notions of education for liberation george counts paulo freire arthur schlesinger, jr
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Notions of Education for Liberation
George Counts Paulo Freire Arthur Schlesinger, Jr.
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George Counts (1889-1974) Influenced by John Dewey Accused of being a communist Writing during the Progressive Era
Critique of the classical curriculum Schools as mirrors of society Primary aim of schooling is to help solve
society’s problems
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Paulo Freire (1921-1997) Brazilian professor
and head of the National Literacy Program
Worked with poor rural adults supporting the active exercise of democracy
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Arthur Schlesinger, Jr., (1917-2007) U.S. historian and
author Described as a “lion
of liberalism” Worried about the
disuniting of America
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In three groups… What is the purpose of education as your
author sees it (both individually and collectively)
What kind of society does your author envision?
What might the job of a teacher look like? What role does your author see for the teacher, and what kind of teacher training would be necessary?
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Your personal reflections… What do you make of these authors’ visions
of the purpose of education? What do you think of the notion of
‘imposition’? Can you see the tensions between different
goals in schools? What are they? How should we judge if a person is
‘liberated’? How can you tell? How should schools create Americans (the
unum out of the pluribus)?
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What does “American” mean to you?
Dictionary: of or relating to the United States or its people; an inhabitant
Is it also: A mindset? Commitment to a set of principles? A set of relationships? Does it demand loyalty (however defined?)
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Declaration of Independence We hold these truths to be self-evident,
that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.
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Preamble to the Constitution
We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our prosperity, do ordain and establish this Constitution.
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First Amendment Congress shall make no law respecting
an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right o the people peaceably to assemble, and to petition the Government for redress of grievances.
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Early Education of Domestic ForeignersEarly Education of
Domestic ForeignersNative Americans and
Mexican Americans
Native Americans and Mexican Americans
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Any idea who said…Any idea who said…
“We find ourselves threatened by hordes of immigrants who have already begun to flock into our country and whose progress we cannot arrest.”
“We find ourselves threatened by hordes of immigrants who have already begun to flock into our country and whose progress we cannot arrest.”
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“We find ourselves threatened by hordes of immigrants who have already begun to flock into our country and whose progress we cannot arrest.”
Governor of California, Pio Pico in 1846
“We find ourselves threatened by hordes of immigrants who have already begun to flock into our country and whose progress we cannot arrest.”
Governor of California, Pio Pico in 1846
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Common School Reforms (1830s-1860s)Common School Reforms (1830s-1860s)◊ Demographic changes and
patriotic ambitions◊ Ideological shift with regard to the
nature of ‘God’◊ Purpose of education: the great
equalizer, assimilation, morals, and citizenship
◊ Demographic changes and patriotic ambitions
◊ Ideological shift with regard to the nature of ‘God’
◊ Purpose of education: the great equalizer, assimilation, morals, and citizenship
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Progressive Era 1880s-1930sProgressive Era 1880s-1930s◊ Demographics◊ Ideology (rise of the IQ)◊ Purpose of education
• Fit schools to child’s needs• Schools help solve society’s problems• Social stability• Equal educational opportunity
◊ Demographics◊ Ideology (rise of the IQ)◊ Purpose of education
• Fit schools to child’s needs• Schools help solve society’s problems• Social stability• Equal educational opportunity
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Native Americans-ConditionsNative Americans-Conditions◊ Manifest Destiny◊ Wars and diseases◊ Considered domestic foreigners◊ Bureau of Indian Affairs
◊ Manifest Destiny◊ Wars and diseases◊ Considered domestic foreigners◊ Bureau of Indian Affairs
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Native Americans and EducationNative Americans and Education
◊ White ideas• Considered educable and salvageable • Ultimate goal: assimilation and
training for an industrial society
◊ White ideas• Considered educable and salvageable • Ultimate goal: assimilation and
training for an industrial society
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Carlisle Indian School, 1885Carlisle Indian School, 1885
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Native Americans and EducationNative Americans and Education◊ Native Ideas
• To make/enforce contracts; preserve culture
• Choctaw and Cherokee examples
◊ Native Ideas• To make/enforce contracts; preserve
culture• Choctaw and Cherokee examples
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Chief Sequoyah (1776-1843)Chief Sequoyah (1776-1843)
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Mexican Americans-ConditionsMexican Americans-Conditions◊ Colonization by Spain◊ Mexican Revolution◊ Relationship to the United States
shifts◊ Mexican-American War (1846-
1848); Treaty of Guadalupe Hildalgo
◊ Colonization by Spain◊ Mexican Revolution◊ Relationship to the United States
shifts◊ Mexican-American War (1846-
1848); Treaty of Guadalupe Hildalgo
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LULAC founders, @1929LULAC founders, @1929
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Questions for DiscussionQuestions for Discussion
◊ Is vocational education inherently bad?◊ How do LULAC and Pratt compare in
their ideas of education for liberation and assimilation?
