Victorian Alphabet Books and the Education of the Eye shows how the familiar genre went beyond mere reading instruction to offer nineteenth-century British writers, illustrators, and publishers a site for representing and re-thinking literacy itself. This interdisciplinary study traces how individuals throughout the Victorian era deployed alphabet books to promote visual literacy or oral culture as a vital complement to textual literacy.

In A Is for Arson, Campbell F. Scribner sifts through two centuries of debris to uncover the conditions that have prompted school vandalism and to explain why attempts at prevention have inevitably failed. Vandalism costs taxpayers hundreds of millions of dollars every year, as students, parents, and even teachers wreak havoc on school buildings. Why do they do it? Can anything stop them? Who should pay for the damage? Underlying these questions are long-standing tensions between freedom and authority, and between wantonness and reason.

A Forgotten Migration tells the little-known story of "segregation scholarships" awarded by states in the US South to Black students seeking graduate education in the pre-Brown v. Board of Education era. Under the Plessy v. Ferguson decision, decades earlier, southern states could provide graduate opportunities for African Americans by creating separate but equal graduate programs at tax-supported Black colleges or by admitting Black students to historically white institutions. Most did neither and instead paid to send Black students out of state for graduate education. Crystal R. Sanders examines Black graduate students who relocated to the North, Midwest, and West to continue their education with segregation scholarships, revealing the many challenges they faced along the way.

In 1920, the Hungarian parliament introduced a Jewish quota for university admissions, making Hungary the first country in Europe to pass antisemitic legislation following World War I. Quotas explores the ideologies and practices of quota regimes and the ways quotas have been justified, implemented, challenged, and remembered from the late nineteenth century until the middle of the twentieth century.

Without a Prayer redefines secularization and desegregation as intrinsically linked. Using New York City as a window into a national story, the volume argues that these rulings failed to successfully remove religion from public schools, because it was worked into the foundation of the public education structure, especially how public schools treated race and moral formation. Moreover, even public schools that were not legally segregated nonetheless remained racially segregated in part because public schools rooted moral lessons in an invented tradition--Judeo-Christianity--and in whiteness.

The Wake County Public School System was once described as a beacon of hope for American school districts. It was both academically successful and successfully integrated. It accomplished these goals through the hard work of teachers and administrators, and through a student assignment policy that made sure no school in the countywide district became a high poverty school. When the school board election of 2009 swept into office a majority who favored "neighborhood schools," the diversity policy that had governed student assignment for years was eliminated. Wake: Why the Battle Over Diverse Public Schools Still Matters tells the story of the aftermath of that election, including the fierce public debate that ensued during school board meetings and in the pages of the local newspaper, and the groundswell of community support that voted in a pro-diversity school board in 2011.

Lucy Diggs Slowe (1885-1937) was one of the most remarkable and accomplished figures in the history of Black women's higher education. She was a builder of institutions, organizing the first historically Black sorority, Alpha Kappa Alpha, while a student at Howard University in 1908; establishing the first junior high school for Black students in Washington, D.C.; and founding as well as leading other major national and community organizations. In 1922 Slowe was appointed the first Dean of Women at Howard, making her the first Black woman to serve as dean at any American university.

Historically Black Colleges and Universities (HBCUs) play a pivotal role in promoting social and economic mobility for African Americans and in mentoring the next generation of Black leaders. In HBCU, Marybeth Gasman and Levon T. Esters explore the remarkable impact and contributions of these significant institutions.

In Radical Brown, renowned developmental scholar Margaret Beale Spencer and critical legal analyst Nancy E. Dowd offer a fresh perspective on the Brown v. Board of Education decision. Noting that decades of flawed implementation have subverted Brown's great promise of educational equality for K-12 public school students, Spencer and Dowd propose a bold framework for a new interpretation of the Supreme Court decision, one that is inclusive, identity affirming, and culturally sensitive.

In this fascinating collection, some of the foremost historians of education-including Barbara Beatty, Larry Cuban, Linda Eisenmann, Yoon Pak, John Rury, and Jonathan Zimmerman-debunk commonly held myths about American schooling.

Literacy in America: A Cultural History of the Past Century is a history of literacy in the United States over the last one hundred years. Told chronologically and supported by hundreds of research studies done over the years as reported in scholarly journals, the work sheds new light on the important role that literacy and reading in general have played in this country since the 1920s. The subject is parsed through the voices of educators, intellectuals, and journalists who have weighed in on its many different dimensions.

