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To Educate American Indians presents the most complete versions of papers presented at the National Educational Association's Department of Indian Education meetings during a time when the debate about how best to “civilize” Indigenous populations dominated discussions. During this time two philosophies drove the conversation. The first, an Enlightenment era–influenced universalism, held that through an educational alchemy American Indians would become productive, Christianized Americans, distinguishable from their white neighbors only by the color of their skin. Directly confronting the assimilationists'universalism were the progressive educators who, strongly influenced by the era's scientific racism, held the notion that American Indians could never become fully assimilated. Despite these differing views, a frightening ethnocentrism and an honor-bound dedication to “gifting” civilization to Native students dominated the writings of educators from the NEA's Department of Indian Education. For a decade educators gathered at annual meetings and presented papers on how best to educate Native students. Though the NEA Proceedings published these papers, strict guidelines often meant they were heavily edited before publication. In this volume Larry C. Skogen presents many of these unedited papers and gives them historical context for the years 1900 to 1904.

Inquiry plays a vital role in history as a discipline which constructs knowledge about the past and it is a vital organizing principle in history education in many countries around the world. Inquiry is also much debated, however, and although it has prominent contemporary advocates around the world, it also has prominent critics in education studies. This volume in the International Review of History Education explores the role of historical inquiry in history curricula and in history classrooms and addresses a series of linked questions, including the following: • What does historical inquiry mean in history classrooms? • What forms does classroom based historical inquiry take, and to what extent is it understood in differing ways in different contexts? • What do we know about the affordances and constraints associated with inquiry-based learning in history –what is the evidence of the effectiveness or ineffectiveness of inquiry based historical learning? We address these questions in the volume by presenting seventeen papers from eight different international contexts exploring historical inquiry that will be of interest both to history teachers, curriculum designers and history education researchers - seven papers from England, three from the US, two from Sweden and one each from Argentina, Australia, Belgium, Canada, and Singapore. The volume adds to our knowledge about teachers'thinking about inquiry and teachers'inquiry practices. It adds to our knowledge about the impact and value of inquiry in developing children's'historical learning. It also explores the challenges that implementing inquiry can present for history teachers and provides support for implementation and examples of successful practice. ENDORSEMENT:'A wonderful overview of the global story of historical inquiry. Canvassing everything from finding opportunities to teach history through all levels of education, through to the complexities of navigating different views on the past inside and outside of the classroom, History Education and Historical Inquiry provides a practical and empowering approach for educators around the world. Recommended reading for anyone who wants to feel the support of educators from around the world in strengthening the place of inquiry in complex times.'— Marnie Hughes - Warrington, University of South Australia

This book documents Japan's psychological deterioration caused by its defeat in August 1945. Also, Japan's traumatic transformation from authoritarianism to democracy is detailed. The study exposes an ideological war between the Soviet Union and the USA within American-occupied Japan, which triggered violent polarization among the Japanese. Under General MacArthur's tutorage, the defeated Japanese were expected to become a peace-loving people, but the Cold War derailed Japan's progress toward freedom and democracy. The “Red Purge,” instituted by MacArthur's Headquarters (GHQ) from 1949 to 1950, triggered the devastating side effects on Japan's academic freedom and freedom of speech. Stanford University Professor Dr. Walter C. Eells (1886–1962) served at the GHQ as an influential education adviser and became the most vocal advocate of the Red Purge. Japanese Marxist historians have constructed the popular postwar narrative of the Red Purge, blaming the GHQ for every failure. The vast archival materials, including the GHQ papers, Eells papers, and Japanese-language documents, revealed that the Red Purge was a serious propaganda battle between the Americans and the Soviets in a war-torn Japan. This propaganda war engendered the violently polarized political climate, in which the conservative Japanese government behaved according to the dictates of US Cold War policy. By revealing feverish tensions within the GHQ regarding communist influences in Japanese universities, this study sheds bright new light on the Red Purge and its lasting impact on Japan's political future.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ will accept two types of original unpublished manuscripts not under consideration by any other journal or publisher, for review and potential publication. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site: www.edhistorians.org

(The official journal of the Organization of Educational Historians) The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ will accept two types of original unpublished manuscripts not under consideration by any other journal or publisher, for review and potential publication. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site: www.edhistorians.org

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ will accept two types of original unpublished manuscripts not under consideration by any other journal or publisher, for review and potential publication. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at the web address: www.edhistorians.org.

For more than thirty years, The Institute for Cultural Research (ICR) led the field in stimulating debate and examining ideas within the humanities. Among the Institute's active followers was J. D. Salinger, Robert Graves, Nobel Laureate Doris Lessing, and many others from all walks of life. During its long and distinguished service, ICR published dozens of papers on cultural and cross-cultural themes. Written by scientists, scholars, novelists, musicians, and an array of others, these papers formed a unique resource that is as relevant today as it was decades ago. In the years since ICR ceased formal activities, The Idries Shah Foundation has continued the spirit of its work, and have republished the full range of original monographs.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well articulated argument that deals substantively with questions of educational history. AEHJ accepts original papers of two types. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history. AEHJ accepts papers of two types. The first consists of papers that are presented each year at our annual meeting. The second type consists of general submission papers received throughout the year. General submission papers may be submitted at any time. They will not, however, undergo the review process until January when papers presented at the annual conference are also due for review and potential publication. For more information about the Organization of Educational Historians (OEH) and its annual conference, visit the OEH web site at: www.edhistorians.org.

Flora White: In the Vanguard of Gender Equity draws on a collection of personal papers (only recently made available to scholars) to present the life of a colorful New England educator who lived from the Civil War to the Cold War. Throughout her career, White worked to promote the physical and intellectual growth of girls and young women beyond the narrow gender stereotypes of the day. Although White's name is not a household word, this book represents a newer form of biography in which the life of a lesser-known individual serves as a lens for understanding larger social and cultural developments.In Flora White's case, this newer biographical approach produced findings to inform research in both educational history and gender studies. For example, White's papers correct some longstanding misconceptions about the origins of the progressive education movement and the role women played in it. White's sources also shed light on the complicated relationships of educated (but marginalized) U.S. women and the prominent men who mentored them. In addition, White's papers show that--in order to protect herself from those who might find her words objectionable—she used coded language (such as poetry) to counter sexist stereotypes and advance her desire for a fuller life for her students and herself. Although, upon her death, a newspaper obituary praised White for being recognized by “men of note” in educational circles, her efforts to promote the physical and intellectual development of girls and women helped to create opportunity that is still unfolding today.

