Abstract Since No Child Left Behind was signed into law, test-based accountability has become a core feature of the K-12 public education system in the United States. The approach, it would seem, is here to stay. Yet that is not to say that anything resembling a consensus has emerged. Over the past twenty years, critics have continued to raise questions about the theory of change underlying test-based accountability, and scholars have detailed a variety of unintended consequences associated with it. If test-based accountability is both likely to persist and imperfect in its design, then it is critical to consider how its shortcomings might be addressed. In service of that aim, and in keeping with the mission of this feature, this Policy Dialogue explores future possibilities by starting, first, with a look at the past. In this particular case, participants were asked to address one simple question: “What have we learned from two decades of high-stakes testing?” As regular readers of HEQ are aware, these dialogues usually feature a historian in conversation with a scholar or practitioner from the world of policy. In this case, the choice of Diane Ravitch was a natural one, particularly given the fact that she is a member of HEQ's editorial board. A research professor at New York University, she is also a former assistant US secretary of education and the author of several books about measurement and accountability. Rather than select a single interlocutor, however, the editors chose to pair her with three leaders who represent the broad range of viewpoints in the field: Denise Forte, Princess Moss, and Paul Reville. Denise Forte is the interim CEO of The Education Trust. She brings to our conversation twenty years of experience in congressional staff roles, including as the staff director for the House Committee on Education and the Workforce. Princess Moss is vice president of the National Education Association and cochair of the NEA's task force on measurement and accountability. In prior work with the NEA's Executive Committee, she helped develop the group's position on reauthorization of the Elementary and Secondary Education Act—from NCLB to the Every Student Succeeds Act. Paul Reville is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education and former secretary of education for the Commonwealth of Massachusetts. Nearly a decade before the passage of NCLB, he played a key role in the development of the Massachusetts Education Reform Act of 1993, which instituted standards-based accountability across the state. 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.
自从《不让一个孩子掉队法》签署成为法律以来，基于考试的问责制已经成为美国K-12公共教育体系的核心特征。这种做法似乎将会持续下去。然而，这并不是说已经出现了任何类似共识的东西。在过去的二十年里，批评人士继续对基于考试的问责制的变革理论提出质疑，学者们详细描述了与之相关的各种意想不到的后果。如果基于测试的问责制在其设计中既可能持续存在又不完美，那么考虑如何解决其缺点是至关重要的。为了实现这一目标，并与本专题的使命保持一致，本次政策对话首先从回顾过去开始，探讨未来的可能性。在这个特殊的案例中，参与者被要求回答一个简单的问题:“我们从20年的高风险测试中学到了什么?”HEQ的老读者都知道，这些对话通常是历史学家与政策领域的学者或实践者的对话。在这种情况下，选择黛安·拉维奇是很自然的，特别是考虑到她是HEQ编辑委员会的成员。她是纽约大学(New York University)的研究教授，也是美国前助理教育部长，并著有几本关于衡量和问责制的书籍。然而，编辑们没有选择单一的对话者，而是选择将她与三位代表该领域广泛观点的领导人配对:丹尼斯·福特、莫斯公主和保罗·雷维尔。丹尼斯·福特是教育信托基金的临时首席执行官。在我们的谈话中，她带来了20年的国会工作经验，包括担任众议院教育和劳动力委员会的主任。莫斯公主是美国国家教育协会副会长，也是国家教育基金会评估与问责特别工作组的联合主席。在之前与NEA执行委员会的工作中，她帮助制定了该组织对中小学教育法重新授权的立场-从NCLB到每个学生成功法案。保罗·雷维尔(Paul Reville)是哈佛大学教育研究生院教育政策与管理实践的弗朗西斯·吉佩尔(Francis Keppel)教授，曾任马萨诸塞州联邦教育部长。在NCLB通过近10年前，他在1993年马萨诸塞州教育改革法案的制定中发挥了关键作用，该法案在全州范围内建立了基于标准的问责制。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: Twenty Years of Test-Based Accountability","authors":"D. Ravitch, D. Forte, Princess Moss, P. Reville","doi":"10.1017/heq.2022.19","DOIUrl":"https://doi.org/10.1017/heq.2022.19","url":null,"abstract":"Abstract Since No Child Left Behind was signed into law, test-based accountability has become a core feature of the K-12 public education system in the United States. The approach, it would seem, is here to stay. Yet that is not to say that anything resembling a consensus has emerged. Over the past twenty years, critics have continued to raise questions about the theory of change underlying test-based accountability, and scholars have detailed a variety of unintended consequences associated with it. If test-based accountability is both likely to persist and imperfect in its design, then it is critical to consider how its shortcomings might be addressed. In service of that aim, and in keeping with the mission of this feature, this Policy Dialogue explores future possibilities by starting, first, with a look at the past. In this particular case, participants were asked to address one simple question: “What have we learned from two decades of high-stakes testing?” As regular readers of HEQ are aware, these dialogues usually feature a historian in conversation with a scholar or practitioner from the world of policy. In this case, the choice of Diane Ravitch was a