The Political Context of the Social Studies: Creating a Constituency for Municipal Reform

Lybarger, Michael

doi:10.1080/00933104.1980.10506086

Cited by 4 publications

(5 citation statements)

References 3 publications

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“…138.). These foreign-born students, it was believed, needed immediate attention, which required a more relevant and civic-based brand of history (Lybarger, 1980;Reuben, 1997;Saxe, 1991).…”

Section: The Committee On Social Studiesmentioning

confidence: 99%

Did the Social Studies Really Replace History in the Local Curriculum? The Case of Elyria, Ohio and the North Central States

Fallace

2009

Theory & Research in Social Education

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“…138.). These foreign-born students, it was believed, needed immediate attention, which required a more relevant and civic-based brand of history (Lybarger, 1980;Reuben, 1997;Saxe, 1991).…”

Section: The Committee On Social Studiesmentioning

confidence: 99%

Did the Social Studies Really Replace History in the Local Curriculum? The Case of Elyria, Ohio and the North Central States

Fallace

2009

Theory & Research in Social Education

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“…On the other hand, historians who depict the CSS report as a form of social control focus exclusively on the deterministic, racialist thinking of its authors. Methodologically, they shift emphasis away from Dewey and J. H. Robinson and focus too narrowly on the ideologies of Jones and Dunn (Evans, 2004; Hiner, 1973; Kliebard, 1995, 2002; Krug, 1964; Lybarger, 1980, 1983; Reuben, 1997; Shermis & Barth, 1985–1986; Sivertson, 1972; Smith, Palmer, & Correia, 1995; Watkins, 1995). These accounts tend to focus on prior writings of the CSS report authors, consider their membership in professional organizations and municipal reform groups, highlight the report’s language of social efficiency, and emphasize its link to the Cardinal Principles report.…”

Section: Progressivism Progressive Education and The Css Reportmentioning

confidence: 99%

“…Edward Krug (1964) inspired this interpretation when he argued that the CSS report embodied a moderate form of social control, “closer in spirit to [liberal sociologist] Lester Frank Ward than to [more conservative] Edward Ross or David Snedden, but social control nonetheless” (p. 354). In this tradition, Lybarger (1980) exposed the racist, deterministic views of the Thomas Jesse Jones. He argued that the topics recommended by the CSS “were nearly identical with” the program Jones had created at the Hampton Institute in Virginia, only instead of stressing African American subservience to the national government, the CSS emphasized immigrant subservience to the emerging municipal bureaucracies by inculcating values of “efficiency, expertise, and non-partisanship” (p. 23).…”

Section: Progressivism Progressive Education and The Css Reportmentioning

confidence: 99%

“…Social control was a term that meant helping immigrants and migrants adjust both to their new communities as well as the changing condition of modernity. Those who critique the progressives’ corporate objective of assimilation (i.e., Karier, 1973; Karier, Violas, & Spring, 1973; Lybarger, 1980, 1983; Spring, 1970, 1972) fail to appreciate their belief that the “system” to which students were assimilating was evolving rapidly. As J.…”

Section: Css and The Progressive Eramentioning

confidence: 99%

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John Dewey’s Influence on the Origins of the Social Studies: An Analysis of the Historiography and New Interpretation

Fallace

2009

Review of Educational Research

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This article offers a critical review of the historical literature on the National Education Association’s (NEA) 1916 Committee on Social Studies (CSS) report, the document generally believed to have launched the social studies movement in American secondary schools. The review begins with a critical analysis of the four most pervasive interpretations of the report. Drawing upon these interpretations, the author suggests that there are three central issues at the heart of these disputes. The first is over the ideological origins of the report; the second, its institutional origins; and the third, its epistemological position. It is argued that the influence of John Dewey is the key to overcoming these disagreements by suggesting that the members of the Committee agreed upon a core of shared beliefs that reflected his philosophical ideas.

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“…All these ideas came together in the work of John Dewey. 30 John Dewey began his influential educational research at the University of Chicago in 1894, where he established the University Elementary School two years later. At the laboratory school, he experimented with a type of instruction that brought "the school into closer relationship with the home and neighborhood life-instead of having the school a place where the child comes solely to learn certain lessons."…”

Section: Did Educationists Dominate the Committee Of The Social Studies?mentioning

confidence: 99%

Did the Social Studies Really Replace History in American Secondary Schools?

Fallace

2008

Teachers College Record: The Voice of Scholarship in Education

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Background/Context In recent decades, professional historians have made considerable efforts to reestablish influence over the teaching of history in American schools. This movement has rested upon a generally accepted historical narrative based on four assertions; first, that during the 1900s and 1910s, professional historians dominated the curriculum of most public schools; second, that this control was usurped by the “educationist” authors of the 1916 Committee on the Social Studies; third, that this report recommended social studies courses that amalgamated history and the social sciences to address current events and problems; and fourth, that over the course of the 1920s and 1930s, these amalgamated social studies courses replaced “straight” history in most American schools. Purpose The author challenges each of these assertions directly to present a more nuanced, accurate view of these years. Research Design Previous studies of this topic have tended to focus on the correspondence among professional leaders and/or the ideologies of the compilers of the Committee of Ten, Committee of Seven, and the Committee on the Social Studies (CSS) reports. While the author touches on these topics briefly as they relate to the four assertions above, the focus of this article is on some internal and external factors that have been overlooked, such as teacher qualifications, the content of textbooks, changing course enrollments, and the effects of the First World War. Findings/Conclusions The author argues that the transition from history to the social studies at the secondary level was not abrupt and that the social studies reform movement did not directly target discipline-based history. More important, he demonstrates that, at least through the 1930s, history courses were never fully displaced by amalgamated social studies classes. Therefore, the degree to which history and historians were “replaced” by the social studies and its advocates have been exaggerated in the present literature, and the use of words like, “abrupt,” “disappearance,” and “educationists,” have been misleading.

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The Political Context of the Social Studies: Creating a Constituency for Municipal Reform

Cited by 4 publications

References 3 publications

Did the Social Studies Really Replace History in the Local Curriculum? The Case of Elyria, Ohio and the North Central States

Did the Social Studies Really Replace History in the Local Curriculum? The Case of Elyria, Ohio and the North Central States

John Dewey’s Influence on the Origins of the Social Studies: An Analysis of the Historiography and New Interpretation

Did the Social Studies Really Replace History in American Secondary Schools?

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