History of education Books

Book SynopsisAt its heart are the National Education Association’s “Status of the American Public School Teacher” surveys, which are conducted every five years and offer unprecedented insights into the professional lives and experiences of teachers nationwide. This volume analyses and summarises the survey’s findings, while also offering commentaries on the findings from leading figures in the worlds of education, business, politics, and research.

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Book SynopsisExploring the field of peace education, the bulk of the book analyzes and critically evaluates contemporary schools and universities. Providing some successful and not-so-successful alternative school and university projects and experiments, the book proposes peace and development education as a life process and presents a whole array of non-conventional tools and approaches. The unique feature of the book is that instead of putting emphasis on teaching peace and development, it insists on being and becoming what we teach. It makes a great textbook for education courses and programs, and a good handbook for peace educators and peace researchers around the world. The authors of the book are two teachers who are not attached to any regular educational institution anywhere in the world and are qualified to say what they have said in the book. The two authors have played significant, instrumental roles in promoting peace studies.

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Book SynopsisThis volume brings together an impressive array of respected scholars to examine the varied and complex ways in which peers influence adolescents’ beliefs and behaviours in the school context. The breadth of peer influence on academic and social adjustment is evident in the wide variety of topics covered in the present volume. Throughout the chapters, scholars provide unique insights regarding the complex ways that the academic and social spheres of adolescents’ lives are interconnected. Collectively, the chapters in this volume expand current knowledge and theory in peer relations research by (a) exploring different types of peer relations (e.g., close friendships, peer groups) and different peer dynamics (e.g., popularity, bullying) that emerge in the school context, (b) examining different processes that explain why and how peers influence each other in school, (c) considering developmental issues during adolescence that may be critical to understanding peers and adjustment at school and (d) providing information about how teacher practices or programs influence peer relations and school adjustment. Peer Relationships and Adjustment in School is an important volume for researchers and practitioners interested in social development, peer relationships and youth engagement and achievement in school.

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Book SynopsisOnce the province and tool of elite learning in American society, and the core of the Humanities, the study of the Classics now occupies a tenuous place on the margins of curriculum in most public schools. Administrators of schools and districts with limited resources, teachers, and students of ancient Greek and Roman culture and language confront many questions regarding the relevance and utility of including the Classics in education that must address modern challenges. In this book, Toni Ryan argues that the Classics provide students with a uniquely wide range of opportunities for critical examination of the connections among language, cultural constructions of power and knowledge, and oppression in society. She proposes a rationale for incorporating a critical approach to classical studies in American public schools as a path to exploring social justice issues. Critical pedagogy in Classics offers a platform for illuminating paths for critical awareness, reflection, and action in the quest to understand and address the broad concerns of social justice. Ryan asserts the potential for education in Classics to be reconstructed to empower and emancipate, particularly through the exploration of philosophical questions that have been pondered in classical cultures (and in classical studies) since antiquity. For public school educators and students, the examination of classical language and culture allows us to safely explore critical questions in an admittedly unsafe world. Those questions that are eternally ours, that are eternally centered in the human condition, are the province of Classics.

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Book SynopsisOnce the province and tool of elite learning in American society, and the core of the Humanities, the study of the Classics now occupies a tenuous place on the margins of curriculum in most public schools. Administrators of schools and districts with limited resources, teachers, and students of ancient Greek and Roman culture and language confront many questions regarding the relevance and utility of including the Classics in education that must address modern challenges. In this book, Toni Ryan argues that the Classics provide students with a uniquely wide range of opportunities for critical examination of the connections among language, cultural constructions of power and knowledge, and oppression in society. She proposes a rationale for incorporating a critical approach to classical studies in American public schools as a path to exploring social justice issues. Critical pedagogy in Classics offers a platform for illuminating paths for critical awareness, reflection, and action in the quest to understand and address the broad concerns of social justice. Ryan asserts the potential for education in Classics to be reconstructed to empower and emancipate, particularly through the exploration of philosophical questions that have been pondered in classical cultures (and in classical studies) since antiquity. For public school educators and students, the examination of classical language and culture allows us to safely explore critical questions in an admittedly unsafe world. Those questions that are eternally ours, that are eternally centered in the human condition, are the province of Classics.

