Abstract Schooling in the United States has never been a public good, nor has “the public good” been its primary goal. Since its origins in the early nineteenth century, schooling has been a white good, designed to promote white advantage. Three mechanisms, among many, have been key to this process: the relationship of schooling to place, the knowledge that schools impart, and the hobbling of brown and Black children. Insofar as schooling has approached being a public good, that tendency has emerged as the result of counter-majoritarian, explicitly racial activism led by non-white people. The struggle for racial justice has been the struggle of moving schooling from a white good to a public good.
{"title":"Schooling as a White Good","authors":"Benjamin Justice","doi":"10.1017/heq.2023.7","DOIUrl":"https://doi.org/10.1017/heq.2023.7","url":null,"abstract":"Abstract Schooling in the United States has never been a public good, nor has “the public good” been its primary goal. Since its origins in the early nineteenth century, schooling has been a white good, designed to promote white advantage. Three mechanisms, among many, have been key to this process: the relationship of schooling to place, the knowledge that schools impart, and the hobbling of brown and Black children. Insofar as schooling has approached being a public good, that tendency has emerged as the result of counter-majoritarian, explicitly racial activism led by non-white people. The struggle for racial justice has been the struggle of moving schooling from a white good to a public good.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45002036","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 Cold War strategic priorities led the United States to establish an enduring military alliance with General Francisco Franco's dictatorship in Spain between 1953 and 1975. This article examines the educational diplomacy carried out by the US government during the 1960s and early 1970s to foster Spain's stable modernization through the training of national development elites and the dissemination of US educational ideas. The work surveys US educational, informational, and cultural programs aimed at shaping an educational framework conducive to the expansion and legitimization of a US-oriented socioeconomic liberalization in Spain. On the one hand, this US soft power strategy sought to attract those groups who could play an important role in the capitalist modernization of the educational and economic structures of the Iberian country. On the other hand, it sought to reduce the identification of the United States with Franco's dictatorship and to link the image of the American superpower to the hopes for progress of the Spanish people. All of this was pursued in order to preserve US defensive interests in Spain. The piece also discusses US assistance to the crucial 1970 Spanish General Education Law, which allows us to explore how the US ideology of development and education was received by Spanish educational audiences. Thus, by delving deeper into the intersection between cultural diplomacy, international development, and the history of education, we aim to contribute to the integration of education into the histories of modernization and to deepen our understanding of US educational foreign policy in the Cold War.
{"title":"Soft Power, Modernization, and Security: US Educational Foreign Policy Toward Authoritarian Spain in the Cold War","authors":"Óscar J. Martín García","doi":"10.1017/heq.2023.5","DOIUrl":"https://doi.org/10.1017/heq.2023.5","url":null,"abstract":"Abstract Cold War strategic priorities led the United States to establish an enduring military alliance with General Francisco Franco's dictatorship in Spain between 1953 and 1975. This article examines the educational diplomacy carried out by the US government during the 1960s and early 1970s to foster Spain's stable modernization through the training of national development elites and the dissemination of US educational ideas. The work surveys US educational, informational, and cultural programs aimed at shaping an educational framework conducive to the expansion and legitimization of a US-oriented socioeconomic liberalization in Spain. On the one hand, this US soft power strategy sought to attract those groups who could play an important role in the capitalist modernization of the educational and economic structures of the Iberian country. On the other hand, it sought to reduce the identification of the United States with Franco's dictatorship and to link the image of the American superpower to the hopes for progress of the Spanish people. All of this was pursued in order to preserve US defensive interests in Spain. The piece also discusses US assistance to the crucial 1970 Spanish General Education Law, which allows us to explore how the US ideology of development and education was received by Spanish educational audiences. Thus, by delving deeper into the intersection between cultural diplomacy, international development, and the history of education, we aim to contribute to the integration of education into the histories of modernization and to deepen our understanding of US educational foreign policy in the Cold War.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44420639","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":"Between the Global and the Local","authors":"A. Angulo, Jack Schneider","doi":"10.1017/heq.2023.4","DOIUrl":"https://doi.org/10.1017/heq.2023.4","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49073720","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}
