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{"title":"Christopher Hayes, The Harlem Uprising: Segregation and Inequality in Postwar New York City New York: Columbia University Press, 2021. 353 pp.","authors":"Ansley Erickson","doi":"10.1017/heq.2023.34","DOIUrl":"https://doi.org/10.1017/heq.2023.34","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"3 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135764950","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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{"title":"HEQ volume 63 issue 4 Cover and Back matter","authors":"","doi":"10.1017/heq.2023.41","DOIUrl":"https://doi.org/10.1017/heq.2023.41","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"3 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135764951","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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{"title":"Rachel Sagner Buurma and Laura Heffernan. The Teaching Archive: A New History of Literary Study Chicago: University of Chicago Press, 2021. 315 pp.","authors":"Andrew Newman","doi":"10.1017/heq.2023.36","DOIUrl":"https://doi.org/10.1017/heq.2023.36","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"3 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135764949","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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{"title":"Reflections on the Fiftieth Anniversary of <i>San Antonio v. Rodriguez</i>","authors":"A.J. Angulo, Jack Schneider","doi":"10.1017/heq.2023.27","DOIUrl":"https://doi.org/10.1017/heq.2023.27","url":null,"abstract":"An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135764773","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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{"title":"Wayne A. Wiegand American Public School Librarianship: A History Baltimore: Johns Hopkins University Press, 2021. 384 pp.","authors":"Brian Jones","doi":"10.1017/heq.2023.35","DOIUrl":"https://doi.org/10.1017/heq.2023.35","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135764957","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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{"title":"Daniel Gerster and Felicity Jensz, eds. <i>Global Perspectives on Boarding Schools in the Nineteenth and Twentieth Centuries</i> New York: Palgrave Macmillan, 2022. 368 pp.","authors":"Teagan Dreyer","doi":"10.1017/heq.2023.33","DOIUrl":"https://doi.org/10.1017/heq.2023.33","url":null,"abstract":"An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135764963","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}
Student development theory (SDT) is a diverse corpus of academic and popular psychology with real-world application to the maturation of college and university students. It originated during the campus upheavals of the 1960s as part of a collective effort to reconcile restive students to mass higher education and modern technological society. Then, in the 1970s, SDT was implemented and refined by an ambitious generation of student affairs professionals eager for institutional influence and academic legitimacy. By providing an animating moral and intellectual purpose to the bureaucratic sundering of student affairs divisions from academic affairs divisions, SDT abetted a lasting institutional and cultural change in the organization of the modern university circa 1970. As a discourse of therapeutic empowerment, SDT has had an enduring influence on the daily practice of student affairs administration in the five decades since.
{"title":"Student Development Theory and the Transformation of Student Affairs in the 1970s","authors":"Ian F. McNeely","doi":"10.1017/heq.2023.39","DOIUrl":"https://doi.org/10.1017/heq.2023.39","url":null,"abstract":"Student development theory (SDT) is a diverse corpus of academic and popular psychology with real-world application to the maturation of college and university students. It originated during the campus upheavals of the 1960s as part of a collective effort to reconcile restive students to mass higher education and modern technological society. Then, in the 1970s, SDT was implemented and refined by an ambitious generation of student affairs professionals eager for institutional influence and academic legitimacy. By providing an animating moral and intellectual purpose to the bureaucratic sundering of student affairs divisions from academic affairs divisions, SDT abetted a lasting institutional and cultural change in the organization of the modern university circa 1970. As a discourse of therapeutic empowerment, SDT has had an enduring influence on the daily practice of student affairs administration in the five decades since.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135696598","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 analyzes class formation of the Milwaukee Teachers’ Education Association (MTEA). In 2011, Wisconsin curtailed public-sector union collective bargaining, causing Wisconsin unions’ membership and political power to plummet. This article puts the 2011 collapse into historical perspective, by considering the development of Milwaukee teachers’ labor organizing over the course of the twentieth century. In part I, I chronicle the formation of the MTEA, including its early contest with the Milwaukee Teachers Union (MTU) and the gendered fault lines of the teachers’ collective vision. In part II, I discuss the consequences of teachers’ rhetorical contradictions, especially their lack of collaboration with the civil rights movement in Milwaukee. This article challenges the notion that class movements are preordained with unified interests and aims, and instead shows that unions themselves build and assemble people’s political ideas, either to expand solidarity or to narrow it.