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Book SynopsisThis volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volume One and Volume Two focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis-à-vis addressing social issues in the classroom. Volume Three addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

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Book SynopsisThis volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volume One and Volume Two focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis-à-vis addressing social issues in the classroom. Volume Three addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

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Book SynopsisThis book is premised upon the assumption that the core purpose of universities is to create, preserve, transmit, validate, and find new applications for knowledge. It is written in the perspective of critical university studies, in which university governance processes should take ideas and discourse about ideas seriously, far more seriously than they are often taken within many of to day's universities, since doing so is the key to achieving this purpose. Specifically, we assert that the best way for universities to take ideas seriously, and so to best achieve their purpose, is to consciously recognize and conserve the entire range of available ideas. Though the current emphasis upon factors such as student headcounts, increased efficiency and job creation are undoubtedly important, far more is at stake in universities than only these factors.From this premise, we deduce insights and arguments about academic freedom, as well as factors such control and monitoring of the market place of ideas, the structure of information flows within universities, the role of language in university governance, and relationships between administrators, faculty members and students. We identify impediments to achieving the core purpose of universities, including the idea vetting systems of authoritarianism, corporatism, illiberalism, supernaturalism and political correctness. We elucidate how these impediments inhibit successful achievement of the core purpose of the university. In response to these impediments we prescribe relatively autonomous universities characterized by openness, transparency, dissent, and the maintenance of balance between conflicting perspectives, values, and interests.

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Book SynopsisThis book is premised upon the assumption that the core purpose of universities is to create, preserve, transmit, validate, and find new applications for knowledge. It is written in the perspective of critical university studies, in which university governance processes should take ideas and discourse about ideas seriously, far more seriously than they are often taken within many of to day's universities, since doing so is the key to achieving this purpose. Specifically, we assert that the best way for universities to take ideas seriously, and so to best achieve their purpose, is to consciously recognize and conserve the entire range of available ideas. Though the current emphasis upon factors such as student headcounts, increased efficiency and job creation are undoubtedly important, far more is at stake in universities than only these factors.From this premise, we deduce insights and arguments about academic freedom, as well as factors such control and monitoring of the market place of ideas, the structure of information flows within universities, the role of language in university governance, and relationships between administrators, faculty members and students. We identify impediments to achieving the core purpose of universities, including the idea vetting systems of authoritarianism, corporatism, illiberalism, supernaturalism and political correctness. We elucidate how these impediments inhibit successful achievement of the core purpose of the university. In response to these impediments we prescribe relatively autonomous universities characterized by openness, transparency, dissent, and the maintenance of balance between conflicting perspectives, values, and interests.

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Book SynopsisThe idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration from veteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing to write and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the ""formal"" inquiry into women's lives as leaders back in the 1980s) without being able to push forward with ""new"" information or ideas for change. In essence, the concerns and questions that were posed from some veteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?; and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered with their own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership that were highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn't happened?The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we are today (and reports the status of girls who are positioned to continue the ""good fight"" that began many years ago) and that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities and knowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing for change through policy, advocacy, and activism. The final chapter presents themes that emerged from the individual chapters and sets forth an agenda to move forward with the study of women in leadership.

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Book SynopsisThe idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration from veteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing to write and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the ""formal"" inquiry into women's lives as leaders back in the 1980s) without being able to push forward with ""new"" information or ideas for change. In essence, the concerns and questions that were posed from some veteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?; and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered with their own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership that were highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn't happened?The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we are today (and reports the status of girls who are positioned to continue the ""good fight"" that began many years ago) and that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities and knowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing for change through policy, advocacy, and activism. The final chapter presents themes that emerged from the individual chapters and sets forth an agenda to move forward with the study of women in leadership.

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Book SynopsisThis book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations.Few attempts have been made to write a book about women’s work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization.Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace.Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, Canada; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.

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Book SynopsisThis book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations.Few attempts have been made to write a book about women’s work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization.Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace.Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, USA; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.

