书目名称 | Rethinking the History of American Education | 编辑 | William J. Reese (Carl F. Kaestle Professor of edu | 视频video | http://file.papertrans.cn/830/829173/829173.mp4 | 图书封面 |  | 描述 | This collection of original essays examines the history of American education as it has developed as a field since the 1970s and moves into a post-revisionist era and looks forward to possible new directions for the future. Contributors take a comprehensive approach, beginning with colonial education and spanning to modern day, while also looking at various aspects of education, from higher education, to curriculum, to the manifestation of social inequality in education. The essays speak to historians, educational researchers, policy makers and others seeking fresh perspectives on questions related to the historical development of schooling in the United States. | 出版日期 | Book 2008 | 关键词 | American History; curriculum; Curriculum History; education; educational research; literacy; poverty; schoo | 版次 | 1 | doi | https://doi.org/10.1057/9780230610460 | isbn_softcover | 978-1-137-26711-5 | isbn_ebook | 978-0-230-61046-0 | copyright | Palgrave Macmillan, a division of Nature America Inc. 2008 |
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Front Matter |
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Abstract
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,Introduction: An Evolving and Expanding Field of Study, |
William J. Reese,John L. Rury |
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Abstract
he history of education is an old and venerable field, whose origins as an area of scholarly interest date to at least the early nineteenth century. Like other specialized historical domains, it has experienced interpretive debates and changing schools of thought on a range of issues.. The history of American education underwent a major upheaval during the 1960s and 1970s, when a number of scholars challenged long standing views regarding the role of schools in society. While historians had traditionally viewed schools as engines of social and economic development, and as reliable sources of social mobility for every generation of Americans, the so-called revisionist scholars—particularly the “radical” revisionists—argued that the schools reinforced existing patterns of discrimination and inequality. Historically, the schools had delimited and not enhanced opportunity for most children, especially the poor and racial minorities. Not surprisingly, this vividly revisionist interpretation of American educational history proved quite controversial, attracting considerable attention to the field. Not every scholar in the history of education was a revisionist, of course, and every gener
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,Literacy, Common Schools, and High Schools in Colonial and Antebellum America, |
Gerald F. Moran,Maris A. Vinovskis |
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Abstract
he study of colonial and antebellum American education received a major impetus almost five decades ago when Bernard Bailyn and Lawrence Cremin challenged scholars to critically re-examine education and schooling in the past (especially employing a broader definition of education than had been used by most previous authors).. Since the mid-1960s scholars have made major contributions to our understanding of the role of parents, churches, and schools in educating early Americans. Yet there has been relatively little overlap between the historians who investigate education before and after 1800. In addition, the education issues addressed by colonial historians differ from those pursued by antebellum analysts—partly reflecting societal variations in the past as well as the particular concerns of the current scholars studying those two timeperiods.
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,All Educational Politics Are Local: New Perspectives on Black Schooling in the Postbellum South, |
Jacqueline Jones |
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Abstract
y any measure, the founding of the Savannah Education Association in January 1865 represented a remarkable achievement for the African American community of that Georgia river port city. On New Year’s Day, just a week after the occupation of Savannah by the army of General William Tecumseh Sherman, black leaders gathered in the First African Baptist Church and formed an organization to provide elementary schooling for the city’s estimated 1,600 black children. An ecumenical mix of Baptist, Methodist, and Episcopalian ministers proceeded to constitute themselves as an executive board of the new Savannah Education Association (SEA). Two days later they met again, and in front of a large and expectant crowd, conducted a public examination of persons applying for teaching positions; by the end of the meeting, fifteen black Savannahians—ten women and five men—had received appointments as the first SEA instructors. The committee also drafted and approved a constitution that provided for a school board and a finance committee, and set fees for SEA membership on a monthly (25¢), annual ($3), or lifelong ($10) basis. In response to calls for community support, many in the audience came forw
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,“As Is the Teacher, So Is the School”: Future Directions in the Historiography of African American |
Michael Fultz |
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Abstract
rom the 1880s through the 1920s, the adage, “As is the teacher, so is the school,” was commonplace in the rhetorical repertoire of African American educators in the South. The essence of its meaning lingered throughout the period of de jure segregation. Its expression encompassed vital themes related to the need and demand for a “sound professionalism” among the expanding number of African American teachers in the region. Its significance flowed from a self-evident logic implicitly understood, and fundamentally contested, by both black and white southerners: the “fate of the race” depended on its schools; the quality of those schools depended on the quality of the teachers they had; and the quality of the teachers depended upon their character, dedication, and professional training. Ambrose Caliver, the first African American research specialist hired by the U.S. Office of Education, reduced the issues to a single sentence, “In the hands of the Negro teachers rests the destiny of the race.”.
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,American Public Schooling and European Immigrants in the Early Twentieth Century: A Post-Revisionis |
Michael R. Olneck |
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Abstract
istorians are important mythmakers.. Among the central legends of American history is that of the immigrant and the school. The myth that—through schooling—early twentieth-century European immigrants to the United States were afforded and embraced unparalleled opportunities to achieve social mobility and to “become American,” has shaped responses to persisting poverty among African Americans, informed contemporary education policy toward “English Language Learners,” and, generally, stood as an object lesson for how success in America is available to all.. Historians, as John Bodnar has observed, have contributed to that myth by depicting immigrants as “cherishing the idea of free public education and the promise it offered for social success,” and as demonstrating a “‘commitment’ to the American dream of personal advancement through schooling.”.
