researched, Burkholder seems to have left few stones unturned. Sources include newspapers, research studies, court cases, the NAACP papers, school board records, and a plethora of secondary sources. She manages the varying viewpoints of white conservatives, moderates, and liberals as well as Black nationalists, integrationists, moderates, civil rights leaders, and Black power advocates. Burkholder also simplifies a complex history with excellent writing, representative vignettes, and amplified voices of scholars, leaders, teachers, parents, and students. Inevitably, even the most comprehensive studies may fail to feature every example or city. Burkholder deftly chooses representative samples to demonstrate both support for and opposition to integration. Such an approach can also lead to some viewpoints receiving minimal coverage. It would have been useful to see more coverage of Black nationalism in the earlier eras as well as more Black views of community control. Finally, perhaps the study should have ended prior to the contemporary period, because the examples beyond 2007 are limited. These are all minor points of preference rather than critiques. So much of the history of northern Black education is only found in case studies or limited to certain eras. This study is timely, extensive, and a major contribution to the history of African American education. More significantly, it reminds us that both strategies of integration and separation were thoughtful responses in the various historical contexts. Certainly, Black people should be integrated into the larger society to fulfill their roles as citizens, claim the luxuries of freedom, and avoid underfunded and inequitable education. They should also be free to value an education in Black-controlled spaces where students can be nurtured and cultivated to their highest potential, as Vanessa Siddle Walker has argued. Throughout the back-and-forth between these strategies, white supremacy has truncated both responses. The value of these continued debates is evidence that Black people are unwilling to sit back and allow white supremacy to continue unabated.
{"title":"Sharon Lee. An Unseen Unheard Minority: Asian American Students at the University of Illinois New Brunswick: Rutgers University Press, 2021. 172 pp.","authors":"Christopher Getowicz","doi":"10.1017/heq.2022.32","DOIUrl":"https://doi.org/10.1017/heq.2022.32","url":null,"abstract":"researched, Burkholder seems to have left few stones unturned. Sources include newspapers, research studies, court cases, the NAACP papers, school board records, and a plethora of secondary sources. She manages the varying viewpoints of white conservatives, moderates, and liberals as well as Black nationalists, integrationists, moderates, civil rights leaders, and Black power advocates. Burkholder also simplifies a complex history with excellent writing, representative vignettes, and amplified voices of scholars, leaders, teachers, parents, and students. Inevitably, even the most comprehensive studies may fail to feature every example or city. Burkholder deftly chooses representative samples to demonstrate both support for and opposition to integration. Such an approach can also lead to some viewpoints receiving minimal coverage. It would have been useful to see more coverage of Black nationalism in the earlier eras as well as more Black views of community control. Finally, perhaps the study should have ended prior to the contemporary period, because the examples beyond 2007 are limited. These are all minor points of preference rather than critiques. So much of the history of northern Black education is only found in case studies or limited to certain eras. This study is timely, extensive, and a major contribution to the history of African American education. More significantly, it reminds us that both strategies of integration and separation were thoughtful responses in the various historical contexts. Certainly, Black people should be integrated into the larger society to fulfill their roles as citizens, claim the luxuries of freedom, and avoid underfunded and inequitable education. They should also be free to value an education in Black-controlled spaces where students can be nurtured and cultivated to their highest potential, as Vanessa Siddle Walker has argued. Throughout the back-and-forth between these strategies, white supremacy has truncated both responses. The value of these continued debates is evidence that Black people are unwilling to sit back and allow white supremacy to continue unabated.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139791","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}
Abstract Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school board environment, but ultimately, as this article demonstrates, neither strategy enabled them to overcome white supremacy in Waco. This seemingly obvious point reveals a notable yet underemphasized drawback of school desegregation: that it failed to upend structural racial injustice. The case of Harrison and Gilbert illustrates that this limitation was reflected in the token number of Black trustees on the boards of desegregated schools and the concerted white resistance they met in working to spur meaningful racial change.
{"title":"Waco's First Black School Board Trustees: Navigating Institutional White Supremacy in 1970s Texas","authors":"ArCasia D. James‐Gallaway","doi":"10.1017/heq.2022.26","DOIUrl":"https://doi.org/10.1017/heq.2022.26","url":null,"abstract":"Abstract Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school board environment, but ultimately, as this article demonstrates, neither strategy enabled them to overcome white supremacy in Waco. This seemingly obvious point reveals a notable yet underemphasized drawback of school desegregation: that it failed to upend structural racial injustice. The case of Harrison and Gilbert illustrates that this limitation was reflected in the token number of Black trustees on the boards of desegregated schools and the concerted white resistance they met in working to spur meaningful racial change.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45405095","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}
Abstract The long history of Montessori education in India dates to 1915, and it was expanded through Maria and Mario Montessori's work in India between 1939 to 1946 and 1947 to 1949. The article characterizes a century of Montessori education in India as a series of adapted, competing, and contested framings with key disputes over Montessori education's intended purpose, audience, and how much it could be adapted. First, from 1915 to 1939, Montessori education was connected to the Indian independence movement as nation-building education, but it was eclipsed by a parallel rise of elite, private Montessori schools, a framing reinforced by Maria Montessori's insistence on fidelity to her method. Starting in the 1950s, other Indian educators adapted Montessori for poor children, an emphasis that continues today with government and foundation-funded schools. Finally, in the last thirty years, India's new middle class has driven demand for early childhood education, leading to branded Montessori franchises, some bearing little resemblance to Montessori's original pedagogy.