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Book SynopsisIn keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University - School Partnerships, a volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field. The range of authors from the Prek-16 arena illustrates the ways in which professional development schools generate possible solutions to the complex problems facing educators. The diversity of their work represents perspectives of classroom teachers, preservice teachers, school leaders, and university faculty who grapple with identifying “ways of knowing” and “ways of doing” that enhance educational outcomes for Prek-12 students while also serving to transform the profession. The volume’s contents of 19 chapters divided into four areas: (1) Clinically Rich Practices (2) PDS Stakeholders’ Perspectives (3) Enriching Content Area Instruction (4) Family Engagement, gives us a more vivid picture of the work that partnerships are doing to fulfill the PDS promise for improving teaching and learning at every level.

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Book SynopsisIn keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University - School Partnerships, a volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field. The range of authors from the Prek-16 arena illustrates the ways in which professional development schools generate possible solutions to the complex problems facing educators. The diversity of their work represents perspectives of classroom teachers, preservice teachers, school leaders, and university faculty who grapple with identifying “ways of knowing” and “ways of doing” that enhance educational outcomes for Prek-12 students while also serving to transform the profession. The volume’s contents of 19 chapters divided into four areas: (1) Clinically Rich Practices (2) PDS Stakeholders’ Perspectives (3) Enriching Content Area Instruction (4) Family Engagement, gives us a more vivid picture of the work that partnerships are doing to fulfill the PDS promise for improving teaching and learning at every level.

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Book SynopsisService learning offers students the unique opportunity to learn both in the classroom and in the real world. This exciting teaching strategy, detailed in Berman’s second edition of Service Learning, motivates students to learn content information, processes, and skills while making authentic connections to their surrounding community.This valuable resource explains the benefits of service learning and provides a step-by-step guide for using the instructional model. It features nine service-learning projects that are broken down into basic, intermediate, and advanced levels.Each project features: - Strategies for aligning service and curricular goals - Tips for involving students in decision-making - Guidelines for managing different phases of the project - Activities that foster reflection and self-evaluation - Tips for differentiating by tapping into multiple intelligencesIn this single resource, teachers will find everything they need to successfully implement service learning projects, helping students gain deeper understandings of content while positively impacting their communities.

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Book SynopsisFor more than twenty years, Charlotte Thomson Iserbyt has been warning the American people of the New World Order stratagem to overthrow democratically elected school boards with public-private partnerships between the federal government and globalist corporations. In this volume, John Klyczek expounds on Iserbyt’s theories by tracing her work to the present moment as a last ditch effort to stop the corporatization of education. Klyczek explores how the infamous Yale Secret Society, Skull and Bones, utilized Robber Baron philanthropy and stimulus-response psychological conditioning to institute a corporatist system of workforce training for a fascistically planned economy. He then explains how this system is being upgraded to a technocratic education system of corporatist “school choice” through virtual education technologies that program students for a globally planned economy. School World Order will teach you the ulterior agenda behind the ed-tech movement: data-mining students for research and development into artificial intelligence and transhumanist biotechnologies for the establishment of an authoritarian, post-human society.

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Book SynopsisCollege is risky business. Life is hurled into never-before imagined freedom, independence, and choice. For many students, college brings challenges and changes in nearly every area of life—physical, physiological, emotional, social, residential, financial, spiritual, and sexual. College may well be the most volatile time in a person’s life. Attending college is bad for your health. Statistically, young adults face more depression, anxiety, eating disorders, and drug addiction than in any other time in their lives. Schizophrenia emerges most often during this time. Suicide rate is highest between 16–21 years. A college student’s lifestyle is a potential threat to their successful academic performance. The good news is that, with the right tools, students can create a college experience that is healthy, successful, and fits their own unique selves. Lifestyles for Learning explores the direct relationship between academic performance and key lifestyle factors: food, sleep, stress, movement, creativity, connection, addiction, and giving. It further discusses how lifestyle factors are challenged by learning disabilities and other co-occurring diagnoses, such as ADHD and behavioral disorders. Lifestyles for Learning offers guidance to prepare every college student for success. Peppered with humorous anecdotes and warm-hearted wisdom, this is important reading for students entering college, as well as for parents, educators, counselors, doctors, psychologists, and educational consultants. It is also designed for supplemental reading in college and high school courses.

