One of the leading historians of education in the United States here develops a powerful interpretation of the uses of history in educational reform and of the relations among democracy, education, and the capitalist state. Michael Katz discusses the reshaping of American education from three perspectives. First is the perspective of history: How did American education take shape? The second is that of reform: What can a historian say about recent criticisms and proposals for improvement? The third is that of historiography: What drives the politics of educational history? Katz shows how the reconstruction of America’s educational past can be used as a framework for thinking about current reform. Contemporary concepts such as public education, institutional structures such as the multiversity, and modern organizational forms such as bureaucracy all originated as solutions to problems of public policy. The petrifaction of these historical products—which are neither inevitable nor immutable—has become, Katz maintains, one of the mighty obstacles to change. The book’s central questions are as much ethical and political as they are practical. How do we assess the relative importance of efficiency and responsiveness in educational institutions? Whom do we really want institutions to serve? Are we prepared to alter institutions and policies that contradict fundamental political principles? Why have some reform strategies consistently failed? On what models should institutions be based? Should schools and universities be further assimilated to the marketplace and the state? Katz’s iconoclastic treatment of these issues, vividly and clearly written, will be of interest to both specialists and general readers. Like his earlier classic, The Irony of Early School Reform (1968), this book will set a fresh agenda for debate in the field.

The first volume to examine the contributions of women who brought the forces of American progressivism and Jewish nationalism to formal and informal Jewish education

What constitutes the common good in American public education? This volume explores the ongoing debate between those who expect schools to cultivate citizens through personal, moral, and social development, as well as to bind diverse groups into one nation, and a new generation of school reformers intent on using schools to solve the nation's economic problems by equipping students with marketable skills.

This book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into 'three types of child' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority. The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.

Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.

"Sinha not only has taken on this vast subject, but has greatly expanded its definition, both temporally and spatially. . . . She covers these difficult issues with remarkable skill and clarity." —S. C. Gwynne, New York Times Book Review We are told that the present moment bears a strong resemblance to Reconstruction, the era after the Civil War when the victorious North attempted to create an interracial democracy in the unrepentant South. That effort failed—and that failure serves as a warning today about violent backlash to the mere idea of black equality. In The Rise and Fall of the Second American Republic, acclaimed historian Manisha Sinha expands our view beyond the accepted temporal and spatial bounds of Reconstruction, which is customarily said to have begun in 1865 with the end of the war, and to have come to a close when the "corrupt bargain" of 1877 put Rutherford B. Hayes in the White House in exchange for the fall of the last southern Reconstruction state governments. Sinha’s startlingly original account opens in 1860 with the election of Abraham Lincoln that triggered the secession of the Deep South states, and take us all the way to 1920 and the ratification of the Nineteenth Amendment, which granted women the right to vote—and which Sinha calls the "last Reconstruction amendment." Within this grand frame, Sinha narrates the rise and fall of what she calls the "Second American Republic." The Reconstruction of the South, a process driven by the alliance between the formerly enslaved at the grassroots and Radical Republicans in Congress, is central to her story, but only part of it. As she demonstrates, the US Army’s conquest of Indigenous nations in the West, labor conflict in the North, Chinese exclusion, women’s suffrage, and the establishment of an overseas American empire were all part of the same struggle between the forces of democracy and those of reaction. The main concern of Reconstruction was the plight of the formerly enslaved, but its fall affected other groups as well: women, workers, immigrants, and Native Americans. From the election of black legislators across the South in the late 1860s to the Great Railroad Strike of 1877 to the colonial war in the Philippines in the 1890s, Sinha narrates the major episodes of the era and introduces us to key individuals, famous and otherwise, who helped remake American democracy, or whose actions spelled its doom. A sweeping narrative that remakes our understanding of perhaps the most consequential period in American history, The Rise and Fall of the Second American Republic shows how the great contest of that age is also the great contest of our age—and serves as a necessary reminder of how young and fragile our democracy truly is.

This volume consists of twenty six autobiographical essays by leading historians of American education which document the enormous variety of paths taken to get into this field. A companion to earlier volumes on philosophy of education and curriculum studies, the historians in this volume reflect a wide variety of interests that underlay accomplishment in this scholarly field. They come from diverse backgrounds that have animated their scholarly careers in compelling ways. Readers in any variety of educational or historical study should learn from this volume how unplanned careers can still result in highly successful sets of accomplishments. That realization is a tribute both to the individual contributors and to the great attractiveness of educational history to committed scholars of various backgrounds and orientations.

As Timothy Hacsi shows, most children in nineteenth-century orphan asylums were "half-orphans," children with one living parent who was unable to provide for them. The asylums spread widely and endured because different groups - churches, ethnic communities, charitable organizations, fraternal societies, and local and state governments - could adapt them to their own purposes. In the 1890s, critics began to argue that asylums were overcrowded and impersonal. By 1909, advocates called for aid to destitute mothers, and argued that asylums should be a last resort, for short-term care only. Yet orphanages continued to care for most dependent children until the Depression strained asylum budgets and federally funded home care became more widely available. Yet some, Catholic asylums in particular, cared for poor children into the 1950s and 1960s.

This collection of original essays examines the history of American education as it has developed as a field since the 1970s and moves into a post-revisionist era and looks forward to possible new directions for the future. Contributors take a comprehensive approach, beginning with colonial education and spanning to modern day, while also looking at various aspects of education, from higher education, to curriculum, to the manifestation of social inequality in education. The essays speak to historians, educational researchers, policy makers and others seeking fresh perspectives on questions related to the historical development of schooling in the United States.