We have discussed in details the progress of Indian education during the Colonial rule, as also in independent India; the policy paradigms, the system of finance, its magnitude, inter-sectoral priorities etc. in separate chapters.It has been observed that during the first sixty years of the Colonial rule ending 1813, the East India Company was engaged in expansion of territories through war, deception and other acts of high handedness. It was only in 1813 that an infinitesimally small amount of Rs. one lakh per annum was provided for the education of the natives. In fact, the Colonialists\'interest in education started from 1835, when the government decided to spend this amount on the promotion of European education through English. It may, however, be conceded that the modern Indian education rests on the edifice built up during the Colonial rule. Professor JagdishLal Azad(b. 1920) holds Master's degrees in Economics and Education. He was awarded the Doctorate degree by the University of Delhi on the basis of his Study: ‘Financing of Higher Education in India'. He has also passed the highest university examination in Persian: ‘Honours in Persian'of the Punjab University as also the High Proficiency examination in Urdu (Adib-e-Alam) of the same University.Prof. Azad retired as Chief of Education Division, Planning Commission, with which he was associated for more than two decades. Thereafter, he worked as (Visiting) Professor of Economics of Education at various universities including Sardar Patel University, (Gujarat) and JamiaMilliaIslamia. He was also Senior Fellow (ICSSR) at the National University of Educational Planning and Administration, as also Honorary Director of Planning Commission sponsored Research Projects at the Jawaharlal Nehru University. He was also a Fellow at the University of York (England). During his stay at that university, he completed a comparative study of financing of three universities each in England and India. He also participated in various conferences on education in India and abroad.Prof. Azad has been closely associated with the academic programmes of bodies like the University Grants Commission, National University of Educational Planning and Administration, National Council of Educational Research and Training and National Council of Teacher Education, etc. He was also Chairman/Member of a number of Committees/Study Groups set up by various academic organisations to advise on some of the important academic issues and programmes relating to educational development on an all India basis.Prof. Azad has written extensively on problems of Indian Education. His main areas of interest are: Educational Planning, Educational Finance, Educational Management, Economics of Education, Graduate unemployment etc. His published works include 16 books/monographs/ research reports, 20 research papers and a large number of papers/articles in educational/ research journals in India and abroad.Three of his books have been referred to in the International Encyclopaedia of Higher Education (Pergamon) Oxford, 1992. A number of his books have been prescribed as reference books by various Indian universities.

In the Arab States, globalization and economic development have had a significant effect on education. Serious concerns have been expressed over the state of education in the Arab world. Even in the oil-rich Gulf States, with over 200 higher education institutions, education is problematic with a notable lack of emphasis on specialized science and innovative learning. The Gulf States are in a race to become ‘knowledge economies'and, as a result, they are promoting educational reforms such as the application of bilingual education models and curricula adopted from the West. This book provides a collection of studies on the state of education in Arab countries with a special focus on the Arabian Gulf, where currently there is increased activity and investment in education. The book is composed of three major sections. The first section is a collection of nine papers on current practices and challenges in education in the Arab world. The second major section is devoted to the educational reforms that are being implemented in the Arabian Gulf. The third and final section is a collection of papers describing new approaches to teaching and learning in the Arab world.

America's schools are constantly in the news today for safety concerns, contested curricula, teacher quality, test scores, and a variety of other topics. Although most people spend at least 12 years in school systems, they know little of the history or evolution of American schooling. The collection of papers assembled in this book are divided into three categories which greatly impacted American schooling: people, policy, and practices. This work seeks to shed light on what has occurred in curriculum history in the past so as to help readers develop a deeper understanding of how our system of schooling arrived at its current state. The first section of the book examines the stories of people who had an influence on schooling and education. The second section focuses on the curricula and programs that were utilized in schools and districts throughout the country. The final chapter of the book looks at decisions that had long-ranging impact on educational policies. The chapters of this book offer a glimpse into the history of American schooling and those people, policies, and practices that influenced its development. It is the editors'hope that the work will spark interest in scholars and students of educational history to examine other past, as well as present, stories of educators to expand our understanding of the saga that is the American schooling experience.

When Arthur Gochman filed a class-action suit in 1968 on behalf of San Antonio school children, he and his clients were directly challenging the inequality of education funding in Texas. They argued that quality education, not merely basic schooling, was a constitutional right, and a district court agreed. But the Supreme Court overruled that decision, signaling a halt to the idea that the Constitution contained a right to an equal education and marking an important transition from the Warren to the Burger Court. Paul Sracic assesses the impact of this 5-4 decision to explore the legacy of a landmark case, telling the story of the Supreme Court and school finance in a new way. His is the first book to consider Rodriguez, tracing its progress from inception through appeal to provide a fascinating account of the legal maneuvering of the two sides-and a lesson in the limits of judicial solutions to discrimination in education.Balanced and judicious in his assessment, Sracic brings together the varied strands-oral history, litigation, constitutional law, political context—in this complex case, while clarifying the positions on both sides of the conflict. Justice Lewis Powell argued that education was not a constitutionally protected right and that the Equal Protection Clause does not require absolute equality or precisely equal advantages, while dissenting Justice Thurgood Marshall called the decision a retreat from America's commitment to equal opportunity that denigrated Brown v. Board of Education. Although Powell's and Marshall's opinions have been documented, until now little has been written about the history behind the case. Sracic puts a human face on the account. Among other things, he interviewed Demetrio Rodriguez, the parent whose name headlined the original suit, along with several students involved in the case. He also delved into Justice Powell's papers to show the influence of his prior experience championing local rather than state control over education and his fear of centralization's potential constraint on states'rights.In the wake of Rodriguez, the issue of school funding acquired a much higher national profile, even as efforts to reform it struggled towards varied degrees of success—in Texas and many other states. Sracic's very readable account unravels the complex legal doctrine links this vitally important case to the Fourteenth Amendment's guarantee of equal protection—and argues that one cannot fully grasp the scope of that amendment without fully understanding Rodriguez.