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Book SynopsisThis book is an invitation to reflect on anything concerning culture, and especially its institutionalized form of education. It aims to share with readers any data shaped by place and time that concerns education. The content of this interesting and informative manuscript is an expansive overview of the evolution of education, starting from the ancient era all the way to present. It includes the work of renowned theorists, researchers, and authors and highlights the epistemological orientations of pedagogy and pedagogical trends over time, demonstrating the breadth and depth of education that certainly cannot be a mere set of techniques. The approach of the terms "upbringing", "education" and "pedagogy" is at the heart of this book/guide for every spiritual man. The purpose of this work is the dissemination of pedagogical values and concerns that, as evidenced by the approach of great pedagogues, do not substantially differ from one country to another. This indeed is the hallmark of classic works, particularly works related to the humanitarian values. In difficult times, we must all turn to defend values human values which should permeate education. Modern society presents obvious signs of crisis in the global context, and this is why modern humanity has ceased to be a purpose. This work is faced with constant challenges in the education sector and raises the concern about the progress of education and its future. It is a necessity and a masterpiece that can be shared with various audiences, directly or indirectly related to the theory and practice of pedagogy. As aptly noted by Dostoevsky in his work "The Basement", if man seeks to remain human and not a "piano key", he must show consistency in human capacity. The culture and institutionalized forms, dissemination of pedagogical values are the one and only answer, the single orientation.

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Book SynopsisIs the American public school doing what we want it to do? Or, is what we want it to do in conflict with what society allows it to do? This book takes on issues central to understanding the complexities of the American public school experience. Readers are simultaneously taken into the historical and contemporary context of these issues through an honest and provocative approach that engages them into the real world of school. Chapters revolve around key issues such as religion, democracy, teachers, race, reform, pedagogy, efficiency, freedom, segregation, social class, exceptionality, gender, technology, and accountability.Paradoxes of the Public School promises to foster a thoughtful dialogue on the complexity of school and how best to improve it for the future. Teacher educators may find it useful to help develop teacher candidates’ understanding of the nature of school. However, anyone interested in the nature of school will find this book insightful, clear, and easy to follow. All readers will find this book to be cutting edge as it creatively fills a dire need for a compelling tale of school that is both informative and thought provoking.

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Book SynopsisThis book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda. The Investments focuses on the capitalization, privatization and dismantling of public education, and how other social systems such as for-profit prisons, healthcare (or the lack thereof), racism and current immigration issues, the investment in criminalizing people called “the other”, and the military/industrial complex are all co-dependent and symbiotic. At the Nexus of it all is American public education. An educated population threatens the status quo, so the pipeline between public education and other social institutions is real. Each has a toxic connection and reliance to each other. Each chapter will delve into the rigging that takes place to purposefully attempt to cripple public education and consciously create a permanent underclass, usually without the knowledge of the general public; and the egos, identities and sinister political forces behind such manipulation. Education is the hub of this book: because public education is the best vehicle for democracy America has ever known, and therefore, unbeknownst to many Americans, in the crosshairs. There is a vast conspiracy for power and control going on in our country; and many Americans are ignorant of the conspiracy. This book pulls back the curtain on the investment some in power have made in their efforts to create a permanent underclass in American society.

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Book SynopsisThis book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda. The Investments focuses on the capitalization, privatization and dismantling of public education, and how other social systems such as for-profit prisons, healthcare (or the lack thereof), racism and current immigration issues, the investment in criminalizing people called “the other”, and the military/industrial complex are all co-dependent and symbiotic. At the Nexus of it all is American public education. An educated population threatens the status quo, so the pipeline between public education and other social institutions is real. Each has a toxic connection and reliance to each other. Each chapter will delve into the rigging that takes place to purposefully attempt to cripple public education and consciously create a permanent underclass, usually without the knowledge of the general public; and the egos, identities and sinister political forces behind such manipulation. Education is the hub of this book: because public education is the best vehicle for democracy America has ever known, and therefore, unbeknownst to many Americans, in the crosshairs. There is a vast conspiracy for power and control going on in our country; and many Americans are ignorant of the conspiracy. This book pulls back the curtain on the investment some in power have made in their efforts to create a permanent underclass in American society.

