Curriculum History (E-Journal)
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Refining Racial Accommodationism in the Jim Crow South: The Case of Joseph W. Holley, Accommodationist or a Black Apostle of White Oppression?
No full textAbstract Neede
A Social Studies Curriculum: Mississippi Freedom Schools
No full textThis paper is an attempt to explore a social studies curriculum used in an historical Civil Rights educational experience known as the Mississippi Freedom Schools during the summer of 1964
More than Patriotism and Citizenship: Toward a Revisioned Interpretation of Changes in the American School Curriculum During World War I
No full textPatriotism and citizenship continue to provide the color and texture of most memories of America\u27s two twentieth century world wars. To an extent, historical interpretation on the basis of such memories is sound . Naturally, memory after such tortured human tragedies seeks refuge from reminders of the furies unleashed by warfare. However, this interpretation is both tired and oversimplified. Often, an easy and popular word or phrase aids the retreat of memory. Americans have found "patriotism" and "duties of citizenship" to be convenient descriptors when they attempt to recall and characterize, if and when they do, their nation\u27s involvement in these two wars. Moreover, these once favored terms, now themselves seem tattered and unfamiliar, historic artifacts akin to the old soldier\u27s Victory Medal or to the wartime family\u27s faded and brittle ration books. Patriotism and citizenship, nevertheless, are easily associated with accounts of those two world wars. The
associations perhaps come too easily, even when appropriate
Graded Schools and Textbooks: The Deep Structure of American Schools
No full textThe deep structure in the form of graded textbooks tied to grade levels continues to moderate education in the United states in 1994. When this deep structure began to lock into place in the
middle of the Nineteenth Century the teaching population was untrained and often transient. In a situation wherein anyone might teach materials were developed that stabilized schools: grade level texts were adopted and their use was mandated. In the late Twentieth Century, where teachers are trained very well, the need for graded texts has gone away, while the structure has remained
I Became part of a Church of Freedom - Teachers Who Made a Difference: Teaching in the Mississippi
No full textIf social studies educators are truly concerned with helping students develop the critical and reflective skills necessary for full and meaningful participation in today\u27s society, they must begin to question whether the present educational system has the capability of achieving this goal. Perhaps the fundamental paradigm upon which social studies education is currently based should be extensively revised. For six to eight weeks during the summer of 1964, freedom schools revised this paradigm in the intellectual wastelands of Mississippi with a project designed to promote student self-discovery and articulate a vision of social justice. Abandoning the traditional approach to education, these schools focused on the minds and abilities of the students; encouraged the students to think, to express, and to perform; and offered the students a chance to make a difference in their world: The students were taken seriously in the freedom schools. They were encouraged to talk, and their talking was listened to. They were assigned to write, and their writing was read with attention to idea and style as well as to grammar. They were encouraged to sing, to dance, to draw, to play, to laugh. They were encouraged to think. (Fusco, 1964, p. 18
A Class Unto Themselves: The Social Curriculum of Houston\u27s High School for the Performing and Visual Arts
No full textThis paper, part of a larger historical study, offers a beginning explanation of the social curriculum at this one exemplary school during its first twenty-five years. A sense of "family" is construed as a social climate where each individual is accepted and valued, free of bias due to race, ethnicity, sexual orientation, and/or economic clas
Twilight Conversations with A. W. Foshay
No full textThis paper records Foshay\u27 s twilight recollections. More than that, I hope that listeners and readers will draw connections from his past to the more expansive past of the field, through the murky present, to the possible future. In this way, it resembles Sara Lawrence-Lightfoot\u27s concern that research "depict motion and stopped time, history, and anticipated future" (1983, p. 6)
Seeking Standards: Mathematics and Science Curricula for Early 20th Century Texas High Schools
No full textBeginning in the middle of the nineteenth century, a complex set of social, economic, and educational conditions shaped the development and widespread progress of the American high school for service to a broader range of the population. This paper traces the development of the affiliation process whereby high school programs were accredited by The University of Texas, an process which was later replaced by an "official" state process
Books of Virtues: Nineteenth Century Readers and the Changing Conception of Reading
No full textOne can see the confluence of ideas in the notion that the science of pedagogy arose concurrently with rise of the common school. Did it arise because it was required for the newer educational contexts; or did it emerge from discoveries and the evolution of ideas independent from the requirements of universal education? Though such questions are interesting, the fact remains that in mid century reader books, the primary instructional materials of the nineteenth century common school, were transformed by the idea that they could aid in teaching cognitive skills as well as the affective lessons contained in the stories. The books analyzed in this paper present good examples of this transformation, one that profoundly altered our conception of reading: its purposes and processes
Global Studies in Arkansas: Teachers\u27 Role in State-Wide Curriculum Reform
No full textIn 1982, Bill Clinton was re-elected Governor of Arkansas. In his Inaugural Address, be proposed educational reform as the key to solving Arkansas\u27 problems. Shortly thereafter, he appointed his wife to chair what to be known as the Arkansas Education Standards Committee. The result of the committee\u27s work was the Education Reform Act, passed in the fall of 1983 in a special session of the state legislature. A year later, the State Board of Education adopted a plan to implement the act, entitled, Standards for Accreditation (Standards). Hidden amidst a multitude of controversial changes was a requirement for a new high school social studies course which was to be called global studies