The definitive history of the report card.Report cards represent more than just an account of academic standing and attendance. The report card also serves as a tool of control and as a microcosm for the shifting power dynamics among teachers, parents, school administrators, and students. In Report Cards: A Cultural History, Wade H. Morris tells the story of American education by examining the history of this unique element of student life. In the nearly two hundred-year evolution of the report card, this relic of academic bookkeeping reflected broader trends in the United States: the republican zealotry and religious fervor of the antebellum period, the failed promises of postwar Reconstruction for the formerly enslaved, the changing gender roles in newly urbanized cities, the overreach of the Progressive child-saving movement in the early twentieth century, and—by the 1930s—the increasing faith in an academic meritocracy. The use of report cards expanded with the growth of school bureaucracies, becoming a tool through which administrators could surveil both student activity and teachers. And by the late twentieth century, even the most radical critics of numerical reporting of children have had to compromise their ideals.Morris traces the evolution of how teachers, students, parents, and administrators have historically responded to report cards. From a western New York classroom teacher in the 1830s and a Georgia student in the 1870s who was born enslaved, to a Colorado student incarcerated in the early 1900s and the son of Russian-Jewish immigrants applying to college in the 1930s, Report Cards describes how generations of people have struggled to maintain dignity within a system that reduces children to numbers on slips of paper.

Marginal Comment, which attracted keen and widespread interest on its original publication in 1994, is the remarkable memoir of one of the most distinguished classical scholars of the modern era. Its author, Sir Kenneth Dover, whose academic publications included the pathbreaking book Greek Homosexuality (1978, reissued by Bloomsbury in 2016), conceived of it as an'experimental'autobiography – ruthlessly candid in retracing the full range of the author's experiences, both private and public, and unflinching in its attempt to analyse the entanglements between the life of the mind and the life of the body.Dover's distinguished career involved not only an influential series of writings about the ancient Greeks but also a number of prominent positions of leadership, including the presidencies of Corpus Christi College, Oxford, and the British Academy. It was in those positions that he became involved in several high-profile controversies, including the blocking of an honorary degree for Margaret Thatcher from Oxford University, and a bitter debate in the British Academy over the fellowship of Anthony Blunt after his exposure as a former Soviet spy. This edition of Marginal Comment is much more than a reissue: it includes an introduction which frames the book in relation to its author's life and work, as well as annotations based in part on materials originally excluded by Dover but left in his personal papers on this death. Now newly available, the memoir provides not only the self-portrait of an exceptional individual but a rich case-study in the intersections between an intellectual life and its social contexts.

The book tells the untold story of the Conservative Party's involvement in terms of stance and policy in the destruction of selective state education from 1945 up to the present day.Close consideration is paid to their attitudes and prejudices towards education, both in power and in opposition. Legh examines the Party's responses to the pressure for comprehensive schooling and egalitarianism from the Labour Party and the British left. In doing so, Legh defies current historiography to demonstrate that the Party were not passive actors in the advancement of comprehensive schooling.The lively narrative is moved along by the author's critical examination of the Education Ministers throughout this period: Florence Horsbrugh and David Eccles serving under Churchill and Eden and also Quintin Hogg and Geoffrey Lloyd under Macmillan, as well as Edward Boyle and Margaret Thatcher under Edward Heath.Legh's detailed research utilises a range of government documents, personal papers, parliamentary debates and newspapers to provide this crucial re-assessment of the Conservative Party and selective education, and in doing so questions over-simplistic generalisations about wholescale support for selective education policy. It reveals instead questioning, compromises and disagreements within the Party and its political and ideological allies. The result is a stimulating revival of existing scholarship which will be of interest to scholars of British education and politics.

The History of Education Series presents historical analyses and interpretations of matters of concern to education. Each volume in the series is developed and edited in partnership with the Organization of Educational Historians, who, since 1965, has endeavored to promote the pursuit of educational history through opportunities for presentation and discussion of papers at annual meetings, to advance and improve the teaching of the history of education in institutions of higher education, to cultivate fruitful relationships between scholars in the history of education, and to encourage promising young scholars in the field of history of education. ENDORSEMENT:'Without question, Breakthrough: From Pandemic Panic to Promising Practice, is a volume that will stand out as a major contribution to our understanding of COVID-19 and its unfolding impact on education and society. Under the guidance of Drs. McCarther and Davis, the contributing authors provide an excellent explication of the devastating impact of COVID-19 while at the same time presenting voices of hope and promise with its emphasis on human sacrifice, endurance, and resilience to survive. This is a must read!'— Bruce A. Jones, Howard University

A wonderfully written, sweeping narrative history of the United States that will help Americans discover the land they call home.Workbook for High School and College students studying Land of HopeThis Digital Workbook accompanies Land of Hope This Student Workbook for Wilfred M. McClay's Land of Hope: An Invitation to the Great American Story will be an invaluable supplemental resource for students and teachers who use Land of Hope as a textbook for courses in U.S. history. Prepared by Dr. McClay in collaboration with Dr. John McBride, a master teacher with more than thirty years of secondary and collegiate teaching experience, it is an exceptionally rich and useful tool for classroom instructors. The Student Workbook is designed to be used in tandem with the Teacher's Guide to Land of Hope and includes additional materials, such as extensive map exercises, that will build students'geographical knowledge. In the Student Workbook, each chapter of Land of Hope receives a four-part treatment: questions and answers about the chapter, short objective tests suitable for quizzes and exams, a primary-source document for class analysis, and questions and answers to accompany the document. In addition, the Student Workbook contains special units to assist students in understanding the Declaration of Independence, the Constitution, and the Bill of Rights. Finally, in addition to the map exercises, the Student Workbook features handy reference tools for student use and an extensive list of suggested topics for research papers and further investigation.

From 1966 to 1970, historian Martin Duberman transformed his undergraduate Princeton seminar on American radicalism. This book looks closely at the seminar, drawing on interviews with former students and colleagues, conversations with Duberman, and abundant archival material in the Princeton archives and the Duberman Papers. The array of evidence makes the book a primer on how historians gather and interpret evidence while at the same time shining light on the tumultuous late 1960s in American higher education. This book will become a tool for teaching, inspiring educators to rethink the ways in which history is taught and teaching students how to reason historically through sources.