natural one, particularly given the fact that she is a member of HEQ's editorial board. A research professor at New York University, she is also a former assistant US secretary of education and the author of several books about measurement and accountability. Rather than select a single interlocutor, however, the editors chose to pair her with three leaders who represent the broad range of viewpoints in the field: Denise Forte, Princess Moss, and Paul Reville. Denise Forte is the interim CEO of The Education Trust. She brings to our conversation twenty years of experience in congressional staff roles, including as the staff director for the House Committee on Education and the Workforce. Princess Moss is vice president of the National Education Association and cochair of the NEA's task force on measurement and accountability. In prior work with the NEA's Executive Committee, she helped develop the group's position on reauthorization of the Elementary and Secondary Education Act—from NCLB to the Every Student Succeeds Act. Paul Reville is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education and former secretary of education for the Commonwealth of Massachusetts. Nearly a decade before the passage of NCLB, he played a key role in the development of the Massachusetts Education Reform Act of 1993, which instituted standards-based accountability across the state. 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":"62 1","pages":"337 - 352"},"PeriodicalIF":0.8,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625406","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 Alongside Walt Disney's animated movies, television programming, and theme parks, scholars have examined The Walt Disney Studios’ True-Life Adventures series of live-action nature documentary films for their impact on popular culture. Historians, however, have mostly overlooked the significance of the True-Life Adventures for student learning about the natural world. Amending this historiographical shortcoming, this essay examines Disney's innovative approach to wildlife filmmaking, describes viewers’ reactions to the True-Life Adventures’ educational qualities, and investigates the Studios’ efforts to use the films to enter the education market. The study breaks new ground by analyzing seldom accessed documents preserved in the Walt Disney Archives both to reveal how students, teachers, and college and university faculty responded to the films and to examine the extension of the nature documentaries through related media.
{"title":"“I Never Saw as Good a Nature Show Before”: Walt Disney, Environmental Education, and the True-Life Adventures","authors":"C. Dorn","doi":"10.1017/heq.2022.12","DOIUrl":"https://doi.org/10.1017/heq.2022.12","url":null,"abstract":"Abstract Alongside Walt Disney's animated movies, television programming, and theme parks, scholars have examined The Walt Disney Studios’ True-Life Adventures series of live-action nature documentary films for their impact on popular culture. Historians, however, have mostly overlooked the significance of the True-Life Adventures for student learning about the natural world. Amending this historiographical shortcoming, this essay examines Disney's innovative approach to wildlife filmmaking, describes viewers’ reactions to the True-Life Adventures’ educational qualities, and investigates the Studios’ efforts to use the films to enter the education market. The study breaks new ground by analyzing seldom accessed documents preserved in the Walt Disney Archives both to reveal how students, teachers, and college and university faculty responded to the films and to examine the extension of the nature documentaries through related media.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"63 1","pages":"243 - 270"},"PeriodicalIF":0.8,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185067","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 Although chiefly framed in the context of domestic education policy, debates about the No Child Left Behind Act (NCLB) echoed international education policy debates and the workings of global education governance. As this article demonstrates, both domestic and international efforts were shaped by three key features: tension between centralized goals and historically localized practices and authorities; links between education policy goals and a set of rhetorical arguments centered on human capital; and competitive comparisons among education systems that mixed market rhetoric with prestige dynamics. These common features can be attributed to the development of a “soft governance” layer, in which multilateral surveillance plays a major part. In the US, such development began before NCLB, accelerated during the NCLB era, and remained after NCLB was replaced by the Every Student Succeeds Act in 2015.