Told chronologically and divided into ten decades, The American Teacher sheds light on the important role that teachers have played in this country over the last one hundred years. The subject is parsed through the voices of educators, intellectuals, and journalists who have weighed in on its many different dimensions from the 1920s right up to today. The American teacher is a key site of race, gender, and class, we learn from a survey of its history, revealing some of the tensions embedded in our constructed social divisions. Controversy has always surrounded teachers in the United States, making them a fascinating subject to explore in depth. The "schoolteacher" has long served as a principal player in American culture, making The American Teacher a kind of character study that distinguishes fact from fiction. Rather than a research study itself, the work draws on the most important scholarship that has been completed over the years.

From the United States' earliest days, African Americans considered education essential for their freedom and progress. Linda M. Perkins's study ranges across educational and geographical settings to tell the stories of Black women and girls as students, professors, and administrators. Beginning with early efforts and the establishment of abolitionist colleges, Perkins follows the history of Black women's post-Civil War experiences at elite white schools and public universities in northern and midwestern states.

Combining historical perspective with in-depth coverage of current events, The Shaping of American Higher Education offers an authoritative account of the past, present, and future of higher education in the United States. Readers will gain a thorough understanding of trends in student access and equity, faculty professionalization, curricular expansion, institutional growth, college administration and governance, public and private funding, outcomes, and accountability.

Capital of Mind is the second volume in a breathtakingly ambitious new economic history of American higher education. Picking up from the first volume, Exchange of Ideas, Adam R. Nelson looks at the early decades of the nineteenth century, explaining how the idea of the modern university arose from a set of institutional and ideological reforms designed to foster the mass production and mass consumption of knowledge.

Teaching to Live: Black Religion, Activist-Educators, and Radical Social Change interrogates the stories of African American activist-educators whose faith convictions inspired them to educate in radical and transformative ways. Many of these educators are known only or primarily for their educational theory or activism, and their religious convictions have often been obscured or outright ignored. Almeda M. Wright seeks to rectify this omission, exploring the connections between religion, education, and struggles for freedom within twentieth-century African American communities by telling the stories of key African American teachers.

"This book is a genealogical inquiry into the present problem of violence, in the US and internationally, through the lens of curriculum theory. It explores a constellation of problems including war, authoritarianism, post-truth, social disparities, and increasingly onerous surveillance technologies. Arguing that the current problem of violence is neither new, nor aberrant, the author historicises the conditions of possibility that have produced the violence that presently confronts our world."

This book takes a look at American educational history and focuses on the collaboration between teachers, policymakers, philosophers, and activists.

This book traces the history of American education as a foundation to examining persistent weaknesses in education today. Meaningful reform and improvement, which are urgent needs, will require broad, systemic change, based on the engagement of many sectors.This book offers a vision for such reform. Following successful models in other countries suggests options for moving away from current, deeply enmired, systemic inequities, to a system better suited to meeting a broad range of educational needs.

"This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the fields existence."

In Developing Scholars, Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.

In The Enduring Classroom, veteran teacher and scholar of education Larry Cuban explores different questions, ones that just might be more important: How have teachers actually taught? How do they teach now? And what can we learn from both? Examining both past and present is crucial, Cuban explains. If reformers want teachers to adopt new techniques, they need to understand what teachers are currently doing if they want to have any hope of having their innovations implemented. Cuban takes us into classrooms then and now, using observations from contemporary research as well as a rich historical archive of classroom accounts, along the way asking larger questions about teacher training and the individual motivations of people in the classroom.

"This book explores the rich history and depth of the educational field of social studies in the United States and examines its capacity to moderate modern-day anti-democratic forces through a commitment to civic education."

This book examines the Pan-Africanism of Mary McLeod Bethune through her work, which internationalized the scope of Black women's organizations to create solidarity among Africans throughout the diaspora. Broadening the familiar view of Bethune as an advocate for racial and gender equality within the United States, Ashley Preston argues that Bethune consistently sought to unify African descendants around the world with her writings, through travel, and as an advisor.

Born in rural Michigan during the Jim Crow era, the bold and irrepressible Merze Tate (1905-1996) refused to limit her intellectual ambitions, despite living in what she called a "sex and race discriminating world." Against all odds, the brilliant and hardworking Tate earned degrees in international relations from Oxford University in 1935 and a doctorate in government from Harvard in 1941. She then joined the faculty of Howard University, where she taught for three decades of her long life spanning the tumultuous twentieth century.

