Abstract In 1963 and 1964, organizers in Boston held Freedom Stay-Outs—one-day school boycotts—to protest the neglect of predominantly Black schools from the Boston School Committee, the governing body of the Boston Public Schools. Boycotting students attended Freedom Schools, where they learned about Black history and discussed issues facing Black youth. This article examines the 1964 Stay-Out and Freedom Schools as spaces where Black educators, organizers, parents, and students developed and enacted a vision of integrated education distinct from the dominant models of integration proposed in Boston and across the nation post-Brown v. Board (1954). The 1964 Freedom Schools modeled reciprocal integration, a vision for integrated education that promotes bidirectional physical and cultural movement, rather than the dominant model of integration that moved Black children into white schools to be taught white history and culture. Reciprocal integration was developed through Black parents’ and students’ educational testimony, the Stay-Out organizers’ own educational analysis, and the practical necessity of interracial organizing.
{"title":"The Boston Freedom Schools as Places of Possibility for Reciprocal Integrated Education","authors":"Alyssa Napier","doi":"10.1017/heq.2022.42","DOIUrl":"https://doi.org/10.1017/heq.2022.42","url":null,"abstract":"Abstract In 1963 and 1964, organizers in Boston held Freedom Stay-Outs—one-day school boycotts—to protest the neglect of predominantly Black schools from the Boston School Committee, the governing body of the Boston Public Schools. Boycotting students attended Freedom Schools, where they learned about Black history and discussed issues facing Black youth. This article examines the 1964 Stay-Out and Freedom Schools as spaces where Black educators, organizers, parents, and students developed and enacted a vision of integrated education distinct from the dominant models of integration proposed in Boston and across the nation post-Brown v. Board (1954). The 1964 Freedom Schools modeled reciprocal integration, a vision for integrated education that promotes bidirectional physical and cultural movement, rather than the dominant model of integration that moved Black children into white schools to be taught white history and culture. Reciprocal integration was developed through Black parents’ and students’ educational testimony, the Stay-Out organizers’ own educational analysis, and the practical necessity of interracial organizing.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"84 - 106"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44021249","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 America's schools are more segregated today than they were three decades ago. After initial progress in the wake of the Supreme Court's 1954 ruling in Brown v. Board of Education—further bolstered by the 1964 Civil Rights Act, as well as by several other rulings by the court—the nation's schools began a process of resegregation in the early 1990s. White resistance, reversals by the court, and growing residential segregation have ensured that many young people attend school with classmates from similar racial and class backgrounds. As a recent report from the UCLA's Civil Rights Project found, the average White student attends a school in which 69 percent of students are White, the average Latinx student attends a school in which 55 percent of students are Latinx, and the average Black student attends a school in which 47 percent of students are Black. Segregation is a fact of life in both the North and the South, in urban and rural communities, in red states and in blue states. For this Policy Dialogue, HEQ's editors asked Cara McClellan and Matthew Delmont to discuss the segregation of K-12 schools by race. How, we wanted to know, has the past shaped the present and constrained the future? How are present-day efforts responding to that past and challenging the structures and cultures that reinforce racial segregation? What might the future hold? Cara McClellan is director of the Advocacy for Racial and Civil Justice Clinic at the University of Pennsylvania's Carey Law School, where she is also an associate professor of practice. Prior to this role, she served as assistant counsel at the NAACP Legal Defense and Educational Fund, where she represented students and families in cases such as Sheff v. O'Neill. Matthew Delmont is the Sherman Fairchild Distinguished Professor of History at Dartmouth College. His work focuses on African American history and the history of civil rights, and he is the author of several books including Why Busing Failed: Race, Media, and the National Resistance to School Desegregation and, most recently, Half American: The Epic Story of African Americans Fighting World War II at Home and Abroad. 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.