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,The Historiography of Education for Girls and Women in the United States, |
Margaret A. Nash |
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Abstract
he historiography of female education in the United States grows out of two major fields, each with its own trajectory and contribution: women’s history, and the history of education. In women’s history, work has developed from a movement for inclusion of female experience in historical narratives, to a sociocultural approach that interrogates the meaning of gender itself. In education, work also has been transformed in the last few decades. As early as 1960, the historian Bernard Bailyn wrote that he hoped to see fewer institutional histories or histories of formal schooling, as they tended to be written as though schooling existed apart from the culture in which it was embedded. He challenged historians to write about education as a process of cultural transmission, in which a particular institution might play a specific role.. Research on education, including the history of female education, has heeded this call. In this chapter, I provide a brief discussion of trends in women’s history, with examples of how women’s educational history has built on these trends. Most notably, recent historiography on female education includes discussions of class, race, and gender identity, and
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,Children in American History, |
N. Ray Hiner |
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Abstract
he history of children is a relatively new field compared to the history of education, gaining its original impetus from the work of social historians and psychohistorians in the 1960s. When I first encountered the history of children in the early 1970s, it was a nascent field, full of promise, but undeveloped and scattered across a variety of disciplines and specialties. Today, more than thirty years later, the field has emerged as a robust, multidisciplinary enterprise with its own professional organization and a new scholarly journal. In 2001, after initial support from the Benton Foundation, a group of scholars established the Society for the History of Children and Youth. In 2007, the Society will hold its Fourth Biennial Conference in Sweden. In June 2007, the first issue of the new . is scheduled to appear..
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,Sites, Students, Scholarship, and Structures: The Historiography of American Higher Education in th |
Christine A. Ogren |
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Abstract
s in the larger field of history of education, revisionism in the 1970s and into the early 1980s profoundly affected the historiography of higher education. The focus of higher education revisionist critique was traditional accounts of nineteenth-century colleges and universities, which Marilyn Tobias argued adhered to an “evolutionary, linear schema” and presented:
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,Curriculum History and Its Revisionist Legacy, |
Barry M. Franklin |
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Abstract
ducational scholars have been writing about the history of the school curriculum since the turn of the twentieth century. Yet, curriculum history has only come into its own as a distinct field of inquiry with such disciplinary trappings as a complement of identifiable practitioners, an array of investigatory methods, and a more or less shared research agenda during the last forty or so years.. Arriving on the scene in the late 1960s, curriculum history emerged in the midst of a movement among a group of American educational historians to reinterpret the nature and purpose of their discipline. Known as revisionism, it was an enterprise that would in various ways affect the course of development of curriculum history from its inception until the present day. The purpose of this essay is to consider the initial roots of curriculum history in the ideas of revisionism and then to look at how it has built on those origins to shape a distinct academic tradition within both educational history and curriculum studies.
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,Bridging the Gap between Urban, Suburban, and Educational History, |
Jack Dougherty |
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Abstract
s educational history and urban history have developed in recent decades, a significant gap has opened up between them. On one side, educational historians have focused on the rise and fall of big-city school districts. On the other side, urban historians have documented how governmental housing, tax, and transportation policies fueled the postwar decline of cities and expansion of outlying suburbs. But these two fields have failed to connect with one another. In general, educational historians have not yet connected the decline of urban schools with the growth of the suburbs, and the broader political and economic shifts in the metropolitan context. Likewise, urban historians have rarely discussed what role schools played in the transformation of cities and suburbs. This chapter seeks to bridge the historiographical gap between urban, suburban, and educational history by demonstrating how these works can inform one another. It highlights major books that have served as the foundations in each field over the past few decades, as well as the rising body of new scholarship that attempts to span the distance between them.
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,The Federal Role in American Education: A Historiographical Essay, |
Adam R. Nelson |
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Abstract
wenty-five years ago in the ., Carl Kaestle and Marshall S. Smith published their article, “The Federal Role in Elementary and Secondary Education, 1940–1980.” Noting the gradual process of state-level centralization that had occurred in American public education over the course of the nineteenth century, they suggested that a remarkably similar process of centralization had occurred at the federal level since the middle of the twentieth century. “One of the tasks of historical analysis,” they observed, “is to determine whether the increase in federal involvement represents a continuation of a long-range process of centralization in education.” Was this increased centralization at the federal level historically inevitable, they asked, or was it perhaps “reversible”?.
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,Epilogue, |
William J. Reese,John L. Rury |
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Abstract
suggested earlier, the essays in this volume are testimony to the wide scope of the history of American education, and the diversity of topics and perspectives it has grown to embrace. They have provided ample evidence of the field’s evolution over a period of several decades following the heyday of the revisionists. It also can be said, on the other hand, that they consider a range of rather traditional topical domains within the history of American education. In this respect it is important to acknowledge some of the emerging areas of scholarly activity that may shape the field in the future.
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Back Matter |
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Abstract
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