{"title":"Paul Reitter and Chad Wellmon. Permanent Crisis: The Humanities in a Disenchanted Age Chicago, ILL: University of Chicago Press, 2021. 320 pp.","authors":"Rita Koganzon","doi":"10.1017/heq.2023.8","DOIUrl":"https://doi.org/10.1017/heq.2023.8","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"303 - 306"},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48666587","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 examines the relationship between gender and leadership in southern public Black colleges from the late nineteenth through the early twentieth century. Public colleges offer a unique view of this relationship because, in an era of disfranchisement, the political stakes of leadership were more obvious than in private schools. I argue that the gap between Black women's dynamic roles on public campuses and their marginalized representations in school reports reveals the processes that have obscured their public educational leadership in the American South. Analysis of images collected from college catalogs supplements my examination of documentary evidence from archives and published reports. State educational administration was one of the few remaining spaces where Black men could wield political influence. As they worked to produce institutional images that proclaimed their capacity for and right to public leadership, however, they minimized the contributions of Black women.
{"title":"“Tuskegee Is Her Monument”: Gender and Leadership in Early Public Black Colleges","authors":"L. Soares","doi":"10.1017/heq.2023.3","DOIUrl":"https://doi.org/10.1017/heq.2023.3","url":null,"abstract":"Abstract This article examines the relationship between gender and leadership in southern public Black colleges from the late nineteenth through the early twentieth century. Public colleges offer a unique view of this relationship because, in an era of disfranchisement, the political stakes of leadership were more obvious than in private schools. I argue that the gap between Black women's dynamic roles on public campuses and their marginalized representations in school reports reveals the processes that have obscured their public educational leadership in the American South. Analysis of images collected from college catalogs supplements my examination of documentary evidence from archives and published reports. State educational administration was one of the few remaining spaces where Black men could wield political influence. As they worked to produce institutional images that proclaimed their capacity for and right to public leadership, however, they minimized the contributions of Black women.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"357 - 377"},"PeriodicalIF":0.8,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41335365","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}
final chapter, Markus Arnold retreads the classic debate about the relationship between planning, knowledge, and freedom that took place between Americans, such as C. Wright Mills, and Austrians, such as Friedrich Hayek. Arnold emphasizes social-science practitioners whose ideas were not simply “caused” by military funding structures, but who were actively reckoning with the problems of the role of the social sciences in Cold War culture—a worthwhile aim, even if other contributors successfully demonstrate that seemingly rigid Cold War institutions were also populated by fractured selves, tense debates, and individuals in transit, thinking reflexively while weaving in and out of nations and orthodoxies. The studies in the volume are most revelatory and engaging when focused on the individual lives that composed, questioned, and worked between national ideological projects. At other times, the breadth of the volume threatens its structural stability. The contributions provide no coherent conclusion to central interpretive questions, such as the utility of the “Cold War” as a framework. Are its temporal bounds rigidly deceptive? Does it privilege bipolarity and obfuscate local narratives? Or is it an essential lens, properly wielded, through which to examine the debates about subjectivity, knowledge, and social change that raged across the world in the latter half of the twentieth century? The volume’s keywords—“transnational” and “entanglements”—provide messy guidance for harmonization. But polyphony need not descend into Babel. The category of the Cold War social sciences is capacious enough to incorporate more voices, even as their voluminous questions strain its seams. For researchers interested in the history of the social sciences, Cold War history, intellectual history, or global postwar political history, as well as critical practitioners of social science, this volume and its concerns are an essential entanglement in which to become enmeshed.
