The 1971 passage of the Twenty-Sixth Amendment to the US Constitution was a significant step in advancing voting rights that offered a new route for young people to participate in public life. While met with enthusiasm in many quarters, the question of where a substantial segment of the youth vote—college students—would cast their ballots was a concern even before the amendment’s ratification. After ratification, it became a serious point of conflict, with opponents to college-town voting arguing that students should be forced to vote where their parents lived. In numerous towns these arguments turned to efforts to deny or complicate registration and voting, intimidate students, or gerrymander to reduce students’ influence. At times, these efforts were explicitly aimed at Black students. This article examines these efforts to prevent students from voting in their college towns in the 1970s, demonstrating that they could serve the strategy of disenfranchising the newly franchised.
{"title":"“Isn’t It Terrible That All These Students Are Voting?”: Student Suffrage in College Towns","authors":"T. Cain","doi":"10.1017/heq.2024.13","DOIUrl":"https://doi.org/10.1017/heq.2024.13","url":null,"abstract":"\u0000 The 1971 passage of the Twenty-Sixth Amendment to the US Constitution was a significant step in advancing voting rights that offered a new route for young people to participate in public life. While met with enthusiasm in many quarters, the question of where a substantial segment of the youth vote—college students—would cast their ballots was a concern even before the amendment’s ratification. After ratification, it became a serious point of conflict, with opponents to college-town voting arguing that students should be forced to vote where their parents lived. In numerous towns these arguments turned to efforts to deny or complicate registration and voting, intimidate students, or gerrymander to reduce students’ influence. At times, these efforts were explicitly aimed at Black students. This article examines these efforts to prevent students from voting in their college towns in the 1970s, demonstrating that they could serve the strategy of disenfranchising the newly franchised.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141120265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Crystal Lynn Webster. Beyond the Boundaries of Childhood: African American Children in the Antebellum North Chapel Hill: University of North Carolina Press, 2021. 186 pp.","authors":"M. Purdy","doi":"10.1017/heq.2024.8","DOIUrl":"https://doi.org/10.1017/heq.2024.8","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141041112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Campbell F. Scribner. A is for Arson: A History of Vandalism in American Education Ithaca, NY: Cornell University Press, 2023, 224 pp.","authors":"J. Willinsky","doi":"10.1017/heq.2024.5","DOIUrl":"https://doi.org/10.1017/heq.2024.5","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141030199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Harold S. Wechsler and Steven J. Diner. Unwelcome Guests: A History of Access to American Higher Education Baltimore: John Hopkins University Press, 2019. 225 pp.","authors":"Linda M. Perkins","doi":"10.1017/heq.2024.2","DOIUrl":"https://doi.org/10.1017/heq.2024.2","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141028975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This glimpse into sex education in the Los Angeles region illustrates the eugenic ideas about racially “fit” reproduction that emerged in family life curricula during the Second World War. Ideas about eugenic reproduction in public schools responded to broader cultural fears about increasing divorce rates, criminality, immigration, and birthright citizenship. Eugenics in sex and family life education, importantly, portrayed a woman’s choice of mate as a civic responsibility, a move that paved the way for future conflicts about teaching gender and sexuality in public school sex education. Amid a half-century-long conflict over abstinence-only versus comprehensive sex education in public schools, topics like genetics and heredity have come to be widely accepted by both sides—recognized as a presumably value-neutral staple of sex education in US public schools. Yet recent innovations in genetic and reproductive technologies, as well as the conflict over trans and queer youth in the United States, challenge the assumption that teaching genetics and heredity in public schools really is “value neutral.”