{"title":"“Sterilizing and Fertilizing the Plant at the Same Time”: The Class Formation of the Milwaukee Teachers’ Education Association","authors":"Eleni Schirmer","doi":"10.1017/heq.2023.20","DOIUrl":"https://doi.org/10.1017/heq.2023.20","url":null,"abstract":"Abstract This article analyzes class formation of the Milwaukee Teachers’ Education Association (MTEA). In 2011, Wisconsin curtailed public-sector union collective bargaining, causing Wisconsin unions’ membership and political power to plummet. This article puts the 2011 collapse into historical perspective, by considering the development of Milwaukee teachers’ labor organizing over the course of the twentieth century. In part I, I chronicle the formation of the MTEA, including its early contest with the Milwaukee Teachers Union (MTU) and the gendered fault lines of the teachers’ collective vision. In part II, I discuss the consequences of teachers’ rhetorical contradictions, especially their lack of collaboration with the civil rights movement in Milwaukee. This article challenges the notion that class movements are preordained with unified interests and aims, and instead shows that unions themselves build and assemble people’s political ideas, either to expand solidarity or to narrow it.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"399 - 424"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47474134","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":"Michael Hines. A Worthy Piece of Work: The Untold Story of Madeline Morgan and the Fight for Black History in Schools Boston, MA: Beacon Press, 2022. 196 pp.","authors":"Zoë Burkholder","doi":"10.1017/heq.2023.17","DOIUrl":"https://doi.org/10.1017/heq.2023.17","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"427 - 429"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42129519","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}
Mendez, serve as valuable evidence of how the intersectional identities of the plaintiffs functioned in each case. A unique contribution that Martinez-Cola’s work makes to the narratives of school desegregation is the discussion of the efforts of each plaintiff ’s mother, who in each case, unlike the plaintiff ’s father, is not featured prominently in the historical sources andmodern retellings. For example, in both historical sources andmodern retellings of the Mendez case, Sylvia’s father, Gonzalo, is the most mentioned member of the family. The efforts of her mother, Felícitas, are silenced in the narrative. Martinez-Cola asserts that mothers Mary Tape, Annie Piper, and Felícitas Mendez were equally involved in demanding the rights of their daughters, whether it was through maintaining the family business, writing letters, or organizingmovements and associations. She argues that it is the historically dominant controlling images of women of color as criminal or overly sexualized that keep women out of history books, even though these women all presented counternarratives to such images.Martinez-Cola disrupts patriarchal narratives of school desegregation by identifying and countering the silencing ofMary Tape, Annie Piper, and Felícitas Mendez from the historical record. The Bricks before Brown makes a notable contribution to the literature on school desegregation in the US. Through an intersectional and interdisciplinary approach, valuable nuances about race, class, gender, and age are added to the historical narrative.
{"title":"Jonna Perrillo. Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands Chicago: University of Chicago, 2022. 200 pp.","authors":"Mirelsie Velázquez","doi":"10.1017/heq.2023.21","DOIUrl":"https://doi.org/10.1017/heq.2023.21","url":null,"abstract":"Mendez, serve as valuable evidence of how the intersectional identities of the plaintiffs functioned in each case. A unique contribution that Martinez-Cola’s work makes to the narratives of school desegregation is the discussion of the efforts of each plaintiff ’s mother, who in each case, unlike the plaintiff ’s father, is not featured prominently in the historical sources andmodern retellings. For example, in both historical sources andmodern retellings of the Mendez case, Sylvia’s father, Gonzalo, is the most mentioned member of the family. The efforts of her mother, Felícitas, are silenced in the narrative. Martinez-Cola asserts that mothers Mary Tape, Annie Piper, and Felícitas Mendez were equally involved in demanding the rights of their daughters, whether it was through maintaining the family business, writing letters, or organizingmovements and associations. She argues that it is the historically dominant controlling images of women of color as criminal or overly sexualized that keep women out of history books, even though these women all presented counternarratives to such images.Martinez-Cola disrupts patriarchal narratives of school desegregation by identifying and countering the silencing ofMary Tape, Annie Piper, and Felícitas Mendez from the historical record. The Bricks before Brown makes a notable contribution to the literature on school desegregation in the US. Through an intersectional and interdisciplinary approach, valuable nuances about race, class, gender, and age are added to the historical narrative.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"432 - 434"},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48810794","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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