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"Education and state -- United States -- History"
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The Education Myth
The Education Myth questions
the idea that education represents the best, if not the only, way
for Americans to access economic opportunity. As Jon
Shelton shows, linking education to economic well-being was not
politically inevitable. In the eighteenth and nineteenth centuries,
for instance, public education was championed as a way to help
citizens learn how to participate in a democracy. By the 1930s,
public education, along with union rights and social security,
formed an important component of a broad-based fight for social
democracy.
Shelton demonstrates that beginning in the 1960s, the political
power of the education myth choked off powerful social democratic
alternatives like A. Philip Randolph and Bayard Rustin's Freedom
Budget. The nation's political center was bereft of any realistic
ideas to guarantee economic security and social dignity for the
majority of Americans, particularly those without college degrees.
Embraced first by Democrats like Lyndon Johnson, Jimmy Carter, and
Bill Clinton, Republicans like George W. Bush also pushed the
education myth. The result, over the past four decades, has been
the emergence of a deeply inequitable economy and a drastically
divided political system.
eBook
School desegregation : oral histories toward understanding the effects of white domination
\"This book is written for the Millennial Generation to educate them about what school desegregation was actually about - the struggle over white domination in the United States. The textbooks they read as high school students describe the heroic efforts of African Americans to achieve civil rights but do not describe who was denying them these rights - white Americans. The oral histories in this book reveal how individuals navigated efforts to achieve educational equity amidst efforts to reassert white domination. These accounts counter the textbook history the Millennial Generation read which omits the massive white resistance to school desegregation, the various ways whites used subterfuge to slow down and redirect school desegregation in what would more benefit whites, and the concerted white political backlash that has been ensconced in educational policy and reform beginning with A Nation at Risk and continuing in No Child Left Behind. That is, educational policy as we know it is all about asserting white domination and not about educating children, and thus the Millennial Generation is faced with undoing what their parents and grandparents have done.\"--Cover p.4.
Book
An Education in Politics
Since the early 1990s, the federal role in education-exemplified by the controversial No Child Left Behind Act (NCLB)-has expanded dramatically. Yet states and localities have retained a central role in education policy, leading to a growing struggle for control over the direction of the nation's schools.In An Education in Politics, Jesse H. Rhodes explains the uneven development of federal involvement in education. While supporters of expanded federal involvement enjoyed some success in bringing new ideas to the federal policy agenda, Rhodes argues, they also encountered stiff resistance from proponents of local control. Built atop existing decentralized policies, new federal reforms raised difficult questions about which level of government bore ultimate responsibility for improving schools.
Rhodes's argument focuses on the role played by civil rights activists, business leaders, and education experts in promoting the reforms that would be enacted with federal policies such as NCLB. It also underscores the constraints on federal involvement imposed by existing education policies, hostile interest groups, and, above all, the nation's federal system. Indeed, the federal system, which left specific policy formation and implementation to the states and localities, repeatedly frustrated efforts to effect changes: national reforms lost their force as policies passed through iterations at the state, county, and municipal levels. Ironically, state and local resistance only encouraged civil rights activists, business leaders, and their political allies to advocate even more stringent reforms that imposed heavier burdens on state and local governments. Through it all, the nation's education system made only incremental steps toward the goal of providing a quality education for every child.
eBook
Education for Extinction
The last \"Indian War\" was fought against Native American
children in the dormitories and classrooms of government boarding
schools. Only by removing Indian children from their homes for
extended periods of time, policymakers reasoned, could white
\"civilization\" take root while childhood memories of \"savagism\"
gradually faded to the point of extinction. In the words of one
official: \"Kill the Indian and save the man.\"
This fully revised edition of Education for Extinction
offers the only comprehensive account of this dispiriting effort,
and incorporates the last twenty-five years of scholarship. Much
more than a study of federal Indian policy, this book vividly
details the day-to-day experiences of Indian youth living in a
\"total institution\" designed to reconstruct them both
psychologically and culturally. The assault on identity came in
many forms: the shearing off of braids, the assignment of new
names, uniformed drill routines, humiliating punishments,
relentless attacks on native religious beliefs, patriotic
indoctrinations, suppression of tribal languages, Victorian gender
rituals, football contests, and industrial training.
Especially poignant is Adams's description of the ways in which
students resisted or accommodated themselves to forced
assimilation. Many converted to varying degrees, but others plotted
escapes, committed arson, and devised ingenious strategies of
passive resistance. Adams also argues that many of those who
seemingly cooperated with the system were more than passive players
in this drama, that the response of accommodation was not
synonymous with cultural surrender. This is especially apparent in
his analysis of students who returned to the reservation. He
reveals the various ways in which graduates struggled to make sense
of their lives and selectively drew upon their school experience in
negotiating personal and tribal survival in a world increasingly
dominated by white men.