During the 1970s the todays Austrian Federal Ministry of Education, Science and Research (Bundesministerium für Bildung, Wissenschaft und Forschung, BMBWF) supported the founding of the Center for Austrian Studies at the University of Minnesota in Minneapolis and the Austrian Chair at Stanford University in California. These foundings were the initial incentives for the worldwide'spreading'of similar institutions; currently nine Centers for Austrian and Central European Studies exist in seven states on three continents. The funding of the Ministry enables to connect senior with young scholars, to help young PhD students, to participate and to benefit from the scientific connection of experienced researchers, and to get in touch with the national scientific community by'sniffing scientific air', as the Austrian like to say. Furthermore, it aims to avoid prejudices, and to spread a better understanding and knowledge about Austria and Central Europe by promoting scientific exchange. This volume contains the annual reports (2017/2018) of the Center Director's and the papers of their PhD students, which discuss various topics on mostly (East-)Central European History from various perspectives and in different centuries.

The Hunt v. Arnold decision of 1959 against the state of Georgia marked a watershed moment in the fight against segregation in higher education. Though the Supreme Court declared school segregation illegal in its 1954 Brown v. Board of Education decision, Georgia was among many southern states that refused to abide by the Court's ruling. In 1956, the Georgia State College of Business (now Georgia State University) denied admission to nine black applicants. Three of those applicants—lead plaintiff Barbara Pace Hunt, Iris Mae Welch, and Myra Elliott Dinsmore—coordinated with the NAACP and local activists to win a groundbreaking lawsuit against the state of Georgia and its Board of Regents. Hunt v. Arnold became the NAACP's first federal court victory against segregated education in Georgia, establishing key legal precedents for subsequent litigation against racial discrimination in education.With Ground Crew, Maurice Daniels provides an intimate and detailed account that chronicles a compelling story. Following their litigation against the all-white institution, Hunt, Welch, and Dinsmore confronted hardened resistance and attacks from white supremacists, including inflammatory statements by high-profile political leaders and personal threats from the Ku Klux Klan. Using archival sources, court records, collections of personal papers, news coverage, and oral histories of that era, Daniels explores in depth the plaintiffs'courageous fight to end segregation at Georgia State. In lucid prose, Daniels sheds light on the vital role of community-based activists, local attorneys, and the NAACP in this forgotten but critical piece of the struggle to end segregation.

The alumni of Columbia University Vagelos College of Physicians and Surgeons (VP&S) have made remarkable strides in medicine, academia, public health, and industry. In this they follow in the footsteps of Samuel Bard (1742–1821), a prominent early American physician and a founder of what would become VP&S. In The Caring Heirs of Doctor Samuel Bard, Peter Wortsman offers a selection of profiles of Columbia-educated doctors who have made a fundamental difference in the lives of others.The physicians profiled in this book represent the complete spectrum of MDs. They have charted new fields of medicine, resolved long-standing biochemical mysteries, discovered the causes and cures of diseases, developed vaccines, pioneered surgical procedures, helped halt epidemics, and cared for imperiled populations. Some have run hospitals, medical schools, universities, the National Institutes of Health, the National Library of Medicine, the Centers for Disease Control and Prevention, city health departments, and major pharmaceutical concerns. Others practiced at the White House, climbed mountains, or flew to outer space. Still others wrote pioneering papers, edited prestigious medical journals, and authored prize-winning books and best-selling novels. In each case, the clinical training, scientific thoroughness, and humanistic values inculcated at Columbia had a formative influence on their thinking and practice. In telling their stories, The Caring Heirs of Doctor Samuel Bard illustrates the importance of clinical rigor and humanistic caring in the practice of medicine and offers readers a rare insight into the heart and soul of American medicine at its best.

With roots reaching back to 1819, the University of Cincinnati has long been at the frontier of higher education in the Ohio Valley. While it has aspired to fulfill its mission to serve the public good, some residents, particularly those living near campus, have wondered how university decisions benefited the city at large. Long a municipal university, UC struggled to serve a broad diverse population, even as Cincinnati itself struggled in the late twentieth century. Through it all, the university has maintained its importance to the city and its alumni. In Service to the City: A History of the University of Cincinnati, the first history of the university written in over fifty years, explores the evolving, complex relationship between UC and the city of Cincinnati. In Service to the City casts an unvarnished lens on the details of student demographics, faculty research, curricular changes, and athletic controversy to challenges associated with campus architecture and planning, neighborhood relations, regional and national consequences of urban decline, and the roles of municipal, state, and federal governments within American higher education. Urban, environmental historian David Stradling traces UC's story through starts and stops, growth and contraction. In the 1870s the institution began its transformation into a comprehensive, municipal university located in America's thriving heartland. Expansion continued through mergers with Cincinnati College-Conservatory of Music and Cincinnati Medical College, among others. In 1977, University President Warren Bennis and Governor Jim Rhodes signed papers ending UC's municipal status while securing its future as part of the state university system of Ohio. UC maintains its strong relationship with Cincinnati, pioneering countless community and regionally oriented programs, from its expanding co-op education system, the first in the nation, to the Niehoff Urban Studio. Stradling describes the social and political activism of UC students and faculty—front and center in the civil rights and women's rights movements, as well as the public health and environmental movements. Often they struggled to change the culture within their own institution, which at times appeared conservative or reactionary. Drawing on archival research, Stradling recounts in lively prose and through dozens of illustrations, two-hundred years of UC history, setting the story in the context of changes within higher education in the United States. With the cost of higher education on the minds of legislators and the public, questions first posed by Daniel Drake in 1819 upon the founding of Cincinnati College remain relevant. Who should the college serve? What and how should students learn? How can we pay for it? In Service to the City encourages readers to consider how the University of Cincinnati—with a history so entwined with its city—can balance its urban-serving tradition with its aspiration to be a leader global research university.