This book explores the story of how stakeholders in American higher education organized and reacted to challenges to their power from the New Left and Black Power student resistance movements of the late 1960s. By examining the range of conservative student organizations and coalition building, Shepherd shows how wealthy donors and conservative intellectuals trained future GOP leaders such as Karl Rove, Bill Barr, Jeff Sessions, Pat Buchanan, and others in conservative politics, providing them with tactics to consciously drive American politics and culture further to the authoritarian right and to "reclaim" American higher education.

This book is a collection of scholarly studies in the history of mathematics education, very abbreviated versions of which were presented at the ICMI Congress in 2021. The book discusses issues in education in Brazil and Belgium, in Poland and Spain, in Russia and the United States.

The Betrayal of the Humanities: The University during the Third Reich is a collection of groundbreaking essays that shed light on this previously overlooked piece of history. The Betrayal of the Humanities accepts the regrettable news that academics and intellectuals in Nazi Germany betrayed the humanities, and explores what went wrong, what occurred at the universities, and what happened to the major disciplines of the humanities under National Socialism.

The Pentagon currently spends around $1.4 billion per year on recruiting and hundreds of millions annually on other marketing initiatives intended to convince the public to enlist-costly efforts to ensure a steady stream of new soldiers. The most important part of this effort is the Pentagon's decades-long drive to win over the teenage mind by establishing a beachhead in American high schools and colleges. Breaking the War Habit provides an original consideration of the militarization of schools in the United States and explores the prolonged battle to prevent the military from infiltrating and influencing public education.

In 1954 the U.S. Supreme Court ruled that state laws establishing racial segregation are unconstitutional, declaring "separate is inherently unequal." Known as a seminal Supreme Court case and civil rights victory, Brown v. Board of Education resulted from many legal battles that predicated its existence. Marisela Martinez-Cola writes about the many important cases that led to the culmination of Brown. She reveals that the road to Brown is lined with "bricks" representing at least one hundred other families who legally challenged segregated schooling in state and federal courts across the country, eleven of which involved Chinese American, Native American, and Mexican American plaintiffs.

In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms.

In Harvard's Quixotic Pursuit of a New Science, Patrick L. Schmidt tells the little-known story of how some of the most renowned social scientists of the twentieth century struggled to elevate their emerging disciplines of cultural anthropology, sociology, and social and clinical psychology.

Jim Crow's Pink Slip exposes the decades-long repercussions of a too-little-known result of resistance to the Brown v. Board of Education decision: the systematic dismissal of Black educators from public schools.

For well over one hundred years, people have been attempting to make American colleges and universities more efficient and more accountable. Indeed, Ethan Ris argues in Other People's Colleges, the reform impulse is baked into American higher education, the result of generations of elite reformers who have called for sweeping changes in the sector and raised existential questions about its sustainability. When that reform is beneficial, offering major rewards for minor changes, colleges and universities know how to assimilate it. When it is hostile, attacking autonomy or values, they know how to resist it.

The book looks at a history of student and teacher activism that aligns with the democratic purposes of public education. This history is now colliding with current policies that privilege the economic aims of education and restrict civic agency. By situating contemporary activism within these conflicting traditions, Thomas demonstrates how these activities constitute a rejection of the currently dominant policy paradigm in U.S. education. Thomas concludes with a discussion of how activism provides a foundation from which concerned teachers, school leaders, and policymakers can develop a new model for American education, one that reclaims an education for citizenship.

This book examines the history, recent developments, and direction of travel of Russian teacher education. It draws on scholarly expertise and professional experience in Russia and locates the policies and practices that are discussed within the context of the continuing global reform of teacher education. Providing a rich description of the trajectory of teacher education in Russia, the book analyses the processes of change between the history, current practice, and future directions for Russian teacher education.

In 1966, when one of their classmates was murdered by a white man in an off-campus incident, Tuskegee students began organizing under the banner of Black Power and fought for sweeping curricular and administrative reforms on campus. In 1968, hundreds of students took the Board of Trustees hostage and presented them with demands to transform Tuskegee Institute into a "Black University." This explosive movement was thwarted by the arrival of the Alabama National Guard and the school's temporary closure, but the students nevertheless claimed an impressive array of victories.