{"title":"The No Child Left Behind Act in the Global Architecture of Educational Accountability","authors":"Christian Ydesen, Sherman Dorn","doi":"10.1017/heq.2022.11","DOIUrl":"https://doi.org/10.1017/heq.2022.11","url":null,"abstract":"Abstract Although chiefly framed in the context of domestic education policy, debates about the No Child Left Behind Act (NCLB) echoed international education policy debates and the workings of global education governance. As this article demonstrates, both domestic and international efforts were shaped by three key features: tension between centralized goals and historically localized practices and authorities; links between education policy goals and a set of rhetorical arguments centered on human capital; and competitive comparisons among education systems that mixed market rhetoric with prestige dynamics. These common features can be attributed to the development of a “soft governance” layer, in which multilateral surveillance plays a major part. In the US, such development began before NCLB, accelerated during the NCLB era, and remained after NCLB was replaced by the Every Student Succeeds Act in 2015.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"268 - 290"},"PeriodicalIF":0.8,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46599221","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}
A handful of the most challenging ones began appearing at almost the same time. Since the end of 2019, schools, colleges, and universities have been swept up in heated debates over how to handle the intractable global pandemic. The controversy polarized schools in the US and abroad, and it complicated Hannah-Jones's bid for a tenured position at the University of North Carolina at Chapel Hill.2 Adding to these challenging public debates came a political and media frenzy over critical race theory. At a time when state support for higher education continues a multi-decade pattern of decline in the US, the rationale for establishing public universities explored in this study returns our attention to the many purposes of public institutions.
{"title":"Between Recent Political Controversies and Long-Standing Education Histories","authors":"A. Angulo, J. Schneider","doi":"10.1017/heq.2022.1","DOIUrl":"https://doi.org/10.1017/heq.2022.1","url":null,"abstract":"A handful of the most challenging ones began appearing at almost the same time. Since the end of 2019, schools, colleges, and universities have been swept up in heated debates over how to handle the intractable global pandemic. The controversy polarized schools in the US and abroad, and it complicated Hannah-Jones's bid for a tenured position at the University of North Carolina at Chapel Hill.2 Adding to these challenging public debates came a political and media frenzy over critical race theory. At a time when state support for higher education continues a multi-decade pattern of decline in the US, the rationale for establishing public universities explored in this study returns our attention to the many purposes of public institutions.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"133 - 135"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43824143","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 Since the late nineteenth century, teachers have come together to found associations and unions in Europe and beyond. Drawing on oral histories, primary and secondary documents, and media reports, this paper delves into this rich historical background, leading to the founding of Education International in 1993. In particular it explores the relationships and tensions within and between these predecessor organizations, as well as the ways in which they interacted with the larger political forces of their times. Education International is now a significant organization, representing teachers and related workers situated across 178 countries. This paper attempts to provide a critical historical background for the development of this institution.
{"title":"January 1993: The Founding of Education International","authors":"H. Smaller","doi":"10.1017/heq.2022.5","DOIUrl":"https://doi.org/10.1017/heq.2022.5","url":null,"abstract":"Abstract Since the late nineteenth century, teachers have come together to found associations and unions in Europe and beyond. Drawing on oral histories, primary and secondary documents, and media reports, this paper delves into this rich historical background, leading to the founding of Education International in 1993. In particular it explores the relationships and tensions within and between these predecessor organizations, as well as the ways in which they interacted with the larger political forces of their times. Education International is now a significant organization, representing teachers and related workers situated across 178 countries. This paper attempts to provide a critical historical background for the development of this institution.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"211 - 230"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118794","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 paper examines the first mandatory Black history curriculum in a US public school system, implemented in Chicago Public Schools between 1942 and 1945. Researched and designed by Madeline Morgan, the curriculum supplemented existing social studies lesson plans with Black people's contributions to US society. How did she win approval for the curriculum in this highly segregated and inequitable city? The commitment of Morgan and her network of Black women educators to “intellectual emancipation” during the 1940s aligned with white schoolteachers and administrators’ interest in promoting interracial tolerance in the US during World War II.