The South African Schools Act 84 of 1996 aims to make high-quality basic education accessible to all South African children irrespective of race and geographic location in the country. Written by significant role-players and members of the judiciary, Pathways to Successful Schooling reflects on the journey of South African schooling over the past 20 years. This book was prompted by the 2016 Schools Act symposium, Schools Act @ 20: Charting the Way Forward, which celebrated the 20th anniversary of the Schools Act. Looking at education since 1996, this book considers practical alternatives for addressing contentious matters. Unique to this work is the inclusion of the first ever analysis of the background to the drafting of the Schools Act. Pathways to Successful Schooling gives perspectives on dreams, expectations and realities. It reflects on what became of the vision of the Education White Paper 1 and the Schools Act. An international dimension is added by the discussion of constitutional changes and values in the context of the United Nations'Sustainable Development Goals. The book also looks at legislating for the realisation of children's rights and offers the view that, although the Act has set the pace, broader efforts will enhance children's rights in South Africa.

This series of edited papers, first published in 1981, examines Britain's industrial and commercial performance in the 19th and 20th centuries against the background of the development of state education. The performance of certain key 19th century manufacturing industries are analysed and the reasons for their relative decline in the face of foreign competition is assessed. This title will be of interest to students of history and education.

In this detailed history of the Chicago School of Sociology, Andrew Abbott investigates central topics in the emergence of modern scholarship, paying special attention to'schools of science'and how such schools reproduce themselves over time. What are the preconditions from which schools arise? Do they exist as rigid rules or as flexible structures? How do they emerge from the day-to-day activities of academic life such as editing journals and writing papers? Abbott analyzes the shifts in social scientific inquiry and discloses the intellectual rivalry and faculty politics that characterized different stages of the Chicago School. Along the way, he traces the rich history of the discipline's main journal, the American Journal of Sociology. Embedded in this analysis of the school and its practices is a broader theoretical argument, which Abbott uses to redefine social objects as a sequence of interconnected events rather than as fixed entities. Abbott's theories grow directly out of the Chicago School's insistence that social life be located in time and place, a tradition that has been at the heart of the school since its founding one hundred years ago.

As one of the pioneers and leading advocates of neoliberalism, Britain, and in particular England, has radically transformed its higher education system over the last decades. Universities have increasingly been required to act like businesses, and students are frequently referred to as customers nowadays. Higher Education and the Student investigates precisely this relation between the changing function of higher education and what we consider the term ‘student'to stand for.Based on a detailed analysis of government papers, reports, and speeches as well as publications by academics and students, the book explores how the student has been conceptualised within the debate on higher education from the birth of the British welfare state in the 1940s until today. It thus offers a novel assessment of the history of higher education and shows how closely the concept of the student and the way we comprehend higher education are intertwined. Higher Education and the Student opens up a new perspective that can critically inform public debate and future policy – in Britain and beyond.The book should be of great interest to scholars, researchers, and postgraduate students in the fields of higher education; educational policy and politics; and the philosophy, sociology, and history of higher education.

In December 1987 John Dawkins, the Australian Government Minister for Employment, Education and Training released a Green Paper that foreshadowed major changes in the tertiary education sector through the formation of a Unified National System. This was 16 years after the establishment of Griffith University and only 12 years since the admission of Griffith's first undergraduate students. Dawkins'ideas presented Griffith University with a dilemma: whether to continue being different from other Australian universities—a boutique institution committed to ‘the Griffith way'in pedagogy with a relatively small student enrolment and academic profile—or to become more like its academic peers and embrace growth and diversity. In only three years Griffith amalgamated with other academic institutions to become a multi-campus university, while still retaining some of its founding characteristics. Griffith emerged from the changes as a large and complex institution, different in ways that its founders could not have imagined. Coming of Age traces the impact on Griffith University of the creation of the Unified National system.

About The Author Katherine Peirce-Burleson is Professor of journalism at Texas State University in San Marcos, TX. She teaches research methods on the undergraduate and graduate levels, media and society on the graduate level, copy editing for undergraduates and gender, race and media to both undergraduates and graduate students. She has taught at Texas State since 1988 and developed the undergraduate course in gender, race and media in 1992. She has published articles and presented papers on the subject since the 1980s. She has looked at gender differences among child characters in prime-time television, stereotyped messages in teen magazines and whether or not advertising spokes - characters have to be male to please audiences (they do not). Dr. Peirce-Burleson earned her B.A. and M.A. degrees from Florida State University and her Ph.D. from the University of Texas at Austin. Before joining Texas State University, she taught at the University of Alabama at Birmingham. About The Book It is a book about gender, race and media from a social science perspective. It is grounded in gender-role-acquisition theory, feminist theory and racial identity theory. It includes discussion of socialization forces other than media and chapters devoted to the coverage of women and minorities in various media and the experience of women and minorities working in media. The text is aimed at upper-level undergraduates and graduate students.

Successful but self-tormented, English educational pioneer Constance Maynard (1849–1935) was a deeply religious evangelical Christian whose personal atonement theology demanded that one resist carnal feelings to achieve personal salvation. As the founder of Westfield College at the University of London, Maynard championed women's access to a university education. As the college's first principal, she also engaged in a string of passionate relationships with college women in which she imagined love as God's gift as well as a test of her faith.Using Maynard's extensive personal papers, especially her diaries and autobiography, Pauline A. Phipps examines how the language of her faith offered Maynard the means with which to carve out an independent career and to forge a distinct same-sex sexual self-consciousness in an era when middle-class women were expected to be subservient to men and confined to the home. Constance Maynard's Passions is the fascinating account of a life which confounds the usual categories of faith, gender, and sexuality.

A member of the same intellectual generation as Harold Innis, Northrop Frye, and George Grant, Donald Creighton (1902–1979) was English Canada's first great historian. The author of eleven books, including The Commercial Empire of the St. Lawrence and a two-volume biography of John A. Macdonald, Creighton wrote history as if it “had happened,” he said, “the day before yesterday.” And as a public intellectual, he advised the prime minister of Canada, the premier of Ontario, and – at least on one occasion – the British government.Yet he was, as Donald Wright shows, also profoundly out of step with his times. As the nation was re-imagined along bilingual and later multicultural lines in the 1960s and 1970s, Creighton defended a British definition of Canada at the same time as he began to fear that he would be remembered only “as a pessimist, a bigot, and a violent Tory partisan.”Through his virtuoso research into Creighton's own voluminous papers, Wright paints a sensitive portrait of a brilliant but difficult man. Ultimately, Donald Creighton captures the twentieth-century transformation of English Canada through the life and times of one of its leading intellectuals.

