Laboratory of Learning; HBCU Laboratory Schools and Alabama State College Lab High in the Era of Jim Crow

ISBN-13: 9781433123085 / Angielski / Twarda / 2013 / 308 str.

Sharon Gay Pierson

Opis

During the progressive education movement, laboratory high schools evolved from model schools that were part of the core teacher training curriculum at historically Black colleges and universities (HBCUs). These laboratory schools were at the vanguard of the accreditation battle, participated in national curriculum studies, and boasted high graduation and college entrance rates. Led by well-educated, reform-minded African Americans who molded their own approaches to teaching and curriculum and were grounded in sound progressive educational theory, these HBCU lab high schools represented privileged educational experiences. Yet, this collective effort of high-achieving Black lab schools has been overlooked by historians. Through an examination of Alabama State Teachers College Laboratory High School (1920 1960), Laboratory of Learning illuminates the strategies, challenges, and successes of providing secondary education to Southern Black citizens during the Jim Crow era and provides evidence that HBCU laboratory schools and Lab High should be added to our histories as an example of distinctive, progressive schooling."

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Recenzje

«Laboratory of Learning offers an insightful, critical historiography that illustrates the reality of prestigious educational opportunity for some African Americans [...].»
(Harvard Education Review, Vol. 85, No. 1)

Spis treści

Contents: Beginnings: The Promise of Secondary and Higher Education - Intersections, Opportunities, and Strategies for Advancement, 1920-1940s: Black Laboratory Schools and Progressive Education - Seeds of Inspiration and Effective Administration - History and Development of Alabama State College Laboratory High School, the «Heart» of the Institution - «Lab High»: Privilege and Promise in Secondary Education.

O autorze

Sharon Gay Pierson (PhD in history and education, Teachers College, Columbia University) has had her work published in numerous historical journals. She most recently contributed to the revised edition of «Schools of Tomorrow», Schools of Today: What Happened to Progressive Education (Susan F. Semel and Alan R. Sadovnik, eds., Peter Lang, forthcoming).