Over the past several decades, higher education in the United States has been shaped by marketization and privatization. Efforts to critique these developments often rely on a contrast between a bleak present and a romanticized past. In Unsettling the University, Sharon Stein offers a different entry point--one informed by decolonial theories and practices--for addressing these issues. Stein describes the colonial violence underlying three of the most celebrated moments in US higher education history: the founding of the original colonial colleges, the creation of land-grant colleges and universities, and the post-World War II "Golden Age."

The Italian educator and physician Maria Montessori (1870-1952) is best known for the teaching method that bears her name. She was also a lifelong pacifist, although historians tend to consider her writings on this topic as secondary to her pedagogy. In The Best Weapon for Peace, Erica Moretti reframes Montessori's pacifism as the foundation for her educational activism, emphasizing her vision of the classroom as a gateway to reshaping society. Montessori education offers a child-centered learning environment that cultivates students' development as peaceful, curious, and resilient adults opposed to war and invested in societal reform.

Educating the Enemy begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism. Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into "Mexican" schools, where the children received a vastly different educational experience.

In Education in China, ca. 1840-present Meimei Wang, Bas van Leeuwen and Jieli Li offer a description of the transformation of the Chinese education system from the traditional Confucian teaching system to a modern mode. In doing so, they touch on various debates about education such as the speed of the educational modernization around 1900, the role of female education, and the economic efficiency of education.

This book traces a history of bilingual education in the US, unveiling the pervasive role of politics and its influence on integrity of policy implementation. It introduces readers to once nationwide, systemic supports for diverse bilingual educational programs and situates particular instances and phases of its expansion and decline within related sociopolitical backdrops.

It didn't always take thirty years to pay off the cost of a bachelor's degree. Elizabeth Tandy Shermer untangles the history that brought us here and discovers that the story of skyrocketing college debt is not merely one of good intentions gone wrong. In fact, the federal student loan program was never supposed to make college affordable. The earliest federal proposals for college affordability sought to replace tuition with taxpayer funding of institutions. But Southern whites feared that lower costs would undermine segregation, Catholic colleges objected to state support of secular institutions, professors worried that federal dollars would come with regulations hindering academic freedom, and elite-university presidents recoiled at the idea of mass higher education. Cold War congressional fights eventually made access more important than affordability.

Literacy Heroines is about twelve amazing women who lived and worked in the period 1880-1930 who used their literacy abilities to address major issues in the country in those years, including some we still face today: racism, sexism, voting rights, educational and economic inequality, health disparities and others. They used their exemplary literacy skills to teach, to bring issues to light, to right wrongs, to publish books, articles, pamphlets and other materials to reach their goals.

"This book provides an overview of the evolution of education in the United States within the context of teacher preparation and demographics. The author argues that the key to equitable education for all, including marginalized and underserved populations, is the nexus of teaching and demographics"

The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show, this crisis isn't new--in fact, it's as old as the humanities themselves.

In Point of Reckoning, Theodore D. Segal narrates the contested fight for racial justice at Duke from the enrollment of the first Black undergraduates in 1963 to the events that led to the Allen Building takeover and beyond. Segal shows that Duke's first Black students quickly recognized that the university was unwilling to acknowledge their presence or fully address its segregationist past.

The Soul of the American University is a classic and much discussed account of the changing roles of Christianity in shaping American higher education, presented here in a newly revised edition to offer insights for a modern era. As late as the World War II era, it was not unusual even for state schools to offer chapel services or for leading universities to refer to themselves as "Christian" institutions. From the 1630s through the 1950s, when Protestantism provided an informal religious establishment, colleges were expected to offer religious and moral guidance.

Through poignant personal narrative, supported by meticulous research, Thomas retraces the history of Black education in South Carolina from the post-Civil War era to the present. Focusing largely on events that took place in Orangeburg, South Carolina, during the 1950s and 1960s, Thomas reveals how local leaders, educators, parents, and the NAACP joined forces to improve the quality of education for Black children in the face of resistance from White South Carolinians. Thomas's experiences and the efforts of local activists offer relevant insight because Orangeburg was home to two Black colleges-South Carolina State University and Claflin University-that cultivated a community of highly educated and engaged Black citizens.

This edited volume connects the origins of US higher education during the Colonial Era with current systemic characteristics that maintain white supremacist structures and devalue students and faculty of color, as well as areas of study that interrogate Whiteness. The authors examine power structures within the academy that scaffold Whiteness and promote inequality at all levels by maintaining a two-tier faculty system and a dearth of Faculty and Administrators of Color.

