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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
For decades, educational historians have written extensively on the role of public education in assimilating immigrant students into American society during the late nineteenth and early twentieth centuries. While some scholars have extolled this history, most analyses critique public schools for stripping students of their cultural heritage. By requiring students to speak English only, celebrate Christian holidays, study whitewashed American history, enact nationalistic pageants, and salute the flag while reciting the Pledge of Allegiance, public education compelled young immigrants to turn away from, if not plainly reject, their ethnic traditions and cultural values. Why did public schools enthusiastically adopt an assimilationist function? The answer most historians give is typically located in the profound social, economic, and political changes occurring in the United States at the time. Industrialization, urbanization, and a massive expansion of commercialization destabilized the United States toward the end of the nineteenth century. Add to this the largest wave of immigration into the nation since its founding, with many newcomers arriving from southern and eastern rather than northern and western Europe, and the result was a widespread feeling of insecurity—if not outright fear—on the part of resident white citizens. Schools, especially in urban areas, reacted to these dramatic changes by becoming assimilationist. This well-established history is exactly what makes Cody Dodge Ewert’s book, Making Schools American: Nationalism and the Origin of Modern Educational Politics, so interesting. Ewert does not seek to rewrite this history; indeed, he relies on previous studies to ground his research. Instead, he offers a significantly different interpretation for why schools responded as they did to the social, economic, and political upheaval that characterized the Progressive Era. Taking a long view, Ewert notes that common school crusaders had effectively used the rhetoric of national unity to bolster support for early reforms. Yet as much as Horace Mann and others had accomplished, the state of public schooling following Reconstruction—and public support for it— remained minimal. As Ewert notes of the period, “Countless Americans still viewed
{"title":"Cody Dodge Ewert. Making Schools American: Nationalism and the Origin of Modern Educational Politics Baltimore: Johns Hopkins University Press, 2022. 196 pp.","authors":"C. Dorn","doi":"10.1017/heq.2023.18","DOIUrl":"https://doi.org/10.1017/heq.2023.18","url":null,"abstract":"For decades, educational historians have written extensively on the role of public education in assimilating immigrant students into American society during the late nineteenth and early twentieth centuries. While some scholars have extolled this history, most analyses critique public schools for stripping students of their cultural heritage. By requiring students to speak English only, celebrate Christian holidays, study whitewashed American history, enact nationalistic pageants, and salute the flag while reciting the Pledge of Allegiance, public education compelled young immigrants to turn away from, if not plainly reject, their ethnic traditions and cultural values. Why did public schools enthusiastically adopt an assimilationist function? The answer most historians give is typically located in the profound social, economic, and political changes occurring in the United States at the time. Industrialization, urbanization, and a massive expansion of commercialization destabilized the United States toward the end of the nineteenth century. Add to this the largest wave of immigration into the nation since its founding, with many newcomers arriving from southern and eastern rather than northern and western Europe, and the result was a widespread feeling of insecurity—if not outright fear—on the part of resident white citizens. Schools, especially in urban areas, reacted to these dramatic changes by becoming assimilationist. This well-established history is exactly what makes Cody Dodge Ewert’s book, Making Schools American: Nationalism and the Origin of Modern Educational Politics, so interesting. Ewert does not seek to rewrite this history; indeed, he relies on previous studies to ground his research. Instead, he offers a significantly different interpretation for why schools responded as they did to the social, economic, and political upheaval that characterized the Progressive Era. Taking a long view, Ewert notes that common school crusaders had effectively used the rhetoric of national unity to bolster support for early reforms. Yet as much as Horace Mann and others had accomplished, the state of public schooling following Reconstruction—and public support for it— remained minimal. As Ewert notes of the period, “Countless Americans still viewed","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43981123","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":"Marisela Martinez-Cola. The Bricks before Brown: The Chinese American, Native American, and Mexican Americans’ Struggle for Educational Equality Athens: University of Georgia Press, 2022. 216 pp.","authors":"Samantha Weiman","doi":"10.1017/heq.2023.23","DOIUrl":"https://doi.org/10.1017/heq.2023.23","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46657846","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 While a number of recent studies highlight John Stuart Mill’s role as a “teacher of the people,” his reflections upon the political significance of higher education have received relatively little attention. I argue that Mill’s 1867 St. Andrews Address was both a defense of liberal education against influential arguments for religion- and science-based models of higher education, and a call for elites educated in reformed universities to shape a public vision for the construction of a polity committed to liberal principles. I conclude that Mill’s St. Andrews Address can contribute to debates about the role of the university in contemporary liberal societies.