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Book SynopsisThe battle for equality in education during the civil rights era came at a cost to Black Americans on the frontlines. In 1964 when fourteen-year-old June Manning Thomas walked into Orangeburg High School as one of thirteen Black students selected to integrate the all-White school, her classmates mocked, shunned, and yelled racial epithets at her. The trauma she experienced made her wonder if the slow-moving progress was worth the emotional sacrifice. In Struggling to Learn, Thomas, revisits her life growing up in the midst of the civil rights movement before, during, and after desegregation and offers an intimate look at what she and other members of her community endured as they worked to achieve equality for Black students in K-12 schools and higher education.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. With help from the NAACP, residents filed several lawsuits to push for equality. In the notable Briggs v. Elliott, Black parents in neighboring Clarendon County sued the school board to challenge segregation after the county ignored their petitions requesting a school bus for their children. That court case became one of five that led to Brown v. Board of Education and the landmark 1954 decision that declared school segregation illegal. Despite the ruling, South Carolina officials did not integrate any public schools until 1963 and the majority of them refused to admit Black students until subsequent court cases, and ultimately the intervention of the federal government, forced all schools to start desegregating in the fall of 1970.In Struggling to Learn, Thomas reflects on the educational gains made by Black South Carolinians during the Jim Crow and civil rights eras, how they were achieved, and why Black people persisted despite opposition and hostility from White citizens. In the final chapters, she explores the current state of education for Black children and young adults in South Carolina and assesses what has been improved and learned through this collective struggle.

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Book SynopsisA fresh examination of an underexplored aspect of the civil rights movement–teacher activismDrawing on oral history interviews and archival research, Schooling the Movement examines the pedagogical activism and vital contributions of Black teachers throughout the Black freedom struggle. By illuminating teachers' activism during the long civil rights movement, the editors and contributors connect the past with the present, contextualizing teachers longstanding role as advocates for social justice. Schooling the Movement moves beyond the prevailing understanding that activism was defined solely by litigation and direct-action forms of protest. The authors in this volume broaden our conceptions of what it meant to actively take part in or contribute to the civil rights movement.

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Book SynopsisReassesses the career of Benner C. Turner, the polarizing African American president at South Carolina State College during the civil rights eraTravis D. Boyce considers the full sweep of Benner C. Turner's life and career in the context of the contrary pressures of white and Black authority. Borrowing an expression from Michelle Obama's remarks to the 2016 Democratic National Convention, Boyce casts Turner, long-serving president of South Carolina State University, as a steady and measured leader who preserved the limited resources his historically Black institution possessed in the face of often hostile social, political, and economic power structures. Previous accounts of Turner and his SC State presidency portray him as unwilling to criticize the state's white power structure and unable to contend with their open resistance to civil rights. Boyce argues that the modern view of Turner flattens a complex terrain, often relying selectively on hostile sources, underplaying the political constraints on presidents of publicly funded HBCUs in the South. Considering Turner in a richer context, with a deep awareness of Turner's early life formative influences, Boyce provides a more complete critical examination of his leadership in trying times.

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Book SynopsisReassesses the career of Benner C. Turner, the polarizing African American president at South Carolina State College during the civil rights eraTravis D. Boyce considers the full sweep of Benner C. Turner's life and career in the context of the contrary pressures of white and Black authority. Borrowing an expression from Michelle Obama's remarks to the 2016 Democratic National Convention, Boyce casts Turner, long-serving president of South Carolina State University, as a steady and measured leader who preserved the limited resources his historically Black institution possessed in the face of often hostile social, political, and economic power structures. Previous accounts of Turner and his SC State presidency portray him as unwilling to criticize the state's white power structure and unable to contend with their open resistance to civil rights. Boyce argues that the modern view of Turner flattens a complex terrain, often relying selectively on hostile sources, underplaying the political constraints on presidents of publicly funded HBCUs in the South. Considering Turner in a richer context, with a deep awareness of Turner's early life formative influences, Boyce provides a more complete critical examination of his leadership in trying times.

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