La réforme de l'éducation américaine : Histoire, politique et pratique

This module looks at the sources of education in Colonial America; factors that motivated the acquisition of literacy in the colonies; formal educational institutions of the seventeenth and eighteenth centuries; post-Revolution republican visions of free public schools; characteristics of elementary schools in the early Republic; and Benjamin Franklin’s Philadelphia Academy.

This module takes up the accelerating market economy between 1815 and 1850; the Second Great Awakening and its spur to social innovations; Horace Mann’s paean for “common” schools; Whigs and the common school movement; Catholic opposition to common schools; the suppression of black literacy in the antebellum South; and nineteenth-century academies.

This module considers the post-Civil War expansion of the common school and the reality behind the myth of the “Little Red Schoolhouse”; the educational gains made by blacks during the Reconstruction period and the limits white supremacists put on blacks’ educational progress after Reconstruction; the Hampton/Tuskegee model of industrial education for blacks and the role of northern industrial philanthropists; Plessy v. Ferguson and Jim Crow schooling in the South; the Carlisle Indian School; and the early progress of the American high school.

This module looks at the Progressive movement writ large; the U.S. settlement movement as a source of urban school reform; the changes “administrative progressives” effected in the governance of urban school districts; the influence of the U.S. Army’s World War I intelligence- testing program on the American school system; social efficiency schooling and its theoretical foundations; the Committee of Ten, 1892–93; the Cardinal Principles of Secondary Education, 1918; and Booker T.Washington and W.E.B. DuBois.