In their history of Cornell since 1940, Glenn C. Altschuler and Isaac Kramnick examine the institution in the context of the emergence of the modern research university. The book examines Cornell during the Cold War, the civil rights movement, Vietnam, antiapartheid protests, the ups and downs of varsity athletics, the women's movement, the opening of relations with China, and the creation of Cornell NYC Tech. It relates profound, fascinating, and little-known incidents involving the faculty, administration, and student life, connecting them to the'Cornell idea'of freedom and responsibility. The authors had access to all existing papers of the presidents of Cornell, which deeply informs their respectful but unvarnished portrait of the university. Institutions, like individuals, develop narratives about themselves. Cornell constructed its sense of self, of how it was special and different, on the eve of World War II, when America defended democracy from fascist dictatorship. Cornell's fifth president, Edmund Ezra Day, and Carl Becker, its preeminent historian, discerned what they called a Cornell'soul,'a Cornell'character,'a Cornell'personality,'a Cornell'tradition'—and they called it'freedom.''The Cornell idea'was tested and contested in Cornell's second seventy-five years. Cornellians used the ideals of freedom and responsibility as weapons for change—and justifications for retaining the status quo; to protect academic freedom—and to rein in radical professors; to end in loco parentis and parietal rules, to preempt panty raids, pornography, and pot parties, and to reintroduce regulations to protect and promote the physical and emotional well-being of students; to add nanofabrication, entrepreneurship, and genomics to the curriculum—and to require language courses, freshmen writing, and physical education. In the name of freedom (and responsibility), black students occupied Willard Straight Hall, the anti–Vietnam War SDS took over the Engineering Library, proponents of divestment from South Africa built campus shantytowns, and Latinos seized Day Hall. In the name of responsibility (and freedom), the university reclaimed them. The history of Cornell since World War II, Altschuler and Kramnick believe, is in large part a set of variations on the narrative of freedom and its partner, responsibility, the obligation to others and to one's self to do what is right and useful, with a principled commitment to the Cornell community—and to the world outside the Eddy Street gate.

Written tests to evaluate students were a radical and controversial innovation when American educators began adopting them in the 1800s. Testing quickly became a key factor in the political battles during this period that gave birth to America's modern public school system. William J. Reese offers a richly detailed history of an educational revolution that has so far been only partially told.Single-classroom schools were the norm throughout the United States at the turn of the nineteenth century. Pupils demonstrated their knowledge by rote recitation of lessons and were often assessed according to criteria of behavior and discipline having little to do with academics. Convinced of the inadequacy of this system, the reformer Horace Mann and allies on the Boston School Committee crafted America's first major written exam and administered it as a surprise in local schools in 1845. The embarrassingly poor results became front-page news and led to the first serious consideration of tests as a useful pedagogic tool and objective measure of student achievement.A generation after Mann's experiment, testing had become widespread. Despite critics'ongoing claims that exams narrowed the curriculum, ruined children's health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. Testing Wars in the Public Schools puts contemporary battles over scholastic standards and benchmarks into perspective by showcasing the historic successes and limitations of the pencil-and-paper exam.

First published in 1975, Donald Akenson's book was at the forefront of a radically new approach to the study of Irish educational history. Instead of investigating the evolution of the schools as an isolated process, he explores the complex interrelations of Irish education, institutions and society, treating the schools as cultural litmus paper. By presenting Ireland's schools as a reflection of the society that produced them, Professor Akenson demonstrates that they are, in truth,'a mirror to the face of Kathleen ni Houlihan'.

This is the second book in the series examining student achievement. The chapters in this book reflect the scholarly papers presented at the July 2006 Education Policy, Leadership Summer Institute (EPLSI) by K–16 educators, researchers, community advocates, and policymakers who work in urban communities. The Institute serves as a place where individuals interested in scholarly discussions and research directly related to: (1) how data can be utilized to inform policy; (2) examining the urban school context from the perspectives of the polity, school leaders; students; and other related internal and external actors; and (3) identifying strategies for improving student academic achievement can gather. During this week-long Institute, participants examined the structural problems and policy tensions affecting urban communities and student achievement. The Institute's theme, Meeting the Challenges of Urban Schools is reflected throughout this book. Specifically, this edition explores the interrelated aspects of policy, practice and research and how they affect academic achievement. The five sections in this book examine different challenges facing urban schools and their impact on student performance.

Liberating Language identifies experiences of nineteenth-century African Americans—categorized as sites of rhetorical education—that provided opportunities to develop effective communication and critical text-interpretation skills. Author Shirley Wilson Logan considers how nontraditional sites, which seldom involved formal training in rhetorical instruction, proved to be effective resources for African American advancement. Logan traces the ways that African Americans learned lessons in rhetoric through language-based activities associated with black survival in nineteenth-century America, such as working in political organizations, reading and publishing newspapers, maintaining diaries, and participating in literary societies. According to Logan, rhetorical training was manifested through places of worship and military camps, self-education in oratory and elocution, literary societies, and the black press. She draws on the experiences of various black rhetors of the era, such as Frederick Douglass, Frances Harper, Fanny Coppin, Charles Chesnutt, Ida B. Wells, and the lesser-known Oberlin-educated Mary Virginia Montgomery, Virginia slave preacher'Uncle Jack,'and former slave'Mrs. Lee.'Liberating Language addresses free-floating literacy, a term coined by scholar and writer Ralph Ellison, which captures the many settings where literacy and rhetorical skills were acquired and developed, including slave missions, religious gatherings, war camps, and even cigar factories. In Civil War camp- sites, for instance, black soldiers learned to read and write, corresponded with the editors of black newspapers, edited their own camp-based papers, and formed literary associations. Liberating Language outlines nontraditional means of acquiring rhetorical skills and demonstrates how African Americans, faced with the lingering consequences of enslavement and continuing oppression, acquired rhetorical competence during the late eighteenth century and throughout the nineteenth century.