{"title":"Eugenics, Sex and Family Life Education, and Juvenile Delinquency in Los Angeles County, California","authors":"Julia B. Haager","doi":"10.1017/heq.2024.6","DOIUrl":"https://doi.org/10.1017/heq.2024.6","url":null,"abstract":"This glimpse into sex education in the Los Angeles region illustrates the eugenic ideas about racially “fit” reproduction that emerged in family life curricula during the Second World War. Ideas about eugenic reproduction in public schools responded to broader cultural fears about increasing divorce rates, criminality, immigration, and birthright citizenship. Eugenics in sex and family life education, importantly, portrayed a woman’s choice of mate as a civic responsibility, a move that paved the way for future conflicts about teaching gender and sexuality in public school sex education. Amid a half-century-long conflict over abstinence-only versus comprehensive sex education in public schools, topics like genetics and heredity have come to be widely accepted by both sides—recognized as a presumably value-neutral staple of sex education in US public schools. Yet recent innovations in genetic and reproductive technologies, as well as the conflict over trans and queer youth in the United States, challenge the assumption that teaching genetics and heredity in public schools really is “value neutral.”","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141034545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Politics, Public Policy, and Sex Education","authors":"A.J. Angulo, Jack Schneider","doi":"10.1017/heq.2024.3","DOIUrl":"https://doi.org/10.1017/heq.2024.3","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141042108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"HEQ volume 64 issue 2 Cover and Front matter","authors":"","doi":"10.1017/heq.2024.11","DOIUrl":"https://doi.org/10.1017/heq.2024.11","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141056380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Jack Schneider and Ethan Hutt. Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don’t Have To) Cambridge, MA: Harvard University Press, 2023. 296 pp.","authors":"Wade H. Morris","doi":"10.1017/heq.2024.4","DOIUrl":"https://doi.org/10.1017/heq.2024.4","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141030331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Book banning is a topic covered in many US history classrooms. Students learn that in the first decades of the twentieth century, fights over the teaching of evolution led to restrictions on science texts. Meanwhile, fears about the spread of communism sparked campaigns to limit access to “subversive” ideas. Well into the 1960s, textbooks usually explain, Americans remained at odds about what schools should be free to teach.What’s old is new, it seems. And tomorrow’s textbooks will have to be updated with stories from the present. As this issue goes to press, conservative groups across the United States have sought to remove hundreds of titles from schools and libraries. Such attempts range from challenges filed by individual parents—often inspired by the list curated on BookLooks.org—to statewide legislative efforts to recall books from schools. Thousands of books have been removed from libraries and classrooms, and the chilling effect has led cautious educators to self-censor even further.For this policy dialogue, the HEQ editors asked Adam Laats and Kasey Meehan to discuss book banning in the US, focusing particularly on the motivations of groups seeking to limit what young people can read. Adam Laats is a professor of education and history at SUNY Binghamton. A leading scholar of conservative activism in education, he is the author of several books including The Other School Reformers (Harvard University Press, 2015) and Fundamentalist U (Oxford University Press, 2018). Kasey Meehan is the director of the Freedom to Read program at PEN America, where she leads initiatives to protect the right of students to freely access literature in schools. Founded in 1922, PEN America is the largest of the more than one hundred centers worldwide that make up the PEN International network. PEN America works to ensure that people everywhere have the freedom to create literature, to convey information and ideas, to express their views, and to access the views, ideas, and literatures of others.HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.
