The Role of White Supremacy amongst Opponents and Proponents of Mass Schooling in the South during the Common School Era

Autor/in	Weissman, Rebecca
Titel	The Role of White Supremacy amongst Opponents and Proponents of Mass Schooling in the South during the Common School Era
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 55 (2019) 5, S.703-723 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2018.1521448
Schlagwörter	Educational History; Whites; Racial Attitudes; Racial Discrimination; United States History; Educational Change; Ideology; African American Education; Public Education; Educational Development; Barriers; Rhetoric; Slavery + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; White; Weißer; Rassenfrage; Racial bias; Rassismus; Bildungsreform; Ideologie; Öffentliche Erziehung; Bildungsentwicklung; Rhetorik; Sklaverei
Abstract	Although common schooling began to take off in the northern United States around the 1830s, it did not gain great momentum in the South until the postbellum period. Spanning this lengthy Common School era, this article explores the role white supremacy played in both the development and the impediment of schooling for the masses in the southern United States. Through analysis of archival and other primary and secondary data sources, the ways in which white supremacist ideology and actions shape-shifted throughout this time in history are mapped and expounded upon. This includes the rhetorical strategies and actions carried out by southern school reformers and opponents within their speeches, editorials, sermons, and addresses to maintain or amplify white power. Prominent Common School figures who held residency within the former Confederate States of America such as William Henry Ruffner and J.L.M. Curry, as well as lesser-known educational advocates and opponents of education are highlighted. This article begins with some of the arguments that were made both for and against education of slaves, for or against common schooling of white children, and proceeds into many of the large-scale schooling efforts of the postbellum period, all analyzed through the lens of white supremacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01