{"title":"“The Intellectual Emancipation of the Negro”: Madeline Morgan and the Mandatory Black History Curriculum in Chicago during World War II","authors":"Ashley D. Dennis","doi":"10.1017/heq.2022.2","DOIUrl":"https://doi.org/10.1017/heq.2022.2","url":null,"abstract":"Abstract This paper examines the first mandatory Black history curriculum in a US public school system, implemented in Chicago Public Schools between 1942 and 1945. Researched and designed by Madeline Morgan, the curriculum supplemented existing social studies lesson plans with Black people's contributions to US society. How did she win approval for the curriculum in this highly segregated and inequitable city? The commitment of Morgan and her network of Black women educators to “intellectual emancipation” during the 1940s aligned with white schoolteachers and administrators’ interest in promoting interracial tolerance in the US during World War II.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"136 - 160"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48510353","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 Conflict over the curriculum is nothing new in American public education, which has never been insulated from the culture wars. In the past few years, conflict over the teaching of race has torn through history and social studies classrooms, inciting the most serious fight over America's past since the last “history war” in the 1990s. At issue in the current conflict are debates over what schools should teach K-12 students about the history of race and racism in the United States. The chief flashpoint in this fight has been the New York Times’s 1619 Project, led by journalist Nikole Hannah-Jones, which seeks to retell the story of America's founding through the lens of racial inequality. Pushback on the 1619 Project has included the Trump administration's 1776 Commission, which produced a series of proposals seeking to ban 1619-aligned curricula and oppose critical race theory. For this policy dialogue, the HEQ editors asked Donnalie Jamnah and Jonathan Zimmerman to discuss the latest round of history wars in K-12 public education, exploring the extent to which the past helps us understand the troubled present, as well as what the future might hold. Donnalie Jamnah is the K-12 Partnerships Manager for the education team at the Pulitzer Center on Crisis Reporting. In that role, she manages several programs including the 1619 Educator Network. Prior to joining the Pulitzer Center, she worked as a classroom teacher and instructional coach. Zimmerman is a past president of the History of Education Society and the Judy and Howard Berkowitz Professor in Education at the University of Pennsylvania. His work examines how education practices and policies have developed over time, and the myths that often cloud our understanding of teaching and learning. He is the author of nine books, including Whose America? Culture Wars in the Public Schools (2002), which the University of Chicago Press will release in a revised twentieth-anniversary edition in 2022. 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.
