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Connections and Contradictions Betwe...

Vaughan, Kelly P.

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Connections and Contradictions Between Progressive and Accommodationist Education Reforms From the 1860s.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Connections and Contradictions Between Progressive and Accommodationist Education Reforms From the 1860s./
Author:	Vaughan, Kelly P.
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education history. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3573339
ISBN:	9781303435140

Connections and Contradictions Between Progressive and Accommodationist Education Reforms From the 1860s.
Vaughan, Kelly P.

Connections and Contradictions Between Progressive and Accommodationist Education Reforms From the 1860s. - 221 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--University of Illinois at Chicago, 2013.

This item is not available from ProQuest Dissertations & Theses.

In my dissertation, I explore the contradictions within the early progressive education movement through a historical analysis of progressive and accommodationist curriculum reforms and reformers. My study suggests a number of limitations within the early progressive education movement, including: ideological contradictions in progressive reforms; the failure of many progressive reformers to challenge white supremacy and racism in schools and society; and a lack of representation of African American scholars and educators.

ISBN: 9781303435140Subjects--Topical Terms:

3171959
Education history.

Connections and Contradictions Between Progressive and Accommodationist Education Reforms From the 1860s.
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020 $a 9781303435140
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100 1 $a Vaughan, Kelly P. $3 3186475
245 1 0 $a Connections and Contradictions Between Progressive and Accommodationist Education Reforms From the 1860s.
300 $a 221 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: William H. Watkins.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2013.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a In my dissertation, I explore the contradictions within the early progressive education movement through a historical analysis of progressive and accommodationist curriculum reforms and reformers. My study suggests a number of limitations within the early progressive education movement, including: ideological contradictions in progressive reforms; the failure of many progressive reformers to challenge white supremacy and racism in schools and society; and a lack of representation of African American scholars and educators.
520 $a In my dissertation, I draw heavily from the conceptualization of accommodationist education offered by William Watkins (1993, 2001) and from popular considerations of progressive education (Schubert, 1986; Kliebard, 1995; Cremin, 1964). I conceptualize progressive reforms in education as a part of the larger Progressive Movement, which included efforts to expand economic activity, demand workplace rights, diminish machine politics, and make schools more democratic and relevant (Cremin, 1959). Yet, I acknowledge that the term progressive is both contested and mutable and that the early progressive education movement contained a number of different and even contradictory reforms. As such, I argue that various moderate, conservative, and radical reforms were all considered progressive. I conceptualize accommodationism as schooling that "emphasized vocational training, physical/manual labor, character building, and a social science packages, suggesting the acceptance of racial subservience for Negroes" (Watkins, 1993, p. 324).
520 $a I situate my dissertation research within Ann Winfield's (2010) concept of historical research in the field of curriculum studies, namely that historical research "seen through curriculum theory is multifaceted and requires that we engage in personal as well as political, economic, sociologic, and philosophical analyses" (p. 143). Using a combination of primary sources, secondary sources, and archival data, I examined the manner in which different reform agendas could be considered both progressive and accommodationist and then explored the "embodied" contradictions exhibited by three curriculum workers/funders.
520 $a In Chapter 2, entitled Historical Context, and Chapter 3, entitled Progressives and Accommodationists, I analyzed various orientations to curriculum, considered the social forces that contributed to the shaping of progressive movements, and explicated the embodied contradictions of curriculum workers and funders who supported both progressive and accommodationist reforms. I suggested that within a context of scientific racism, regionalism, changing economic and political realities, and theoretic and practical ambiguity within the progressive education movement, many progressive educators supported and/or ignored the creation of accommodationist schooling in African American communities.
520 $a In the next three chapters of my dissertation, I explored the embodied contradictions of three leading curriculum workers and funders. In chapter 4, entitled John Dewey, I suggested that while Dewey was a leading progressive who envisioned schools as sites of democratic transformation, he often failed to acknowledge the manner in which social context, access to power, and racism influenced the implementation of progressive reforms. In Chapter 5, entitled Booker T. Washington, I argued that while Washington was clearly an advocate and spokesperson for accommodationist schooling, he also employed many progressive pedagogical tools in his work at the Tuskegee Institute. As such, he could be considered both an accommodationist and a progressive. In Chapter 6, entitled Julius Rosenwald, I argued that while Rosenwald was a progressive philanthropist who in many ways challenged systemic racism, he was aligned with Washington's accommodationist model of gradual change. My research suggests that each of the men studied endorsed elements of both progressivism and accommodationism.
520 $a I believe this study is significant because it suggests the deep entanglement between the roots of progressive education and accommodationist ideology in ways that continue to impact our schools today. Today, more than a century after the progressive education movement sought to improve schools, the struggle for education justice continues. It is my hope that by complicating our understanding of the relationship between progressive and accommodationist policies, we can learn from the limitations of past progressive movements and that we can begin to envision a progressive movement which addresses both pedagogical reforms and the need to challenge racism and injustice in the classroom and in the larger education system.
590 $a School code: 0799.
650 4 $a Education history. $3 3171959
650 4 $a Black history. $3 2122718
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690 $a 0328
710 2 $a University of Illinois at Chicago. $b Curriculum and Instruction. $3 2036358
773 0 $t Dissertation Abstracts International $g 74-12A(E).
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791 $a Ph.D.
792 $a 2013
793 $a English
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