禁书是许多美国历史课堂都会涉及的一个话题。学生们了解到，在 20 世纪的头几十年里，有关进化论教学的争论导致了对科学教科书的限制。与此同时，对共产主义蔓延的恐惧引发了限制获取 "颠覆性 "思想的运动。教科书通常解释说，直到 20 世纪 60 年代，美国人在学校应该自由教授什么的问题上仍然存在分歧。看来，旧的就是新的，明天的教科书也必须用现在的故事来更新。就在本刊付梓之际，美国各地的保守派团体已试图从学校和图书馆中删除数百种教科书。这些尝试既有个别家长提出的质疑--他们往往是受到了 BookLooks.org 网站上的清单的启发--也有全州范围内的立法工作，要求从学校收回图书。在本次政策对话中，HEQ 编辑邀请亚当-拉茨（Adam Laats）和卡西-米汉（Kasey Meehan）讨论美国的图书禁令，尤其关注那些试图限制青少年阅读的团体的动机。Adam Laats 是纽约州立大学宾汉姆顿分校的教育学和历史学教授。他是研究教育领域保守激进主义的著名学者，著有《另类学校改革者》（The Other School Reformers）（哈佛大学出版社，2015 年）和《原教旨主义者的大学》（Fundamentalist U）（牛津大学出版社，2018 年）等多部著作。卡西-米汉（Kasey Meehan）是美国笔会 "阅读自由"（Freedom to Read）项目的负责人，她领导的项目旨在保护学生在学校自由阅读文学作品的权利。美国笔会成立于 1922 年，是构成国际笔会网络的全球一百多个中心中最大的一个。美国笔会致力于确保世界各地的人们享有文学创作、传递信息和思想、表达观点以及获取他人观点、思想和文学作品的自由。在交流结束时，我们会提供一份参考文献清单，供希望跟进与讨论相关资料来源的读者参考。
{"title":"Policy Dialogue on Twenty-First-Century Book Banning in the US","authors":"Adam Laats, Kasey Meehan","doi":"10.1017/heq.2024.7","DOIUrl":"https://doi.org/10.1017/heq.2024.7","url":null,"abstract":"Book banning is a topic covered in many US history classrooms. Students learn that in the first decades of the twentieth century, fights over the teaching of evolution led to restrictions on science texts. Meanwhile, fears about the spread of communism sparked campaigns to limit access to “subversive” ideas. Well into the 1960s, textbooks usually explain, Americans remained at odds about what schools should be free to teach.What’s old is new, it seems. And tomorrow’s textbooks will have to be updated with stories from the present. As this issue goes to press, conservative groups across the United States have sought to remove hundreds of titles from schools and libraries. Such attempts range from challenges filed by individual parents—often inspired by the list curated on BookLooks.org—to statewide legislative efforts to recall books from schools. Thousands of books have been removed from libraries and classrooms, and the chilling effect has led cautious educators to self-censor even further.For this policy dialogue, the HEQ editors asked Adam Laats and Kasey Meehan to discuss book banning in the US, focusing particularly on the motivations of groups seeking to limit what young people can read. Adam Laats is a professor of education and history at SUNY Binghamton. A leading scholar of conservative activism in education, he is the author of several books including The Other School Reformers (Harvard University Press, 2015) and Fundamentalist U (Oxford University Press, 2018). Kasey Meehan is the director of the Freedom to Read program at PEN America, where she leads initiatives to protect the right of students to freely access literature in schools. Founded in 1922, PEN America is the largest of the more than one hundred centers worldwide that make up the PEN International network. PEN America works to ensure that people everywhere have the freedom to create literature, to convey information and ideas, to express their views, and to access the views, ideas, and literatures of others.HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article traces the transnational circulation of socialist reforms in the field of sex education through the work of Monika Krause, a citizen of the German Democratic Republic (GDR) who migrated to Cuba and became the “Cuban Queen of Condoms.” For Krause, the overarching goal of sex education was to “teach tenderness” to the people. The socialist state’s mission to prepare the population for love, marriage, partnership, and family in Cuba and the GDR involved using complex measures. This paper describes these, contextualizes them in transnational debates, and explains some of the internal reasoning behind their institutionalization. It also explains why looking at state-level efforts to “teach tenderness to the people” matters for a transnational history of sex education.
{"title":"Socialist Sex Education and Its Transnational Entanglements: Monika Krause and the Effort to “Teach Tenderness” to the People","authors":"Daniel Töpper","doi":"10.1017/heq.2024.1","DOIUrl":"https://doi.org/10.1017/heq.2024.1","url":null,"abstract":"This article traces the transnational circulation of socialist reforms in the field of sex education through the work of Monika Krause, a citizen of the German Democratic Republic (GDR) who migrated to Cuba and became the “Cuban Queen of Condoms.” For Krause, the overarching goal of sex education was to “teach tenderness” to the people. The socialist state’s mission to prepare the population for love, marriage, partnership, and family in Cuba and the GDR involved using complex measures. This paper describes these, contextualizes them in transnational debates, and explains some of the internal reasoning behind their institutionalization. It also explains why looking at state-level efforts to “teach tenderness to the people” matters for a transnational history of sex education.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141050165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：