{"title":"Sandra M. Sufian. Familial Fitness: Disability, Adoption, and the Family in Modern America Illinois: University of Chicago Press, 2022. 360 pp.","authors":"Kate Rousmaniere","doi":"10.1017/heq.2022.47","DOIUrl":"https://doi.org/10.1017/heq.2022.47","url":null,"abstract":"final chapter, Markus Arnold retreads the classic debate about the relationship between planning, knowledge, and freedom that took place between Americans, such as C. Wright Mills, and Austrians, such as Friedrich Hayek. Arnold emphasizes social-science practitioners whose ideas were not simply “caused” by military funding structures, but who were actively reckoning with the problems of the role of the social sciences in Cold War culture—a worthwhile aim, even if other contributors successfully demonstrate that seemingly rigid Cold War institutions were also populated by fractured selves, tense debates, and individuals in transit, thinking reflexively while weaving in and out of nations and orthodoxies. The studies in the volume are most revelatory and engaging when focused on the individual lives that composed, questioned, and worked between national ideological projects. At other times, the breadth of the volume threatens its structural stability. The contributions provide no coherent conclusion to central interpretive questions, such as the utility of the “Cold War” as a framework. Are its temporal bounds rigidly deceptive? Does it privilege bipolarity and obfuscate local narratives? Or is it an essential lens, properly wielded, through which to examine the debates about subjectivity, knowledge, and social change that raged across the world in the latter half of the twentieth century? The volume’s keywords—“transnational” and “entanglements”—provide messy guidance for harmonization. But polyphony need not descend into Babel. The category of the Cold War social sciences is capacious enough to incorporate more voices, even as their voluminous questions strain its seams. For researchers interested in the history of the social sciences, Cold War history, intellectual history, or global postwar political history, as well as critical practitioners of social science, this volume and its concerns are an essential entanglement in which to become enmeshed.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"144 - 147"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42830408","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 explores the All-Day Neighborhood Schools (ADNS) program, operated as a partnership between the New York City Board of Education and local philanthropists from 1936 to 1971. Designed to expand the resources available to children and parents, the program included after-school activities, additional teachers, professional development, social workers, and parent engagement at fourteen public elementary schools across the city. Through a study of two program sites, I examine how this public-private partnership functioned, and trace changes in the motivations of its leadership, from a focus on recreation and democracy during World War II, to juvenile delinquency prevention, to compensatory education. I argue that ADNS's ability to transform public schooling in New York City was limited by its separation from the rest of the school system, which came about through its dependance on outside philanthropy and its consistent formulation as a supplemental program rather than as a fundamental part of children's education.
{"title":"School and Community in the All-Day Neighborhood Schools of New York City, 1936-1971","authors":"Rachel Klepper","doi":"10.1017/heq.2022.43","DOIUrl":"https://doi.org/10.1017/heq.2022.43","url":null,"abstract":"Abstract This article explores the All-Day Neighborhood Schools (ADNS) program, operated as a partnership between the New York City Board of Education and local philanthropists from 1936 to 1971. Designed to expand the resources available to children and parents, the program included after-school activities, additional teachers, professional development, social workers, and parent engagement at fourteen public elementary schools across the city. Through a study of two program sites, I examine how this public-private partnership functioned, and trace changes in the motivations of its leadership, from a focus on recreation and democracy during World War II, to juvenile delinquency prevention, to compensatory education. I argue that ADNS's ability to transform public schooling in New York City was limited by its separation from the rest of the school system, which came about through its dependance on outside philanthropy and its consistent formulation as a supplemental program rather than as a fundamental part of children's education.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"107 - 125"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46258806","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":"Emily J. Levine. Allies and Rivals: German-American Exchange and the Rise of the Modern Research University Chicago, Illinois: University of Chicago Press, 2021. 384 pp.","authors":"E. Schrum","doi":"10.1017/heq.2022.48","DOIUrl":"https://doi.org/10.1017/heq.2022.48","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"147 - 150"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45760484","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":"Mirelsie Velázquez. Puerto Rican Chicago: Schooling the City, 1940–1977 Urbana: University of Illinois Press, 2022. 224 pp.","authors":"Lauren Lefty","doi":"10.1017/heq.2022.45","DOIUrl":"https://doi.org/10.1017/heq.2022.45","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"138 - 141"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41343833","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}
Derrick P. Alridge, Adah Ward Randolph, Alexis M Johnson
Abstract This article provides a historiographical survey of significant African American historians researching, writing, and interpreting Black people's education history. At the heart of this article are the following questions: Who were the African American historians of education who produced this work? What has been the significant scholarship of African American education historians from the late nineteenth century to the present? Although much scholarship has been published on African American education, its history remains underrepresented in the study of educational history. Nonetheless, this historiography is burgeoning thanks to Black educational historians’ scholarship.
{"title":"African American Historians of Education and the Griot's Craft: A Historiography","authors":"Derrick P. Alridge, Adah Ward Randolph, Alexis M Johnson","doi":"10.1017/heq.2022.40","DOIUrl":"https://doi.org/10.1017/heq.2022.40","url":null,"abstract":"Abstract This article provides a historiographical survey of significant African American historians researching, writing, and interpreting Black people's education history. At the heart of this article are the following questions: Who were the African American historians of education who produced this work? What has been the significant scholarship of African American education historians from the late nineteenth century to the present? Although much scholarship has been published on African American education, its history remains underrepresented in the study of educational history. Nonetheless, this historiography is burgeoning thanks to Black educational historians’ scholarship.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"3 - 31"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48851307","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 Inclusion and Empowerment","authors":"A. Angulo, Jack Schneider","doi":"10.1017/heq.2022.39","DOIUrl":"https://doi.org/10.1017/heq.2022.39","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"1 - 2"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43629011","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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