与三十年前相比，如今美国的学校更加种族隔离。继1954年最高法院对布朗诉教育委员会一案的裁决之后，在1964年《民权法案》以及法院的其他几项裁决的进一步支持下，美国的学校在20世纪90年代初开始了重新种族隔离的进程。白人的抵制、法院的推翻以及日益严重的居住隔离，确保了许多年轻人在学校里与来自相似种族和阶级背景的同学在一起。加州大学洛杉矶分校民权项目(Civil Rights Project)最近的一份报告发现，白人学生就读的学校白人学生占69%，拉丁裔学生就读的学校拉丁裔学生占55%，黑人学生就读的学校黑人学生占47%。在北方和南方，在城市和农村社区，在红州和蓝州，种族隔离都是生活中的现实。在这次政策对话中，HEQ的编辑请卡拉·麦克莱伦和马修·德尔蒙特讨论K-12学校的种族隔离问题。我们想知道，过去是如何塑造现在、制约未来的?今天的努力如何回应过去，挑战强化种族隔离的结构和文化?未来会怎样?卡拉·麦克莱伦(Cara McClellan)是宾夕法尼亚大学凯里法学院种族和民事司法倡导诊所的主任，她也是该校的执业副教授。在此之前，她曾担任全国有色人种协进会法律辩护和教育基金的助理法律顾问，在谢夫诉奥尼尔等案件中代表学生和家庭。马修·德尔蒙特是达特茅斯学院谢尔曼·费尔柴尔德杰出历史教授。他的著作主要集中在非裔美国人的历史和民权的历史上，他是几本书的作者，包括为什么巴士失败:种族，媒体和全国抵制学校废除种族隔离，以及最近的《半个美国人:非裔美国人在国内外参加第二次世界大战的史诗故事》。HEQ政策对话旨在促进学者之间非正式、自由的思想交流。在交流结束时，我们提供了一份参考书目，供希望跟进讨论相关资料的读者参考。
{"title":"Policy Dialogue: Racial Segregation in America's Schools","authors":"C. McClellan, M. Delmont","doi":"10.1017/heq.2022.44","DOIUrl":"https://doi.org/10.1017/heq.2022.44","url":null,"abstract":"Abstract America's schools are more segregated today than they were three decades ago. After initial progress in the wake of the Supreme Court's 1954 ruling in Brown v. Board of Education—further bolstered by the 1964 Civil Rights Act, as well as by several other rulings by the court—the nation's schools began a process of resegregation in the early 1990s. White resistance, reversals by the court, and growing residential segregation have ensured that many young people attend school with classmates from similar racial and class backgrounds. As a recent report from the UCLA's Civil Rights Project found, the average White student attends a school in which 69 percent of students are White, the average Latinx student attends a school in which 55 percent of students are Latinx, and the average Black student attends a school in which 47 percent of students are Black. Segregation is a fact of life in both the North and the South, in urban and rural communities, in red states and in blue states. For this Policy Dialogue, HEQ's editors asked Cara McClellan and Matthew Delmont to discuss the segregation of K-12 schools by race. How, we wanted to know, has the past shaped the present and constrained the future? How are present-day efforts responding to that past and challenging the structures and cultures that reinforce racial segregation? What might the future hold? Cara McClellan is director of the Advocacy for Racial and Civil Justice Clinic at the University of Pennsylvania's Carey Law School, where she is also an associate professor of practice. Prior to this role, she served as assistant counsel at the NAACP Legal Defense and Educational Fund, where she represented students and families in cases such as Sheff v. O'Neill. Matthew Delmont is the Sherman Fairchild Distinguished Professor of History at Dartmouth College. His work focuses on African American history and the history of civil rights, and he is the author of several books including Why Busing Failed: Race, Media, and the National Resistance to School Desegregation and, most recently, Half American: The Epic Story of African Americans Fighting World War II at Home and Abroad. 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":"63 1","pages":"126 - 137"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48800819","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 children's literature written by African American teachers during the first part of the twentieth century. Drawing on theories of racialization, I analyze children's books written by two African American teachers: Helen Adele Whiting (1885-1959) and Jane Dabney Shackelford (1895-1979). I argue that their books represented more than an effort toward greater Black representation in schools; they also served as a contribution to a larger discourse on Blackness and identity that emerged during the “New Negro” movement. In this view, African American teachers were not mere passive recipients of an outside Black culture, but rather intellectual actors involved in the production of racial identity during the interwar period.
