Curriculum History (E-Journal)
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Intended Practice: The Curriculum at the Massachusetts Reformatory for Women, 1932-1957
No full textThis paper discusses the role of women inmates as historical agents active in curriculum development at the Massachusetts Reformatory for Women at Framingham during the 1930s, 40, and 50s. Explored are the educational programs and practices established for and by women inmates in the Era of Reformatory-Prisons. The historical legacy of these programs and practices are then discussed in view of the lack of contemporary programming available at MCI-Framingham
The Reagan-Era Right and the Fight for ‘Religious’ Equality in the Classroom
No full textThe 1980s witnessed the resurgence of religious conservatism in politics and law. For decades, the Supreme Court had required a “wall of separation” to insulate students from organized prayer, Bible reading, and the promotion of religious values in the public-school classroom. Reagan administration officials and their supporters sought to crumble that wall by advocating the insertion of religion into textbooks and classroom exercises. In the 1982 case Jaffree v. Board of School Commissioners, evangelical Christian lawyers attacked the “wall of separation” theory by arguing that the very secularism that purportedly ensured religious neutrality did itself constitute a religion—the “religion” of secular humanism. The judge hearing the case agreed, asserting that the First Amendment’s prohibition against an establishment of religion required the schools to treat theistic and secular “religions” equally. Key conservative officials applauded the ruling, which helped advance the New Right’s movement to Christianize America’s public schools
This Happened in America: Harold Rugg and the Censure of Social Studies
No full textThis article provides a brief overview of the Rugg story, but focuses primarily on the Rugg textbook controversy (1939-1941), the firestorm of criticism that led to the demise of the bestselling Rugg social science textbook series and served as a prelude to what was to become a broader and longer lasting series of attacks on progressive education generally, and social studies in particular. In the late 1930s and early 1940s Rugg was censured by a media storm fed by conservative patriotic and business groups who, in an un-American fashion, did not want school children, or their parents for that matter, raising questions about the basic structures of American life and the capitalist economic system. Among the implications discussed is the author’s belief that it is especially important to keep alternative visions of social studies alive and to make sure that critics of a liberal or issues-centered curriculum are met with a stout defense
Building Walls: Limiting Innovation through Self-Imposed Boundaries
No full textoai:ch-ojs-tamu.tdl.org:article/331This paper explores the behavior of teachers when faced with an open-ended assignment in which they are to prepare something given minimal instructions and materials. The purpose of the assignment was to heighten teachers’ awareness to the limits they place on their own actions. Teachers are reluctant to step very far from their perceptions of “what is wanted” and, as a result, narrow their options for action
Reading Practices in African American Segregated Elementary Schools in the South: 1940-1970
No full textThis study examined the instructional methods utilized by African American teachers in several segregated elementary schools in Georgia from 1940-1970. Using a cross-case analysis (Miles & Huberman, 1994) of the oral histories of six teachers’ experiences in teaching reading in 17 segregated elementary schools from 1940-1970, the following question was explored: What modes of literacy instruction did African American teachers use in segregated school settings