◊ How should we judge if a person is ‘liberated’? How can you tell?
◊ How should schools create Americans (the unum out of the pluribus)?
◊ Is vocational education inherently bad?◊ How do LULAC and Pratt compare in
their ideas of education for liberation and assimilation?
◊ How should we judge if a person is ‘liberated’? How can you tell?
◊ How should schools create Americans (the unum out of the pluribus)?
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Women’s Education: Gender, Class, and Racial Implications
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Three groups of thought on women’s education Conservatives Liberals Radicals
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Declaration of Sentiments, Seneca Falls Convention, 1848
We hold these truths to be self-evident; that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights…Whenever any form of government becomes destructive to these ends, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government. The history of mankind is a history of repeated injuries toward woman, having in direct object the establishment of an absolute tyranny over her…Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation…and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most scared rights, we insist that they have immediate admission to all the rights and privileges
which belong to them as citizens of these United States.
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Colonial Era/Revolutionary Era Colonial Era
Educated to be better wives and mothers Elite received schools; curriculum (mostly) in the
polite arts Revolutionary Era
Worried about race-suicide Revolution brought questions of what a ‘civilized’
society was Cult of domesticity
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Common School Era
Co-education catches on Women as teachers Worries about race-suicide remained
(though they were countered) Edward Clarke Anna Brackett
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Women and Higher Education Oberlin Mount Holyoke (MA) 1837 Vassar (NY) 1861 Bennett (NC) 1873 Wellesley (MA) 1870 Spelman (GA) 1881
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Women’s Education in the Progressive Era More girls/women in schools Gendered curriculum (and race/class
implications) 1920 (19th amendment) women get the
right to vote
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Questions for Discussion (feminism v. womanism) How do we understand liberation in the
context of gender? Should girls/women be educated
differently than boys/men? What do you think of single-sex
education (for girls OR boys)?
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Religion and Education: Jews and Catholics
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Colonial, Revolutionary, and Common School Era Conditions Colonial Era
Rural; Protestants outnumbered others; worried about “wilderness” of the soul
Revolutionary Era Jefferson’s bill for religious freedom
Common School Era Loosening of family ties/national loyalty; Uncle
Sam created; increased Irish immigration
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Religion in Textbooks
Catholicism Catholics need the
Pope while Protestants rely on Bible as guide
A danger to the state
Sample texts
Judaism A religion or a race? Associated with
greed (contrast with Franklin)
College admissions becomes HUGE issue (progressive era)
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Court cases State v. John Scopes (Monkey Trial)
(TN), 1925 Evolution v. Creationism Science in the classroom Inherit the Wind
Pierce v. Society of Sisters (OR) 1925 Compulsory education=public education Anti-Catholic intentions
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Questions for Discussion How do groups “get ahead?” Inside or
outside the system? Can we teach morals without religion? How do/should groups balance
uniqueness against “American-ness?” What do you think of public money for
private education?