Tracing the transformation of early modern academics into modern researchers from the Renaissance to Romanticism, Academic Charisma and the Origins of the Research University uses the history of the university and reframes the'Protestant Ethic'to reconsider the conditions of knowledge production in the modern world. William Clark argues that the research university—which originated in German Protestant lands and spread globally in the nineteenth and twentieth centuries—developed in response to market forces and bureaucracy, producing a new kind of academic whose goal was to establish originality and achieve fame through publication. With an astonishing wealth of research, Academic Charisma and the Origins of the Research University investigates the origins and evolving fixtures of academic life: the lecture catalogue, the library catalog, the grading system, the conduct of oral and written exams, the roles of conversation and the writing of research papers in seminars, the writing and oral defense of the doctoral dissertation, the ethos of'lecturing with applause'and'publish or perish,'and the role of reviews and rumor. This is a grand, ambitious book that should be required reading for every academic.

This volume consists of the proceedings of an international conference on cognition and instruction in history. The papers cover several areas: historical narratives and history teaching; the use of texts, documents and images in learning history; and historical explanation and understanding.

Villages and towns in the Victorian era saw a great expansion in educational provision, and witnessed the rise of the elementary teaching profession, often provided and supported by local clergymen. This book investigates the social and economic relationships of such clergymen and teachers who worked co-operatively and at times in competition with each other, their relative positions typified by the comment of one contemporary clergyman as'those of master and servant'. The inevitable result was a complex of movements in society in the final third of the nineteenth century that led to increasing clashes in villages, as one group (the clergy) sought to preserve its hold on its status and power, while the other (male and female teachers) attempted to secure their new role in society. The research presented is based on previously unused, original sources -- church documents, HMI reports, newspapers and journals and private papers. It is not confined, as is the case with so much recent research, to the Church of England, but breaks new ground in providing a comparative analysis of the social position and educational work of Roman Catholic and Wesleyan clergy, and their collaboration with their elementary school teachers. This book is essential reading for all those interested in Victorian Education.

“Why is the American school system neglecting so many of its students? In this damning investigation, the award-winning author and activist posits that it may be because schools were designed to do just that.... Though the argument of this book is bleak, it illuminates a path for a more just future that is nothing short of dazzling.”—Oprah Daily (Most Anticipated Books of 2025)“This book will transform the way you see this country.”—Michelle Alexander, author of The New Jim CrowIf all children could just get an education, the logic goes, they would have the same opportunities later in life. But this historical tour de force makes it clear that the opposite is true: The U.S. school system has played an instrumental role in creating and upholding racial hierarchies, preparing children to expect unequal treatment throughout their lives.In Original Sins, Ewing demonstrates that our schools were designed to propagate the idea of white intellectual superiority, to “civilize” Native students and to prepare Black students for menial labor. Education was not an afterthought for the Founding Fathers; it was envisioned by Thomas Jefferson as an institution that would fortify the country's racial hierarchy. Ewing argues that these dynamics persist in a curriculum that continues to minimize the horrors of American history. The most insidious aspects of this system fall below the radar in the forms of standardized testing, academic tracking, disciplinary policies, and uneven access to resources.By demonstrating that it's in the DNA of American schools to serve as an effective and underacknowledged mechanism maintaining inequality in this country today, Ewing makes the case that we need a profound reevaluation of what schools are supposed to do, and for whom. This book will change the way people understand the place we send our children for eight hours a day.

In recent years, the renewed interest in traditional Chinese elementary educational material has led to an increased use of these texts as teaching materials in Chinese schools, as well as popular literature and in academic research. Unlocking the Treasury: Elementary Learning for Boys in Qing China seeks to address the existing gap in Western scholarship regarding pre-modern Chinese primary education, its theories, and textbooks. With a focus on the Qing dynasty textbook, Treasury of Elementary Learning (Youxue qionglin 幼學瓊林), this volume is the first major study of the Treasury in English and reveals a rich tradition of education through close and critical readings of the text. Unlocking the Treasury grounds its study of primary education in the intellectual history of the period. Using the concept of interpretive communities, Katherine Ngo explores the impact of socio-political influences and differences in Qing schools of thought, including the school of principle, the school of heart-mind, and practical learning. As such, this volume examines the Treasury through three critical readings of the text: as a handbook for practical learning, a child-oriented reading of the school of heart-mind, and the instrumental perspective of education as examination training. Ngo reframes the curricular content, skills, learning approaches, and teaching strategies of Chinese pre-modern elementary education with the goal of facilitating a broader transcultural dialogue in contemporary education. Far from the notion of traditional Chinese elementary education being monolithic and “rote learning,” Unlocking the Treasury reveals that elementary learning in the Qing dynasty offered a sophisticated and complex educational agenda with diverse learning goals of examination, preparation, moral development, and textual scholarship training that were shaped by intellectual trends of the time. An engaging text for scholars of Qing China and historians of education alike, Katherine Ngo's Unlocking the Treasury is essential to understanding the philosophical, historical, literary, and psychological dimensions of education and educational theory in the Qing era.

When Edgar A. Love, Oscar J. Cooper, Frank Coleman, and Ernest Everett Just founded the historically Black fraternity Omega Psi Phi on November 17, 1911, at Howard University, they could not have known how great of an impact their organization would have on American life. Over the 110 years that followed, its members led colleges and universities; served in prominent military roles; made innumerable contributions to education, civic society, science, and medicine; and at least one campaigned for the US presidency.This book offers a comprehensive, authoritative history of the fraternity, emphasizing its vital role through multiple eras of the Black freedom struggle. The authors address both the individual work of its membership, which has included such figures as Carter G. Woodson, Bayard Rustin, Roy Wilkins, James L. Farmer Jr., Benjamin Elijah Mays, James Clyburn, Jesse Jackson, and Benjamin Crump, and the collective efforts of the fraternity's leadership to encourage its general membership to contribute to the struggle in concrete ways over the years. The result is a book that uniquely connects the 1910s with the present, showing the ongoing power of a Black fraternal organization to channel its members toward social reform.