{"title":"Montessori in India: Adapted, Competing, and Contested Framings, 1915–2021","authors":"Mira Debs","doi":"10.1017/heq.2022.25","DOIUrl":"https://doi.org/10.1017/heq.2022.25","url":null,"abstract":"Abstract The long history of Montessori education in India dates to 1915, and it was expanded through Maria and Mario Montessori's work in India between 1939 to 1946 and 1947 to 1949. The article characterizes a century of Montessori education in India as a series of adapted, competing, and contested framings with key disputes over Montessori education's intended purpose, audience, and how much it could be adapted. First, from 1915 to 1939, Montessori education was connected to the Indian independence movement as nation-building education, but it was eclipsed by a parallel rise of elite, private Montessori schools, a framing reinforced by Maria Montessori's insistence on fidelity to her method. Starting in the 1950s, other Indian educators adapted Montessori for poor children, an emphasis that continues today with government and foundation-funded schools. Finally, in the last thirty years, India's new middle class has driven demand for early childhood education, leading to branded Montessori franchises, some bearing little resemblance to Montessori's original pedagogy.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46984881","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":"Ellen Schrecker. The Lost Promise: American Universities in the 1960s Chicago: University of Chicago Press, 2021. 621pp.","authors":"R. Hampel","doi":"10.1017/heq.2022.15","DOIUrl":"https://doi.org/10.1017/heq.2022.15","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42859167","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":"Special Issue on the Twentieth Anniversary of No Child Left Behind","authors":"J. Schneider","doi":"10.1017/heq.2022.20","DOIUrl":"https://doi.org/10.1017/heq.2022.20","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41328770","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}
Abstract Andrew Monroe [pseud.] (b. 1894) was a Colorado street kid whose acts of truancy and theft landed him before the state's early juvenile courts, and his youth was marked by attempts at escape from reform school. His childhood and youth provide insights into the mechanics of how systems of juvenile corrections operated in the early twentieth century. To enforce new truancy laws, Progressive Era child-savers relied on report cards for the surveillance of probationers, categorizing children like Andrew as “stubborn,” “unyielding,” and “disobedient.” Ultimately, Andrew's refusal to comply with these new forms of institutional control serves as a case study for the challenges that children faced in escaping an apparatus that reduced them to the label of “delinquent.”
{"title":"“The Eye of the Juvenile Court”: Report Cards, Juvenile Corrections, and a Colorado Street Kid, 1900-1920","authors":"Wade H. Morris","doi":"10.1017/heq.2022.22","DOIUrl":"https://doi.org/10.1017/heq.2022.22","url":null,"abstract":"Abstract Andrew Monroe [pseud.] (b. 1894) was a Colorado street kid whose acts of truancy and theft landed him before the state's early juvenile courts, and his youth was marked by attempts at escape from reform school. His childhood and youth provide insights into the mechanics of how systems of juvenile corrections operated in the early twentieth century. To enforce new truancy laws, Progressive Era child-savers relied on report cards for the surveillance of probationers, categorizing children like Andrew as “stubborn,” “unyielding,” and “disobedient.” Ultimately, Andrew's refusal to comply with these new forms of institutional control serves as a case study for the challenges that children faced in escaping an apparatus that reduced them to the label of “delinquent.”","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49447329","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 62 issue 3 Cover and Front matter","authors":"","doi":"10.1017/heq.2022.23","DOIUrl":"https://doi.org/10.1017/heq.2022.23","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45025564","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}
Abstract This article summarizes and assesses federal K-12 compensatory education policies during the past six decades. It focuses on the centerpiece of that effort, Title I of the Elementary and Secondary Education Act of 1965. Related programs such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds Act are discussed. It analyzes the increasing use of ambitious federal education goals since the 1990s as well as greater reliance on high-stakes testing. It also considers the role of presidents as well as governors in this process.