在美国公共教育中，关于课程的冲突并不是什么新鲜事，美国公共教育从未与文化战争绝缘。在过去的几年里，关于种族教学的冲突撕裂了历史和社会研究课堂，引发了自上世纪90年代上次“历史战争”以来最严重的关于美国过去的争论。在当前的冲突中，争论的焦点是学校应该教K-12学生美国种族和种族主义的历史。这场斗争的主要导火索是《纽约时报》的“1619计划”(1619 Project)，该计划由记者尼科尔·汉纳-琼斯(Nikole hanna - jones)领导，旨在通过种族不平等的镜头重述美国建国的故事。特朗普政府的1776委员会(1776 Commission)对1619计划提出了反对意见，该委员会提出了一系列建议，试图禁止与1619相关的课程，并反对批判性的种族理论。在这次政策对话中，HEQ的编辑们请唐纳莉·贾姆纳(Donnalie Jamnah)和乔纳森·齐默尔曼(Jonathan Zimmerman)讨论了K-12公共教育中最新一轮的历史战争，探讨了过去在多大程度上帮助我们理解陷入困境的现在，以及未来可能会发生什么。唐纳莉·贾姆纳(Donnalie Jamnah)是普利策危机报道中心教育团队的K-12伙伴关系经理。在这个职位上，她管理着包括1619教育网络在内的几个项目。在加入普利策中心之前，她曾担任课堂教师和教学教练。齐默尔曼是教育学会的前任主席，也是宾夕法尼亚大学朱迪和霍华德·伯科维茨教授。他的研究考察了教育实践和政策是如何随着时间的推移而发展的，以及那些经常蒙蔽我们对教与学的理解的神话。他著有九本书，包括《谁的美国?》《公立学校的文化战争》(2002)，芝加哥大学出版社将于2022年出版二十周年纪念修订版。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: The War over How History Is Taught","authors":"Donnalie Jamnah, Jonathan Zimmerman","doi":"10.1017/heq.2022.6","DOIUrl":"https://doi.org/10.1017/heq.2022.6","url":null,"abstract":"Abstract Conflict over the curriculum is nothing new in American public education, which has never been insulated from the culture wars. In the past few years, conflict over the teaching of race has torn through history and social studies classrooms, inciting the most serious fight over America's past since the last “history war” in the 1990s. At issue in the current conflict are debates over what schools should teach K-12 students about the history of race and racism in the United States. The chief flashpoint in this fight has been the New York Times’s 1619 Project, led by journalist Nikole Hannah-Jones, which seeks to retell the story of America's founding through the lens of racial inequality. Pushback on the 1619 Project has included the Trump administration's 1776 Commission, which produced a series of proposals seeking to ban 1619-aligned curricula and oppose critical race theory. For this policy dialogue, the HEQ editors asked Donnalie Jamnah and Jonathan Zimmerman to discuss the latest round of history wars in K-12 public education, exploring the extent to which the past helps us understand the troubled present, as well as what the future might hold. Donnalie Jamnah is the K-12 Partnerships Manager for the education team at the Pulitzer Center on Crisis Reporting. In that role, she manages several programs including the 1619 Educator Network. Prior to joining the Pulitzer Center, she worked as a classroom teacher and instructional coach. Zimmerman is a past president of the History of Education Society and the Judy and Howard Berkowitz Professor in Education at the University of Pennsylvania. His work examines how education practices and policies have developed over time, and the myths that often cloud our understanding of teaching and learning. He is the author of nine books, including Whose America? Culture Wars in the Public Schools (2002), which the University of Chicago Press will release in a revised twentieth-anniversary edition in 2022. 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":"62 1","pages":"231 - 239"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45934468","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 Scholars have demonstrated that a range of institutions, organizations, and “social movement schools” aimed to advance the civil rights movement through education. What remains unclear is how those institutions balanced conversation, direct instruction, role-play, and other pedagogical methods. This article focuses on the Highlander Folk School, a radical, racially integrated institution located in the hills of Tennessee. Drawing upon audio tapes of civil rights workshops at Highlander, I argue that the folk school's workshops blended a variety of pedagogical styles in a way that previous scholarship has failed to acknowledge, and that close attention to Highlander's varied pedagogies can help us rethink the relationship between education and the civil rights movement.
{"title":"“The Answers Come from The People”: The Highlander Folk School and the Pedagogies of the Civil Rights Movement","authors":"N. Slate","doi":"10.1017/heq.2022.4","DOIUrl":"https://doi.org/10.1017/heq.2022.4","url":null,"abstract":"Abstract Scholars have demonstrated that a range of institutions, organizations, and “social movement schools” aimed to advance the civil rights movement through education. What remains unclear is how those institutions balanced conversation, direct instruction, role-play, and other pedagogical methods. This article focuses on the Highlander Folk School, a radical, racially integrated institution located in the hills of Tennessee. Drawing upon audio tapes of civil rights workshops at Highlander, I argue that the folk school's workshops blended a variety of pedagogical styles in a way that previous scholarship has failed to acknowledge, and that close attention to Highlander's varied pedagogies can help us rethink the relationship between education and the civil rights movement.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":"62 1","pages":"191 - 210"},"PeriodicalIF":0.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49524912","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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