riage; we see how Black and White students navigated the sharing (or racial segregation) of dining hall tables; we see how White college presidents hired or, more often, did not hire Black faculty amid conflicting demands from constituents. And throughout, Bell highlights the roles of Black students and alumni as “agents of change” who were the strongest advocates for their own equal treatment (p. 8). Bell’s highly focused narrative does come with some drawbacks. While readers get a good sense of how religious and gender ideology permeated the abolitionist colleges, Bell could have given even more context on race and racism. In the absence of regular references to other nineteenth-century colleges, Bell’s critiques can cause readers to forget just how advanced the abolitionist colleges were in comparison. Bell also gives only limited insight into the sources of the colleges’ reinvigorated bigotry. He points toward the rise of two intellectual movements, liberalism and cultural evolutionism, which recast racial equality as the result of an individual’s own merit or a race’s past effort rather than as an intrinsic, preexisting element of human nature. Other causes, however, may have been equally influential. The egalitarian evangelicalism of the abolitionist colleges’ early years is notably absent from Bell’s later chapters, probably because of the institutions’ realignments with a more hierarchy-minded mainstream Christianity. Theology could inspire equality; it could also reinforce difference. Relatedly, it seems likely that this renewed racism did not have academic origins but rather was born, or else never died, in more humble social spaces such as homes and churches. Intellectualism may have only dressed up old prejudices learned outside the ivory tower, prejudices that no civil war could kill. All the same, Degrees of Equality is an excellent book and would make a good addition to the graduate or undergraduate history classroom. Graduate students can learn much from Bell’s precise recounting of human action and motivation. Undergraduates can learn this as well, but also a more basic and “relevant” lesson: that the priorities of their institutions, and even the banalities of the campus dining hall or dating scene, are not without meaning.
{"title":"Victoria Cain. Schools and Screens: A Watchful History Cambridge, MA: MIT Press, 2021. 272 pp.","authors":"Andrew L. Grunzke","doi":"10.1017/heq.2023.6","DOIUrl":"https://doi.org/10.1017/heq.2023.6","url":null,"abstract":"riage; we see how Black and White students navigated the sharing (or racial segregation) of dining hall tables; we see how White college presidents hired or, more often, did not hire Black faculty amid conflicting demands from constituents. And throughout, Bell highlights the roles of Black students and alumni as “agents of change” who were the strongest advocates for their own equal treatment (p. 8). Bell’s highly focused narrative does come with some drawbacks. While readers get a good sense of how religious and gender ideology permeated the abolitionist colleges, Bell could have given even more context on race and racism. In the absence of regular references to other nineteenth-century colleges, Bell’s critiques can cause readers to forget just how advanced the abolitionist colleges were in comparison. Bell also gives only limited insight into the sources of the colleges’ reinvigorated bigotry. He points toward the rise of two intellectual movements, liberalism and cultural evolutionism, which recast racial equality as the result of an individual’s own merit or a race’s past effort rather than as an intrinsic, preexisting element of human nature. Other causes, however, may have been equally influential. The egalitarian evangelicalism of the abolitionist colleges’ early years is notably absent from Bell’s later chapters, probably because of the institutions’ realignments with a more hierarchy-minded mainstream Christianity. Theology could inspire equality; it could also reinforce difference. Relatedly, it seems likely that this renewed racism did not have academic origins but rather was born, or else never died, in more humble social spaces such as homes and churches. Intellectualism may have only dressed up old prejudices learned outside the ivory tower, prejudices that no civil war could kill. All the same, Degrees of Equality is an excellent book and would make a good addition to the graduate or undergraduate history classroom. Graduate students can learn much from Bell’s precise recounting of human action and motivation. Undergraduates can learn this as well, but also a more basic and “relevant” lesson: that the priorities of their institutions, and even the banalities of the campus dining hall or dating scene, are not without meaning.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48018022","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 63 issue 2 Cover and Back matter","authors":"","doi":"10.1017/heq.2023.14","DOIUrl":"https://doi.org/10.1017/heq.2023.14","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054584","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 63 issue 2 Cover and Front matter","authors":"","doi":"10.1017/heq.2023.13","DOIUrl":"https://doi.org/10.1017/heq.2023.13","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588135","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":"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
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