Book•
The Education of Blacks in the South, 1860–1935
01 Jan 1988-
TL;DR: Anderson as discussed by the authors critically reinterprets the history of southern black education from Reconstruction to the Great Depression and offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters.
Abstract: James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires. |James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters.
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TL;DR: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement as mentioned in this paper, and it is presumed to be malleable, responsive to contextual features, and amenable to environmental change.
Abstract: The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions
7,641 citations
Cites background from "The Education of Blacks in the Sout..."
...'One criticism of Ogbu's model is that the assumptions about the lack of school engagement among involuntary racial minorities are based on an inaccurate historical account of the value that African Americans have placed on education (Anderson, 1988)....
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TL;DR: In this article, the authors propose a culturally relevant theory of education for African-American students in the context of collaborative and reflexive pedagogical research, and explore the intersection of culture and teaching that relies solely on microanalytic or macro-analytic perspectives.
Abstract: In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.
5,427 citations
Additional excerpts
...* The long history of African-American educational struggle and achievement is well documented (Anderson, 1988; Billingsley, 1992; Bond, 1969; Bullock, 1967; Clark, 1983; Harding, 1981; Harris, 1992; Johnson, 1936; Rury, 1983; Woodson, 1919; Weinberg, 1977)....
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TL;DR: This article argued that a focus on the achievement gap is misplaced and instead, we need to look at the education debt that has accumulated over time, which comprises historical, economic, sociopolitical, and moral components.
Abstract: The achievement gap is one of the most talked-about issues in U.S. education. The term refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students. This article argues that a focus on the gap is misplaced. Instead, we need to look at the “education debt” that has accumulated over time. This debt comprises historical, economic, sociopolitical, and moral components. The author draws an analogy with the concept of national debt—which she contrasts with that of a national budget deficit—to argue the significance of the education debt.
2,366 citations
Cites background from "The Education of Blacks in the Sout..."
...Scholars in the history of education, such as James Anderson (1989), Michael Fultz (1995), and David Tyack (2004), have documented the legacy of educational inequities in the Unites States....
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1,549 citations
TL;DR: In this article, Nieto makes student learning the primary objective of multicultural education and draws on a host of research in learning styles, multiple intelligences and cognitive theories to portray the way students learn, taking the reader beyond individual learners to discuss the social context of learning, educational equity, the influence of culture on learning and critical pedagogy.
Abstract: Sonia Nieto makes student learning the primary objective of multicultural education. She draws on a host of research in learning styles, multiple intelligences and cognitive theories to portray the way students learn. Nieto then takes the reader beyond individual learners to discuss the social context of learning, educational equity, the influence of culture on learning and critical pedagogy. Centering on multicultural education as a transformative process, the text includes many reflections of teachers who have undergone this process and whose experiences will be invaluable to other teachers.
1,150 citations
Cites background from "The Education of Blacks in the Sout..."
...Immediately after emancipation, Black educators assumed the unique task of enhancing opportunities for newly freed slaves (Anderson, 1988)....
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