{"title":"John Stuart Mill on the Political Significance of Higher Education","authors":"L. Ward","doi":"10.1017/heq.2023.22","DOIUrl":"https://doi.org/10.1017/heq.2023.22","url":null,"abstract":"Abstract While a number of recent studies highlight John Stuart Mill’s role as a “teacher of the people,” his reflections upon the political significance of higher education have received relatively little attention. I argue that Mill’s 1867 St. Andrews Address was both a defense of liberal education against influential arguments for religion- and science-based models of higher education, and a call for elites educated in reformed universities to shape a public vision for the construction of a polity committed to liberal principles. I conclude that Mill’s St. Andrews Address can contribute to debates about the role of the university in contemporary liberal societies.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44360653","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}
The achievements of Ethan Ris’s first book, Other People’s Colleges: The Origins of Higher Education Reform , are numerous. Rare among histories of higher education, he brings together two distinct fields, sociology and history, to contribute to three different conversations regarding (1) the history of American higher education; (2) the study of philanthropy and civil society; and (3) the history of what has been called “American Political Development.” 1 As a result, he does something even rarer—he not only offers snapshots of interesting moments in higher education that have transcended their time and place, but also presents an original theory of institutional change.
{"title":"Ethan Ris. Other People’s Colleges: The Origins of Higher Education Reform Chicago, IL: University of Chicago Press, 2022. 368 pp.","authors":"Emily J. Levine","doi":"10.1017/heq.2023.19","DOIUrl":"https://doi.org/10.1017/heq.2023.19","url":null,"abstract":"The achievements of Ethan Ris’s first book, Other People’s Colleges: The Origins of Higher Education Reform , are numerous. Rare among histories of higher education, he brings together two distinct fields, sociology and history, to contribute to three different conversations regarding (1) the history of American higher education; (2) the study of philanthropy and civil society; and (3) the history of what has been called “American Political Development.” 1 As a result, he does something even rarer—he not only offers snapshots of interesting moments in higher education that have transcended their time and place, but also presents an original theory of institutional change.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46274058","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}
The articles in this issue travel across time—from the late eighteenth century to the 1960s—as well as across three continents and a variety of subfields.They range in focus from primary schooling to postsecondary levels of education. And, collectively, they formwhat theHEQ editorial team affectionately calls a “potpourri” issue—onewithout a uniting theme beyond the high quality of the work it contains. While diverse thematically, however, the articles in this issue do offer some new ways of looking at an enduring question that has been on our minds lately: Why do we have public education? The question is salient right now for several reasons. Perhaps most immediately, it’s because the first article in this issue, “The Extent andDuration of Primary Schooling in Eighteenth-Century America,” takes up the question fairly directly. Carole Shammas argues that participation in a transatlantic commercial society was a driving concern behind taxpayer-supported education in the early republic. In making such an argument, she builds on a long tradition of scholars who see the influence of capitalism in the emergence of public schools. And in this case, she offers some compelling new evidence in support of that position. We’ve also been thinking about this question because we have been remembering Carl Kaestle, who passed away in January of this year. Kaestle was a leading figure among a generation that transformed the field in the 1970s and 1980s, giving Americans a newway of looking at the history of education. InPillars of the Republic—a book that mostHEQ readers will have on their shelves—Kaestle advanced the idea that America’s common schools were shaped in form and practice not just by the nascent demands of capitalism, but also by the dominant values of Protestant Christianity and the secular religion of republicanism.1 Of course, the question of the public and its education extends to the postsecondary level, as well. In this issue, Lee Ward’s “John Stuart Mill on the Political Significance of Higher Education” probes the university and its public function in mid-nineteenthcentury Great Britain. Specifically, Ward looks at Mill’s 1867 address as a way of identifying British concerns over which course of studies—classical, liberal, scientific,
{"title":"The Public and Its Education","authors":"A. Angulo, J. Schneider","doi":"10.1017/heq.2023.16","DOIUrl":"https://doi.org/10.1017/heq.2023.16","url":null,"abstract":"The articles in this issue travel across time—from the late eighteenth century to the 1960s—as well as across three continents and a variety of subfields.They range in focus from primary schooling to postsecondary levels of education. And, collectively, they formwhat theHEQ editorial team affectionately calls a “potpourri” issue—onewithout a uniting theme beyond the high quality of the work it contains. While diverse thematically, however, the articles in this issue do offer some new ways of looking at an enduring question that has been on our minds lately: Why do we have public education? The question is salient right now for several reasons. Perhaps most immediately, it’s because the first article in this issue, “The Extent andDuration of Primary Schooling in Eighteenth-Century America,” takes up the question fairly directly. Carole Shammas argues that participation in a transatlantic commercial society was a driving concern behind taxpayer-supported education in the early republic. In making such an argument, she builds on a long tradition of scholars who see the influence of capitalism in the emergence of public schools. And in this case, she offers some compelling new evidence in support of that position. We’ve also been thinking about this question because we have been remembering Carl Kaestle, who passed away in January of this year. Kaestle was a leading figure among a generation that transformed the field in the 1970s and 1980s, giving Americans a newway of looking at the history of education. InPillars of the Republic—a book that mostHEQ readers will have on their shelves—Kaestle advanced the idea that America’s common schools were shaped in form and practice not just by the nascent demands of capitalism, but also by the dominant values of Protestant Christianity and the secular religion of republicanism.1 Of course, the question of the public and its education extends to the postsecondary level, as well. In this issue, Lee Ward’s “John Stuart Mill on the Political Significance of Higher Education” probes the university and its public function in mid-nineteenthcentury Great Britain. Specifically, Ward looks at Mill’s 1867 address as a way of identifying British concerns over which course of studies—classical, liberal, scientific,","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47562268","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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