Curriculum History (E-Journal)
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Civic education in a multicultural and conflicted society like Israel
No full textTeaching civic education in multi-cultural and multi-ethnic countries presents a basic difficulty concerning the creation of a common national identity. Our study investigated the views of Arab and Jewish teachers concerning issues of national identity and teaching civics identity. Data was collected through in-depth interviews with Arabs and Jewish principals and teachers. Analysis was conducted of compulsory textbooks of civic education and of Circulars of the Director General of the Ministry of Education. Instructions for civic educators and guidelines concerning matriculation exams in civic education where also examined. Â Analysis of different versions of textbooks published in different times shows that as time passes, the Jewishness of the state is dealt with greater depth than its democratic nature. Â Interviews with Arab and Jewish civic teachers show that Arab teachers hesitated to voice criticism of civic teaching. All Jewish teachers in our study had comments concerning the curriculum from different points of view. It is important to note that the Jewish teachers voiced critisim about the way that Arab citizens were related to in teaching of civics. Â Â
The Impact of Informal Curriculum Experiences: A Study of the Education of a Female Community Leader in Houston, Texas
No full textAs a community leader for five decades, Ima Hogg helped establish major cultural institutions in Houston, Texas, such as The Houston Symphony, The Bayou Bend Museum, and The Hogg Foundation for Mental Health. This paper will discuss the informal educational experiences of this influential community leader, focusing on the influence of parents and siblings in the period 1880-1930, as a way of examining the connections between educational experiences and the development of leadership skills
Chartered Waters: The Twisted Navigation of the American Charter School Movement
No full textThe American charter school movement began in the late 1980s as a means to revitalize a beleaguered public education system. In this article, the authors explain how the charter school movement evolved from their genesis and later discuss trends among the contemporary charter school movement and suggest that the movement revisit its roots as a collaborator with traditional public schools rather than a competitor against them
The First Black History Textbook by a Black Educator for Black Students: Edward A. Johnson’s A School History of the Negro Race in America from 1619 to 1890
No full textThis paper explores the content of the the first Black history textbook to be written, published, and used in American schools by Black students. In addition, it explores the biography of its author and textbook publication history.Â
Teaching the Liberal Arts in the Middle Ages: The Cathedral School at Reims in the Late Tenth Century
No full textIn the late tenth century, Gerbert of Aurillac served as the lead teacher at the cathedral school in Reims. The curriculum he developed and implemented was based on a combination of classical literature, encyclopedias written in late antiquity, and Greco-Roman teaching tools. This curriculum preserved and transmitted classical learning to the schools of the High Middle Ages and contributed to a wider educational revival in northern France and German
“Nursery of Revolution†: Armand Lanusse and the L’Institution Catholique des Orphelins dans l’Indigence, 1852-1868
No full textThe icon of the American educated citizen has traditionally been rooted in Jeffersonian Democracy, eventually taking shape in the Northern, Anglo-Protestant, Common school movement in which state-supported public education has been assumed to be the measure of democratic progress. Alternatively this research engages curriculum history from a “transatlantic, multiracial, multicultural and multinational contact zone† in which Franco-Afro-Creoles of Louisiana of the antebellum period were active agents in constructing  “public† education. This paper examines one Afro-Creole school, the Société Catholic pour l’Instruction des Orphelins dans l’Indigence, and its principal Armand Lanusse, from 1852-1866, to illuminate how its curriculum sought to situate Louisiana as part of the Atlantic World that constituted enlightenment ideologies of the “public† in which the “educated citizen† emerged as a “subject† identity. This research draws on archival documents (Archives of the Archdiocese of New Orleans, Historic New Orleans Collection, Howard-Tilton Memorial Library, Tulane University) to not only trace the transnational, hybrid nature of these educational innovations, but to articulate the unique philosophical assumptions which undergirded the curriculum. Ultimately, this line of inquiry requires a reconsideration of the national narratives of American educational history that have been rooted in a Northern, Anglo-Protestant, Common School narrative of education.Â
Joseph Mayer Rice: An Enduring Vision of School Reform
No full textJoseph Mayer Rice has been called the father of educational research. His articles published in the magazine The Forum, in 1892-1893, are seen by many scholars as the beginning of the Progressive movement in education. His work popularized notions of educational reform which helped to launch the progressive education movement, and transformed both curriculum and pedagogy in ways that are still evident today
County Teachers’ Institutes: A Snapshot from Gonzales, Texas
No full textTeachers’ institutes provided Texas educators with a major form of professional development during the latter nineteenth century and the first part of the twentieth century. This research offers a snapshot of the way Gonzales County, located in central Texas, conducted institutes from 1906 to 1915
Ruth Harris: Does Higher Education Practice What They Teach?
No full textAbstractSixty-five years prior to Ruth Harris’ appointment as president of Harris-Stowe State University it was illegal to educate African Americans in Missouri. Yet, in 1940 she became the first African American female to lead the College. This paper reports findings from a historical analysis of Harris’ tenure from 1940 to 1954. The analysis of Harris’ seven guiding principles revealed that traces of her work, such as community-based learning, exist in education today
The dynamics of race and education: A case study of South Boulevard Elementary
No full textThis article is part of a larger case study of South Boulevard Elementary–a foreign language immersion magnet school in Baton Rouge, Louisiana–a city with a dual school system:Â one public and 83 percent Black, the other private and 85 percent White. This article chronicles the relationship between race and education throughout the school history and explores the ways in which current parents’ attitudes towards South Boulevard reflect historical themes regarding race and education.Â