Titlebook: Rethinking the History of American Education; William J. Reese (Carl F. Kaestle Professor of edu Book 2008 Palgrave Macmillan, a division

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Introduction: An Evolving and Expanding Field of Study,ike other specialized historical domains, it has experienced interpretive debates and changing schools of thought on a range of issues.. The history of American education underwent a major upheaval during the 1960s and 1970s, when a number of scholars challenged long standing views regarding the rol

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Literacy, Common Schools, and High Schools in Colonial and Antebellum America,nged scholars to critically re-examine education and schooling in the past (especially employing a broader definition of education than had been used by most previous authors).. Since the mid-1960s scholars have made major contributions to our understanding of the role of parents, churches, and scho

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All Educational Politics Are Local: New Perspectives on Black Schooling in the Postbellum South,ity of that Georgia river port city. On New Year’s Day, just a week after the occupation of Savannah by the army of General William Tecumseh Sherman, black leaders gathered in the First African Baptist Church and formed an organization to provide elementary schooling for the city’s estimated 1,600 b

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,“As Is the Teacher, So Is the School”: Future Directions in the Historiography of African American ucators in the South. The essence of its meaning lingered throughout the period of de jure segregation. Its expression encompassed vital themes related to the need and demand for a “sound professionalism” among the expanding number of African American teachers in the region. Its significance flowed

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American Public Schooling and European Immigrants in the Early Twentieth Century: A Post-Revisionisoling—early twentieth-century European immigrants to the United States were afforded and embraced unparalleled opportunities to achieve social mobility and to “become American,” has shaped responses to persisting poverty among African Americans, informed contemporary education policy toward “English

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The Historiography of Education for Girls and Women in the United States,ry, and the history of education. In women’s history, work has developed from a movement for inclusion of female experience in historical narratives, to a sociocultural approach that interrogates the meaning of gender itself. In education, work also has been transformed in the last few decades. As e

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Children in American History, and psychohistorians in the 1960s. When I first encountered the history of children in the early 1970s, it was a nascent field, full of promise, but undeveloped and scattered across a variety of disciplines and specialties. Today, more than thirty years later, the field has emerged as a robust, mul

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Sites, Students, Scholarship, and Structures: The Historiography of American Higher Education in thation. The focus of higher education revisionist critique was traditional accounts of nineteenth-century colleges and universities, which Marilyn Tobias argued adhered to an “evolutionary, linear schema” and presented:

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Curriculum History and Its Revisionist Legacy,only come into its own as a distinct field of inquiry with such disciplinary trappings as a complement of identifiable practitioners, an array of investigatory methods, and a more or less shared research agenda during the last forty or so years.. Arriving on the scene in the late 1960s, curriculum h

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Bridging the Gap between Urban, Suburban, and Educational History,rians have focused on the rise and fall of big-city school districts. On the other side, urban historians have documented how governmental housing, tax, and transportation policies fueled the postwar decline of cities and expansion of outlying suburbs. But these two fields have failed to connect wit