A wonderfully written, sweeping narrative history of the United States that will help Americans discover the land they call home.Workbook for Students studying the Young Readers Edition of Land of Hope. Middle School, Grades 6-8The FIRST Student Workbook to accompany the two-volume Young Readers Edition of Land of HopeThis Student Workbook to the Young Reader's Edition of Wilfred McClay's Land of Hope: An Invitation to the Great American Story is an invaluable supplement for students reading the Land of Hope in their courses. Prepared by Wilfred McClay in collaboration with John McBride, a master teacher with more than thirty years of secondary and collegiate teaching experience, the workbook expands on the Land of Hope, offering corresponding primary source documents and hands-on map reading exercises. It will help students develop their close reading and geography skills in order to better understand the materials presented in the Land of Hope.This Student Workbook and the Teacher's Guide are complementary and designed to be used together. Both provide chapter summaries which instructors may use in teaching students to read for the main idea. The Student Workbook contains reading questions for each chapter of the Land of Hope text; the Teacher's Guide has the same questions with answers. Primary source documents, including speeches, diary entries, song lyrics, compacts, letters, essays, legal documents, and more, accompany each chapter and are broken into shorter segments to help with reading comprehension. In the Student Workbook, each primary source is followed by reading questions directed to help students understand the main ideas; the Teacher's Guide provides the answers. The Student Workbook offers fourteen map exercises; the Teacher's Guide provides the keys. Both editions offer synthetical essay questions for each chapter and for final exams, learning strategies, and study “tricks.”

A wonderfully written, sweeping narrative history of the United States that will help Americans discover the land they call home.Workbook for students studying the Young Readers Edition of Land of Hope. Middle School, Grades 6-8The SECOND Student Workbook to accompany the two-volume Young Readers Edition of Land of Hope This Student Workbook to the Young Reader's Edition of Wilfred McClay's Land of Hope: An Invitation to the Great American Story is an invaluable supplement for students reading the Land of Hope in their courses. Prepared by Wilfred McClay in collaboration with John McBride, a master teacher with more than thirty years of secondary and collegiate teaching experience, the workbook expands on the Land of Hope, offering corresponding primary source documents and hands-on map reading exercises. It will help students develop their close reading and geography skills in order to better understand the materials presented in the Land of Hope. This Student Workbook and Teacher's Guide are complementary and designed to be used together. Both provide chapter summaries which instructors may use in teaching students to read for the main idea. The Student Workbook contains reading questions for each chapter of the Land of Hope text; the Teacher's Guide has the same questions with answers. Primary source documents, including speeches, diary entries, song lyrics, compacts, letters, essays, legal documents, and more, accompany each chapter and are broken into shorter segments to help with reading comprehension. In the Student Workbook, each primary source is followed by reading questions directed to help students understand the main ideas; the Teacher's Guide provides the answers. The Student Workbook offers fourteen map exercises; the Teacher's Guide provides the keys. Both editions offer synthetical essay questions for each chapter and for final exams, learning strategies, and study “tricks.”

This book is a comprehensive and systematic exposition of the history of the emergence, development, and evolution of Chinese imperial examination system. It gathers the author's insights from over thirty years of research on the history of the imperial examination and can be regarded as a summary work on the study of imperial examination history in China. It follows the historical sequence, taking the development and evolution of the imperial examination as the warp, and the characters, events, activities, and thoughts as the latitude. It not only narrates the history of the imperial examination system, but also pays attention to the actual operation of the imperial examination system. At the same time, it takes into account the historical development of examination thought. And during narration, it focuses on the interaction and interdependence between people and the system, as well as their interactive influence. Therefore, it is both academic and readable.

Historical Consciousness and Practical Life introduces a novel approach to examining how people construct and employ historical knowledge in their daily lives. In viewing history as an embodied cultural practice that constitutes the background to our meaning-making, the book demonstrates how researchers and others can investigate the ways in which people make sense of time's flow in their now-moment engagements with the world and use that information to position themselves regarding key social problems with historical roots. The book provides a glimpse at how humans enter historically embedded thinking problems, seeking to resolve them. Paul Zanazanian draws on a study of the community leaders of English-speaking Quebec to illustrate the practical life methodology's workings. In looking at their different uses of history for strengthening their group's vitality in the province, he identifies five key stances these leaders employ for positioning their sense of purpose and responsibility for securing English-speaking Quebec's future. Ultimately, Historical Consciousness and Practical Life argues that community leaders who complicate and problematize their uses of history are the best positioned to make positive transformations for their group.

Teacher Preparation as Social Activism at Historically Black Colleges and Universities offers new insights into the historical educational perspectives of teacher preparation at Historically Black Colleges and Universities (HBCUs).Centering insightful research that chronicles the contributions of teacher preparation at HBCUs, it has a specific focus on activism in the form of fugitive pedagogy, social activism, organizing, and inclusive educational practices. It highlights and explores the ways in which such programs developed technical pedagogical skills for teaching and learning while leveraging society as an incubator to engage students in practices necessary to destabilize oppressive systems. The chapter authors examine historical social movements at the intersection of teacher preparation at HBCUs and race to impact societal change over time and explore teacher preparation at HBCUs as tools for activism, social justice, and liberatory practices.Reimagining educational history through the context of race relations and its contributing factors to the educational ecosystem, this significant contribution to the body of research on HBCUs will appeal to scholars and researchers with interests in teacher education, history of education, race and ethnic studies, urban studies, and higher education.

Founded in 1833 by white teacher Prudence Crandell, Canterbury Academy educated more than two dozen Black women during its eighteen-month existence. Racism in eastern Connecticut forced the teen students to walk a gauntlet of taunts, threats, and legal action to pursue their studies, but the school of higher learning flourished until a vigilante attack destroyed the Academy. Jennifer Rycenga recovers a pioneering example of antiracism and Black-white cooperation. At once an inspirational and cautionary tale, Canterbury Academy succeeded thanks to far-reaching networks, alliances, and activism that placed it within Black, women's, and abolitionist history. Rycenga focuses on the people like Sarah Harris, the Academy's first Black student; Maria Davis, Crandall's Black housekeeper and her early connection to the embryonic abolitionist movement; and Crandall herself. Telling their stories, she highlights the agency of Black and white women within the currents, and as a force changing those currents, in nineteenth-century America. Insightful and provocative, Schooling the Nation tells the forgotten story of remarkable women and a collaboration across racial and gender lines.