Herman H. Dreer: A Twentieth Century Black Radical Curriculum Activist

Autor/inn/en	Osby, Cheryl D.; Davis, Matthew D.
Titel	Herman H. Dreer: A Twentieth Century Black Radical Curriculum Activist
Quelle	In: American Educational History Journal, 47 (2020) 1, S.29-45 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	African American Teachers; Activism; African American Education; Educational History; Curriculum; African American History; History Instruction; Public Schools; High Schools; Black Colleges; Schools of Education; Missouri (Saint Louis) + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Aktivismus; Politischer Protest; History of education; Bildungsgeschichte; Curricula; Lehrplan; Rahmenplan; History lessons; Geschichtsunterricht; Public school; Öffentliche Schule; High school; Oberschule; Erziehungswissenschaftliche Fakultät
Abstract	In the early twentieth century St. Louis' public schools for Black children enjoyed a robust reputation, perhaps second only to those in the nation's capital. Herman H. Dreer, a "public school man," provided direction for those institutions similarly called to lead various segments and forces within the larger Black community (Dowden-White 2011, 23). While other educators focused on organization and administration, Dreer crafted curriculum initiatives that incorporated Black radical curriculum tradition (Watkins 1993). For thirty-one years Dreer taught in the St. Louis Public Schools and at Stowe Teachers College. Among his most important school activities were the writing of Black History curriculum and the directing of several pageants. These pageant events, popular during the St. Louis Negro History Week, carried important memory aids for Black communities (Shaw 1999; Karpf 2011). Despite the yearly Black history celebrations held in elementary schools to African American course studies at the university level, Dreer's impact is felt, yet he remains largely unknown. Therefore, the purpose of this paper is to examine Dreer's community curricular contributions. Although there has been a minute sampling of scholarship centered on Dreer, the research has shown that there is an untapped reservoir of information that has focused on the indelible footprint of his curricular activism and its effect upon the St. Louis community (Dreer 1969c). By utilizing Critical Race Theory (CRT), the authors aim to give voice to Dreer as an esteemed and innovative educator. They purport that Dreer's accomplishments were significant to the field of the history of education based in part upon the knowledge that various aspects of the programming ideals he initiated are still effectively utilized today (Dreer 1952b). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01