated in Spanish literacy and Mexican ideals while living and navigating U.S. schooling and economic advancement. Chapter 1 historicizes the escuelitas’ contexts and increasing Anglo dominance over, and subordination of, Mexican children in Texas through her analysis of the superintendents’ reports revealing the racist attitudes toward the Mexican children and their families. Amidst lack of access and segregated schooling, Barragán Goetz highlights El Colegio Altamirano, which remained open in Hebbronville for over six decades, as an icon of escuelita history in Texas. In Chapter 2, Barragán Goetz expounds on how La Crónica—a Laredo based newspaper published by the influential Idar family—documented the paradoxes of Mexican American experiences in the United States, calling for more just and equitable treatment and advancement through education both through escuelitas and inclusion in the public schools. Chapter 3 centers the lives of four women leaders and activists—Jovita Idar, Leonor Villegas de Magnón, María Villarreal, and María Rentería—whose feminist stances sustained the escuelitas and the education of Mexican children in Laredo, despite the social patriarchy and the “dislocating phenomena” (p. 16) of the Mexican Revolution, modernization in Texas, and progressivism in the public schools. These four laudable women saw childhood education as fertile ground for their social and political ambitions and the futurity of Mexican American communities in Texas. Chapter 4 explains the role of the Mexican Consulate in supporting the escuelitas and in advocating for Mexicanization of children in the United States through diplomatic criticism of U.S. public schools. Chapter 5 highlights how the escuelita experience and curricula became important for activists of the “first” Mexican American generation, who attended escuelitas and public schools and carried on legacies of advocacy and activism that were rooted in their early schooling. María Elena Zamora O’Shea and Texas historian Jovita González are aptly spotlighted in this chapter as educators, scholars, and revolutionaries. Barragán Goetz contends that this generation was the last to attend escuelitas and that their advocacy and success, in part, culminated in the decline of the little schools.Overall, Barragán Goetz traces an important and complex trajectory of escuelita history in Reading, Writing, and Revolution, making this book an essential read for those interested in Mexican American educational history. She also appropriately argues that escuelita history is the “origin story” (p.159) of Mexican American studies. Barragán Goetz corrects a century of history in this book, in showing that Mexican and Mexican American communities have always valued education and have taken on the necessary actions in sustaining the learning experiences of children.

“Some Vital Religion”: Social Religion and the Science of Character Education in the United States, 1918–1932

AbstractThe history of American public education has generally been considered as a steady transition from religious and sectarian to secular and pluralist, with the role of science in education increasing as the role of religion decreased. This article examines a conception of the role of religion in education that does not fit this narrative, the “social religion” of theorists of moral and character education in the 1920s. Relying on ideas of religious naturalism and with an orientation toward the practical effects of religious belief, this community of scholars asserted a concept of religion that would allow it to be at the heart of the common school project, uniting all under the common morality of the social good. Influenced both by liberal Protestant humanism and the scientific worldview pervasive in education reform at the time, these character educationists’ ideas remind us of the historical contingency of categories like “religious” and of the antiquity of ideas we might classify under the heading of spirituality in American culture.

COUNTERING XENOPHOBIA AND RACISM THROUGH SHORT STORIES FOR HISTORY STUDENTS

Short stories provide suitable reading materials to enrich the study of American History. Using literary works can help foster transformative history teaching, especially when discussing the violent past to construct a better future. This study aims at examining two American short stories that deal with racism and prejudice. Used as primary data are “Désirée’s Baby” (1893) which tells about racial intolerance in a pre-Civil War plantation society; and “Shame” (1964), a story about intolerance experienced by a Black schoolboy. Critical reading method is applied by making contextualization with different American historical periods. The results show that (1) themes of xenophobia, racism, and intolerance are evident in these short stories; (2) authorial backgrounds help explain their dealing with the history of racism shown in their works; and (3) stories of inter-racial relations make good reading supplements for teaching American History. In conclusion, literature is history which is beautifully condensed that can help raise students’ awareness about the evil pasts and to grow a historical empathy in facing current realities in order to build a more just, civil, and compassionate society in the future.

Theorizing the “Home” in Homeschooling: Pragmatist Analyses of the Family, Education, and Civic Belonging

AbstractOver the past twenty‐five years, homeschooling has been growing in popularity. Conventionally, the actions of homeschoolers are understood as a rejection of the public school — and, by extension, a rejection of participation in the public sphere writ large. Yet such interpretations are made without due attention to the meaning of both “home” and “school” in larger social discourses. This article explores the wisdom of such analyses through an examination of the place and function of home and school in pragmatist views of democracy. Using the thought of John Dewey and Jane Addams, Kyle Greenwalt shows how the relationship between household and school was reconfigured at a key moment in the history of American public education. After demonstrating how this is so, Greenwalt extends his outlook by considering pragmatic thought as it interacts with the Chinese tradition — through the lens of Confucian role ethics. In particular, he argues that Confucian role ethics provides a way of thinking about the family household that emphasizes its civic potential through the promotion of relationships that are fluid, sustainable, and educative. In short, Greenwalt argues for a new way to think about the educative potential of family‐centered, community‐based living.