When: Tuesday, 2:00pm - 2:50pm
Where: IRRPP Conference Room, aka CUPPA Hall room 330, 412 S. Peoria St.
Series: PERG Discussion
This dissertation work seeks to illuminate some of the contradictions within the progressive movement through a historical study of the relationship between progressive and accommodationist curriculum workers and funders from the 1860s through the 1930s. Within a context of scientific racism, regionalism, changing economic and political realities, and theoretic and practical ambiguity within the progressive movement, many progressive educators supported the creation of accommodationist schooling in African American communities in the American South. Using a combination of primary sources, secondary sources, and archival data, Vaughan examines the “embodied” contradictions exhibited by three curriculum workers/funders: John Dewey, Booker T. Washington and Julius Rosenwald. This study is significant because it illustrates the deep entanglement between the roots of progressive education and accommodationist ideology in ways that continue to impact our schools today. By interrogating our past and understanding the profound impact of racism on the development of the progressive education movement, Vaughan contributes to the creation of a new, expanded progressive movement today.
This event is free and open to the public.