{"title":"“May We Not Write Our Own Fairy Tales and Make Black Beautiful?” African American Teachers, Children's Literature, and the Construction of Race in the Curriculum, 1920–1945","authors":"Amato Nocera","doi":"10.1017/heq.2022.41","DOIUrl":"https://doi.org/10.1017/heq.2022.41","url":null,"abstract":"Abstract This article examines children's literature written by African American teachers during the first part of the twentieth century. Drawing on theories of racialization, I analyze children's books written by two African American teachers: Helen Adele Whiting (1885-1959) and Jane Dabney Shackelford (1895-1979). I argue that their books represented more than an effort toward greater Black representation in schools; they also served as a contribution to a larger discourse on Blackness and identity that emerged during the “New Negro” movement. In this view, African American teachers were not mere passive recipients of an outside Black culture, but rather intellectual actors involved in the production of racial identity during the interwar period.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"32 - 58"},"PeriodicalIF":0.8,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47423143","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 US and Dominican officials have traditionally received credit for the expansion of the public school system during the US military occupation of the Dominican Republic from 1916 to 1924, this article offers an alternative account by focusing on the role of guardians, or caretakers, in supporting and creating schools in this period. Drawing from sources from the Department of Public Instruction in the Dominican Republic and analyzing them “against the archival grain,” I argue that Dominican guardians were pivotal to the expansion of the Dominican school system and key actors in shaping the educational landscape during this period. Not only did guardians construct and maintain most of the schools opened during the US occupation, but they also shaped school policy. Most significantly, through their grassroots efforts, guardians and other volunteers ensured that schools in the Dominican Republic continued to operate during the financial crisis of 1921 that bankrupted the school system.
{"title":"A Narrative from the Margins: Community and Agency during the US Occupation of the Dominican Republic, 1916–1924","authors":"Alex W. Rodriguez","doi":"10.1017/heq.2022.38","DOIUrl":"https://doi.org/10.1017/heq.2022.38","url":null,"abstract":"Abstract While US and Dominican officials have traditionally received credit for the expansion of the public school system during the US military occupation of the Dominican Republic from 1916 to 1924, this article offers an alternative account by focusing on the role of guardians, or caretakers, in supporting and creating schools in this period. Drawing from sources from the Department of Public Instruction in the Dominican Republic and analyzing them “against the archival grain,” I argue that Dominican guardians were pivotal to the expansion of the Dominican school system and key actors in shaping the educational landscape during this period. Not only did guardians construct and maintain most of the schools opened during the US occupation, but they also shaped school policy. Most significantly, through their grassroots efforts, guardians and other volunteers ensured that schools in the Dominican Republic continued to operate during the financial crisis of 1921 that bankrupted the school system.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"179 - 197"},"PeriodicalIF":0.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43190019","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}
Pub Date : 2022-12-01Epub Date: 2022-05-31DOI: 10.1007/s00262-022-03217-1
Shayan Rahmani, Niloufar Yazdanpanah, Nima Rezaei
Acute myeloid leukemia (AML) is considered as one of the most malignant conditions of the bone marrow. Over the past few decades, despite substantial progresses in the management of AML, relapse remission remains a major problem. Natural killer cells (NK cells) are known as a unique component of the innate immune system. Due to swift tumor detection, distinct cytotoxic action, and extensive immune interaction, NK cells have been used in various cancer settings for decades. It has been a growing knowledge of therapeutic magnitudes ranging from adoptive NK cell transfer to chimeric antigen receptor NK cells, aiming to achieve better therapeutic responses in patients with AML. In this article, the potentials of NK cells for treatment of AML are highlighted, and challenges for such therapeutic methods are discussed. In addition, the clinical application of NK cells, mainly in patients with AML, is pictured according to the existing evidence.