The discussion comes full circle when Adams reviews the
government's gradual retreat from the assimilationist vision.
Partly because of persistent student resistance, but also partly
because of a complex and sometimes contradictory set of
progressive, humanitarian, and racist motivations, policymakers did
eventually come to view boarding schools less enthusiastically.
Based upon extensive use of government archives, Indian and
teacher autobiographies, and school newspapers, Adams's moving
account is essential reading for scholars and general readers alike
interested in Western history, Native American studies, American
race relations, education history, and multiculturalism.
eBook
The founders and the idea of a national university : constituting the American mind
\"This book examines the ideas of the Founders with regard to establishing a national university and what those ideas say about their understanding of America. It offers the first study on the idea of a national university and how the Founders understood it as an important feature in an educational system that would sustain the American experiment in democracy. Their ideas about education suggest that shaping the American mind is essential to the success of the Constitution and that this is something that future generations would need to continue to do\"-- Provided by publisher.
Book
The Fight for Local Control
Throughout the twentieth century, local control of school districts was one of the most contentious issues in American politics. As state and federal regulation attempted to standardize public schools, conservatives defended local prerogative as a bulwark of democratic values. Yet their commitment to those values was shifting and selective. InThe Fight for Local Control, Campbell F. Scribner demonstrates how, in the decades after World War II, suburban communities appropriated legacies of rural education to assert their political autonomy and in the process radically changed educational law.
Scribner's account unfolds on the metropolitan fringe, where rapid suburbanization overlapped with the consolidation of thousands of small rural schools. Rural residents initially clashed with their new neighbors, but by the 1960s the groups had rallied to resist government oversight. What began as residual opposition to school consolidation would transform into campaigns against race-based busing, unionized teachers, tax equalization, and secular curriculum. In case after case, suburban conservatives carved out new rights for local autonomy, stifling equal educational opportunity.
Yet Scribner also provides insight into why many conservatives have since abandoned localism for policies that stress school choice and federal accountability. In the 1970s, as new battles arose over unions, textbooks, and taxes, districts on the rural-suburban fringe became the first to assert individual choice in the form of school vouchers, religious exemptions, and a marketplace model of education. At the same time, they began to embrace tax limitation and standardized testing, policies that checked educational bureaucracy but bypassed local school boards. The effect, Scribner concludes, has been to reinforce inequalities between districts while weakening participatory government within them, keeping the worst aspects of local control in place while forfeiting its virtues.
eBook
Education for empire : American schools, race, and the paths of good citizenship
\"Education for Empire examines how American public schools created and placed children on multiple and uneven paths to \"good citizenship.\" These paths offered varying kinds of subordination and degrees of exclusion closely tied to race, national origin, and US imperial ambitions. Public school administrators, teachers, and textbook authors grappled with how to promote and share in the potential benefits of commercial and territorial expansion, and in both territories and states, how to apply colonial forms of governance to the young populations they professed to prepare for varying future citizenships. The book brings together subjects in American history usually treated separately--in particular the formation and expansion of public schools and empire building both at home and abroad. Temporally framed by the 1882 Chinese Exclusion and 1924 National Origins Acts, two pivotal immigration laws deeply entangled in and telling of US quests for empire, case studies in California, Hawai°i, Georgia, New York, the Southwest, and Puerto Rico reveal that marginalized people contested, resisted, and blazed alternative paths to citizenship, in effect destabilizing the boundaries that white nationalists, including many public school officials, in the United States and other self-described \"white men's countries\" worked so hard to create and maintain\"--Provided by publisher.
Book
The era of education
This study of educational policy from Lyndon Johnson through Bill Clinton focuses on three specific issues--public school aid, non-public (especially Catholic) school aid, and school desegregation--that speak to the proper role of the federal government in education as well as to how education issues embody larger questions of opportunity, exclusion, and equality in American society. Lawrence J. McAndrews traces the evolution of policy as each president developed (or avoided developing) a stance toward these issues and discusses the repercussions and implications of policy decisions for the educational community over nearly four decades. _x000B__x000B_By drawing extensively on presidential and other archives, as well as interviews with key players, McAndrews is able to reconstruct the internal debates, negotiations, decisions, and non-decisions over policies, as well as the personal predispositions, political circumstances, and administrative dynamics that elevated a given issue to priority status under certain presidents while leaving it idle under others.
eBook