Drawing upon a wide range of previously unexamined sources, The Amateur Hour shows how generations of undergraduates indicted the weak instruction they received. But Zimmerman also chronicles institutional efforts to improve it, especially by making teaching more "personal." As higher education grew into a gigantic industry, he writes, American colleges and universities introduced small-group activities and other reforms designed to counter the anonymity of mass instruction.

Robert Mulcahy's chronicle of his decade leading Rutgers University athletics is an intriguing story about fulfilling a vision. The goal was to expand pride in intercollegiate athletics.

In this book, Katie Day Good traces the roots of the digital era's "connected learning" and "global classrooms" to the first half of the twentieth century, when educators adopted a range of media and materials--including lantern slides, bulletin boards, radios, and film projectors--as what she terms "technologies of global citizenship." Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning.

Although it is commonly known that college students and other activists, as well as politicians, actively participated in the fight for and against civil rights in the middle decades of the twentieth century, historical accounts have not adequately focused on the roles that the nation's college presidents played in the debates concerning racism. Based on archival research conducted at a range of colleges and universities across the United States, The Campus Color Line sheds light on the important place of college presidents in the struggle for racial parity.

Catastrophe and Higher Education argues that the future of the humanities is tied to the fate of theory as a form of resistance to neoliberalism in higher education. It also offers that the fate of the academy may very well be in the hands of humanities scholars who are tasked with either rejecting theory and philosophy in times of catastrophe--or embracing it.

In this book, David Komline explains how a broad and distinctly American religious consensus emerged in the first half of the nineteenth century, allowing people from across the religious spectrum to cooperate in systematizing and professionalizing America's schools in an effort to Christianize the country.

The Comstocks of Cornell is the autobiography written by the naturalist educator Anna Botsford Comstock about her life and that of her husband, the entomologist John Henry Comstock--both prominent figures in the scientific community and in Cornell University history.

In 1970, a group of women in Ann Arbor launched a crusade with an objective that seemed beyond reach at the time--force the University of Michigan to treat women the same as men. Sex discrimination was then rampant at U-M. The school's admissions officials sought to maintain a ratio of 55:45 between male and female undergraduate entrants, turning away more qualified female applicants and arguing, among other things, that men needed help because they were less mature and posted lower grades. Galvanized by their shared experiences with sex discrimination, the Ann Arbor women organized a group called FOCUS on Equal Employment for Women, led by activist Jean Ledwith King. Working with Bernice Sandler of the Women's Equity Action League, they developed a strategy to unleash the power of another powerful institution--the federal government--to demand change at U-M and, they hoped, across the world of higher education.

Creating the Suburban School Advantage explains how American suburban school districts gained a competitive edge over their urban counterparts. John L. Rury provides a national overview of the process, focusing on the period between 1950 and 1980, and presents a detailed study of metropolitan Kansas City, a region representative of trends elsewhere.

This book critically considers how tertiary institutions of higher education in the United States are charged with the duty of preserving democracy, teaching citizenship literacy, and contributing to economic stability. The author offers a comparative analysis of how presidential and national policy agendas shape these social institutions' re-creation and re-constitution of ideological identities that influence the social position of the participants in the institution types, creating a divide in the realization of national identity across institutional and class lines.

This book describes how the number of international students has grown in 150 years, from 60,000 to nearly 4 million. It examines the policies adopted towards them by institutions and governments round the world, exploring who travelled, why, and who paid for them.

Many American schools continue to struggle with segregation. This important book tells the story of how two school districts--one a predominantly White and wealthy suburban community and the other a more diverse and urbanized community--were merged into a single district to work toward a solution for school segregation.

The full-scale assault on public education threatens not just public education but American democracy itself. Public education as we know it is in trouble. Derek W. Black, a legal scholar and tenacious advocate, shows how major democratic and constitutional developments are intimately linked to the expansion of public education throughout American history.

The Shoulders We Stand On traces the complex history of bilingual education in New Mexico, covering Spanish, Diné, and Pueblo languages. The book focuses on the formal establishment of bilingual education infrastructure and looks at the range of contemporary challenges facing the educational environment today.

Taking place just ten days after the killings at Kent State, the attack at Jackson State never garnered the same level of national attention and was chronically misunderstood as similar in cause. This book reclaims this story and situates it in the broader history of the struggle for African American freedom in the civil rights and black power eras.