急性髓性白血病（AML）被认为是骨髓中最恶性的疾病之一。过去几十年来，尽管急性髓细胞白血病的治疗取得了重大进展，但复发缓解仍是一个主要问题。众所周知，自然杀伤细胞（NK 细胞）是先天性免疫系统的独特组成部分。由于能迅速发现肿瘤、具有独特的细胞毒性作用和广泛的免疫相互作用，NK 细胞几十年来一直被用于各种癌症治疗。从NK细胞的收养性转移到嵌合抗原受体NK细胞，人们对其治疗效果的认识不断提高，目的是在急性髓细胞性白血病患者中取得更好的治疗效果。本文强调了 NK 细胞治疗急性髓细胞白血病的潜力，并讨论了此类治疗方法面临的挑战。此外，还根据现有证据描绘了NK细胞的临床应用，主要是在急性髓细胞性白血病患者中的应用。
{"title":"Natural killer cells and acute myeloid leukemia: promises and challenges.","authors":"Shayan Rahmani, Niloufar Yazdanpanah, Nima Rezaei","doi":"10.1007/s00262-022-03217-1","DOIUrl":"10.1007/s00262-022-03217-1","url":null,"abstract":"<p><p>Acute myeloid leukemia (AML) is considered as one of the most malignant conditions of the bone marrow. Over the past few decades, despite substantial progresses in the management of AML, relapse remission remains a major problem. Natural killer cells (NK cells) are known as a unique component of the innate immune system. Due to swift tumor detection, distinct cytotoxic action, and extensive immune interaction, NK cells have been used in various cancer settings for decades. It has been a growing knowledge of therapeutic magnitudes ranging from adoptive NK cell transfer to chimeric antigen receptor NK cells, aiming to achieve better therapeutic responses in patients with AML. In this article, the potentials of NK cells for treatment of AML are highlighted, and challenges for such therapeutic methods are discussed. In addition, the clinical application of NK cells, mainly in patients with AML, is pictured according to the existing evidence.</p>","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"46 1","pages":"2849-2867"},"PeriodicalIF":5.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10991240/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85699347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Zoë Burkholder. An African American Dilemma: A History of School Integration and Civil Rights in the North New York: Oxford University Press, 2021. 312 pp.","authors":"Dionne Danns","doi":"10.1017/heq.2022.31","DOIUrl":"https://doi.org/10.1017/heq.2022.31","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"498 - 500"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42944129","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}
school segregation as a Black-White issue” (102). This widespread belief has consequential implications for Mexican American educational history, in that “the segregation of Mexican Americans has been framed by scholars as de facto because it was the product of local custom and because state governments in the Southwest never sanctioned it” (103). Upending this widespread interpretation, the authors argue that “policies resulting in the segregation of Mexican American students were intended to keep them apart from White children, no matter the pedagogical or other rationale provided, and should retroactively be considered de jure segregation” (104). Donato and Hanson convincingly contend that, as long as it engenders racial segregation, any “government action”—whether it is a formal law at the state level or a resolution at the local level—should be considered de jure segregation (104). Categorizing Mexican American segregation as de facto obfuscates the “deliberate and racial nature” of it (104). Written in clear, straightforward prose, The Other American Dilemma will be of interest to scholars of education history, Mexican American history, the history of the Mexican Consulate, and ethnic studies, and is appropriate for undergraduate and graduate students alike. Using transnational sources to uncover connections between ethnic groups in the United States, this essential text forces us to think more capaciously about how we understand Mexican American and African American educational histories, and the connections between the two.
{"title":"Molly Rosner. Playing with History: American Identities and Children's Consumer Culture New Brunswick, NJ: Rutgers University Press, 2021. 193 pp.","authors":"Amy F. Ogata","doi":"10.1017/heq.2022.34","DOIUrl":"https://doi.org/10.1017/heq.2022.34","url":null,"abstract":"school segregation as a Black-White issue” (102). This widespread belief has consequential implications for Mexican American educational history, in that “the segregation of Mexican Americans has been framed by scholars as de facto because it was the product of local custom and because state governments in the Southwest never sanctioned it” (103). Upending this widespread interpretation, the authors argue that “policies resulting in the segregation of Mexican American students were intended to keep them apart from White children, no matter the pedagogical or other rationale provided, and should retroactively be considered de jure segregation” (104). Donato and Hanson convincingly contend that, as long as it engenders racial segregation, any “government action”—whether it is a formal law at the state level or a resolution at the local level—should be considered de jure segregation (104). Categorizing Mexican American segregation as de facto obfuscates the “deliberate and racial nature” of it (104). Written in clear, straightforward prose, The Other American Dilemma will be of interest to scholars of education history, Mexican American history, the history of the Mexican Consulate, and ethnic studies, and is appropriate for undergraduate and graduate students alike. Using transnational sources to uncover connections between ethnic groups in the United States, this essential text forces us to think more capaciously about how we understand Mexican American and African American educational histories, and the connections between the two.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"505 - 508"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46147894","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":"Brian Rouleau. Empire's Nursery: Children's Literature and the Origins of the American Century New York: New York University Press, 2021. 320 pp.","authors":"Elizabeth Dillenburg","doi":"10.1017/heq.2022.35","DOIUrl":"https://doi.org/10.1017/heq.2022.35","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"508 - 510"},"PeriodicalIF":0.8,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771723","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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