{"title":"Federal Compensatory Education Policies from Lyndon B. Johnson to Barack H. Obama","authors":"M. Vinovskis","doi":"10.1017/heq.2022.21","DOIUrl":"https://doi.org/10.1017/heq.2022.21","url":null,"abstract":"Abstract This article summarizes and assesses federal K-12 compensatory education policies during the past six decades. It focuses on the centerpiece of that effort, Title I of the Elementary and Secondary Education Act of 1965. Related programs such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds Act are discussed. It analyzes the increasing use of ambitious federal education goals since the 1990s as well as greater reliance on high-stakes testing. It also considers the role of presidents as well as governors in this process.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44266911","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}
Abstract Historical policy stories that situate teachers as the root cause of problems in public schools have long accompanied educational reforms, including No Child Left Behind. This article portrays the history of teacher blame as a defining component of the grammar of American educational reform. Nineteenth- and twentieth-century reformers identified teacher quality—a later trademark of NCLB—as a panacea for school improvement, but it remained an amorphous idea bound up in gendered and racialized assumptions. The historical results were a swirl of policies that increased standardization across the schools. This article concludes that teacher blame was a critical driver for federal intervention in local public education, and that the roots of that intervention extend far deeper than historians have allowed.
{"title":"Teacher Blame as the Grammar of Public School Reform","authors":"Diana D'Amico Pawlewicz","doi":"10.1017/heq.2022.16","DOIUrl":"https://doi.org/10.1017/heq.2022.16","url":null,"abstract":"Abstract Historical policy stories that situate teachers as the root cause of problems in public schools have long accompanied educational reforms, including No Child Left Behind. This article portrays the history of teacher blame as a defining component of the grammar of American educational reform. Nineteenth- and twentieth-century reformers identified teacher quality—a later trademark of NCLB—as a panacea for school improvement, but it remained an amorphous idea bound up in gendered and racialized assumptions. The historical results were a swirl of policies that increased standardization across the schools. This article concludes that teacher blame was a critical driver for federal intervention in local public education, and that the roots of that intervention extend far deeper than historians have allowed.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44399970","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}
Larry Cuban has spent four decades laying the foundation of the field, starting with the landmark Teachers and Machines (1986), then continuing with Oversold and Underused (2001), and, most recently, Inside the Black Box of Classroom Practice (2013).1 In the last few years, the field has expanded in new directions with Morgan Ames's The Charisma Machine (a ethnographic investigation of the One Laptop per Child project), Victoria Cain's new Schools and Screens: A Watchful History (an archival investigation of arguments for and against technology adoption), and my own Failure to Disrupt (an effort to carry Teachers and Machines from the 1980s to the present day).2 As learners and educators across the world rethink their relationship to digital learning in the course of the pandemic, these new entries provide a guide for understanding why the dreams of edtech reforms are so often dashed on the shoals of actual schools. In Teachers and Machines, Cuban frames the history of education technology around the adaptation of new consumer media to classroom applications, tracing a line from radio to filmstrips to television to personal computers. [...]defenses have been mounted many times in the past seventy years in response to teachers’ warnings that computers were coming not to aid but to replace them. [...]Watters's writing in the last decade, this connection between the behaviorist advocates of mechanical teaching machines and influences on the development of online learning had largely been forgotten. According to the master narrative of behaviorism, Noam Chomsky authored a ferocious review of Skinner's 1957 book Verbal Behavior that purged behaviorism from the academy and paved the way for cognitivism, situated learning, and other modern pedagogical philosophies to take over the field. [...]as the story goes, when teaching machines died in the 1950s, cognitivism was better prepared to inform the development of computer-assisted instruction that emerged in its wake.
{"title":"Audrey Watters. Teaching Machines: The History of Personalized Learning Boston: MIT Press, 2021. 328 pp.","authors":"J. Reich","doi":"10.1017/heq.2022.13","DOIUrl":"https://doi.org/10.1017/heq.2022.13","url":null,"abstract":"Larry Cuban has spent four decades laying the foundation of the field, starting with the landmark Teachers and Machines (1986), then continuing with Oversold and Underused (2001), and, most recently, Inside the Black Box of Classroom Practice (2013).1 In the last few years, the field has expanded in new directions with Morgan Ames's The Charisma Machine (a ethnographic investigation of the One Laptop per Child project), Victoria Cain's new Schools and Screens: A Watchful History (an archival investigation of arguments for and against technology adoption), and my own Failure to Disrupt (an effort to carry Teachers and Machines from the 1980s to the present day).2 As learners and educators across the world rethink their relationship to digital learning in the course of the pandemic, these new entries provide a guide for understanding why the dreams of edtech reforms are so often dashed on the shoals of actual schools. In Teachers and Machines, Cuban frames the history of education technology around the adaptation of new consumer media to classroom applications, tracing a line from radio to filmstrips to television to personal computers. [...]defenses have been mounted many times in the past seventy years in response to teachers’ warnings that computers were coming not to aid but to replace them. [...]Watters's writing in the last decade, this connection between the behaviorist advocates of mechanical teaching machines and influences on the development of online learning had largely been forgotten. According to the master narrative of behaviorism, Noam Chomsky authored a ferocious review of Skinner's 1957 book Verbal Behavior that purged behaviorism from the academy and paved the way for cognitivism, situated learning, and other modern pedagogical philosophies to take over the field. [...]as the story goes, when teaching machines died in the 1950s, cognitivism was better prepared to inform the development of computer-assisted instruction that emerged in its wake.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48302902","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}
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