Neither Just nor Equitable: Race in the Congressional Debate of the Second Morrill Act of 1890

Autor/in	Wheatle, Katherine I. E.
Titel	Neither Just nor Equitable: Race in the Congressional Debate of the Second Morrill Act of 1890
Quelle	In: American Educational History Journal, 46 (2019) 2, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0584
Schlagwörter	Race; Educational History; Educational Legislation; Federal Legislation; Land Grant Universities; African American Students; Black Colleges; Higher Education; Access to Education; Equal Education; Educational Policy; Historians; Agricultural Colleges; Racial Bias; Archives; Periodicals; Educational Finance; Financial Support; Maryland; Mississippi + Suchen Sie Ihr Suchwort? Rasse; Abstammung; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Bundesrecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Historian; Historiker; Landwirtschaftliche Fakultät; Landwirtschaftliche Hochschule; Racial discrimination; Rassismus; Archivwesen; Archiv; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Bildungsfonds; Finanzielle Förderung
Abstract	Historical writings about the Morrill Land-Grant Acts are not free from promoting unbiased, dominant ideas about the laws' reach and intentions. The Morrill Acts were major legislation, but they did not signify the entitlement of every citizen; their successes for Black students, communities, and colleges were meager. This study makes common cause with efforts to revise the major narratives of higher education history. The purpose of this paper is to illuminate how race was discussed in the passing of the Second Morrill Act of 1890. This is an important contribution to the scholarship of higher education history because the study provides detailed commentary by lawmakers that has not been published or challenged in previous historical writings about the Morrill Acts. This study promotes a historical narrative that interrogates a dominant canon in higher education and calls to question laws and policies that posit universal access and colorblindness. As a historian, the author seeks to challenge assumptions about higher education policy to reach for more accurate depictions of the nation's racial past. She also supplements contemporary policy analyses of public funding to Black colleges with relevant historical analysis of how disparate funding trends were created and normalized through public policy. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01