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How to Educate ‘New’ Citizens: African Americans after the Civil War
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Political History 13th amendment, 1865 (abolishes slavery) 14th amendment, 1868 (equal protection)
No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
15th amendment, 1870 (franchise) Reconstruction (Hayes-Tilden Compromise) Rise of Jim Crow laws (Birth of a Nation) Plessy v. Furguson, 1896
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Black Educational Conditions Black education in the
North Access to grammar
schools Access to high schools Access to college; the
creation of Historically Black Colleges and Universities (HBCUs)
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Debate in the history of education: What to make of Booker T. Washington
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Questions for Discussion How were Washington and DuBois treated in
your history classes? Separation v. segregation issues Differentiated education: how much is too
much, and when is it OK? What do you make of vocational training? Is it
inherently bad?
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Language Issues: Does an American Have to Speak
English?Ingles
Englisch
英語Inglese
إنجليزي
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Bilingual Education in Politics Meyer v. Nebraska, 1923 Lau v. Nichols, 1974
Question: equal or equitable treatment required by schools?
Critical mass necessary Language rights now a civil rights issue
English Only Movement/US English, 1983 Proposition 227 (CA)
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Questions for Discussion Reflect on the purpose of education as we’ve
discussed it; how does bilingual education fit? How does bilingual education fit with our
discussion of integration/assimilation/ acculturation/separation/segregation?
How do we reconcile Lau with Brown?
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Achieving Quality Education through Desegregation
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Chinese/Chinese American Conditions Population increase during Gold Rush Likened to blacks Considered an economic threat/
proposal that they should have permanent laborer status
CA school code Chinese Exclusion Act, 1882 Tape v. Hurley, 1885
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Chinese Canadians The only non-British settlers Moved north to Canada during/after
Gold Rush Built Trans-Canada railway
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“Oh! Law, they are coming in their own teapots now!”
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Harper’s Weekly, March 6, 1886A deliberate and determined
effort was made to expel the Chinese from the town of Seattle, Washington Territory; a mob invaded the Chinese quarter and marched them toward a steamer. The mob was thoughtful enough to provide wagons to convey the baggage of its victims. (allowed to return home, mob tried to persist but were disbanded by federal troops)
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Japanese/Japanese American Conditions Treaty between US and Japan, 1854 Seen as better than Chinese (more
educated) Anti-Chinese sentiments spread to
Japanese CA school board violates treaty;
President steps in; Gentlemen’s Agreement reach in 1907
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The Brown Decision, 1954 Briggs v. Elliot (SC),
1950 Belton v. Gebhart;
Bulah v. Gebhart (DE), 1951
Brown v. Board of Education (KS), 1951
Davis v. Prince Edward County SB (VA), 1951
Bowling v. Sharpe (DC), 1952
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Questions for Discussion How do the courts/readings define ‘good’
education? How do you define ‘good’ education? What
does education for liberation look like with regard to the issues on the table for today?
What do you make of Bell’s claims of re-writing Plessy? Are you convinced?
Which comes first, a change of laws or attitudes?
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College Students Defining Education
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Expanding Access Civil Rights Act, 1964 Higher Education Act, 1965 Campus-based affirmative action
programs Vietnam veterans and the GI Bill
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Black Student Activism The rise of Black
Power Demands for Black
Studies, professors, more black students
Administrative/police response
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White Student Activism Students for a Democratic
Society formed 1959 Attacked university
complicity in American social ills
Free Speech Movement, 1964
Influenced by work in MS Issue: politicking on
campus Called for a strike Administrative/police
response
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Chicano/a Student Activism High school student
walk-out in Los Angeles, 1968
Created college-based organizations
Conferences organized and manifestos issued
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Questions for Discussion What is the purpose of college? How is it
reflected? How do we reconcile ‘separation’ with the
mission of the common school? Can/should SNCC’s vision for education be
realized? Who is ‘qualified’ to teach Black studies?
Chicano/a studies? Women’s studies? Etc?