• Consensus and revisionism in educational history / Gary McCulloch
• The urban history of education / Ansley T. Erickson
• Method in the history of education / William Richardson
• Theory in the history of education / Isaac Gottesman
• Education in Greek and Roman antiquity / Mark Joyal
• Education in Medieval Europe / Spencer E. Young
• Education in pre-modern China and Japan / Conrad Schirokauer
• Pre-colonial indigenous education in the Western Hemisphere and Pacific / Adrea Lawrence
• National education systems : Europe / James C. Albisetti
• National education systems : North America / Nancy Beadie
• National education systems : Australia and New Zealand / Craig Campbell and Maxine Stephenson
• National education systems : Latin America / G. Antonio Espinoza
• National education systems : Asia / Elizabeth VanderVen
• National education systems : Africa / Peter Kallaway
• National education systems : Middle East / Heidi Morrison
• Higher education in modern Europe / Vincent Carpentier
• The German university and its influence / Charles E. McClelland
• Higher education in Canada and the United States / Philo Hutcheson
• Higher education in Asia / Anthony Welch
• The professions and professional education / Richard K. Neumann Jr.
• Inequality in education / Judith Kafka
• Gendering the history of education / Lucy E. Bailey and Karen Graves
• Education and migration in history / Paul J. Ramsey
• Race and ethnicity in education history / Yoon K. Pak
• Education and the African diaspora / Christopher M. Span and Brenda N. Sanya
• Colonial education and anti-colonial struggles / Ana Isabel Madeira and Luís Grosso Correia
• Conflicting constructions of childhood and children in education history / Barbara Beatty
• Religion and the history of education / James W. Fraser and Diane L. Moore
• Progressive education / William J. Reese
• The history of school teachers and administrators / Kate Rousmaniere
• Transitions from rural to urban schooling / David A. Gamson
• The modern history of literacy / David Vincent
• Curriculum history / Daniel Tröhler
• The history of non-formal and informal education / Andrew Grunzke
• The history of technology and education / Sevan Terzian
• The history of transnational and comparative education / Marcelo Caruso.

This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
(source: Nielsen Book Data)

• The white architects of Mexican American education
• "Strictly in the capacity of servant" : interconnections between school and residential segregation
• "Obsessed" with segregation : designing a legacy of educational inequality
• The containment and undereducation of colonia children
• "Racial tension is nearing a boiling point" : school desegregation emerges as a common cause for Mexican and black communities
• Challenging "a systematic scheme of racial segregation" : Soria v. Oxnard School Board of Trustees.

• The inheritances of a new elite private school
• Contending with change and challenges
• The blurring of public and private
• The fearless firsts
• Courageous navigation.

• Acknowledgments
• Introduction
• Part One: Language
• Ch. 1 The Beginnings of Modern Bilingual Education
• Ch. 2 The Polarization of Bilingual Education
• Ch. 3 "Birds of Many Colors": Language, Culture, and Community in 1970s San Jose
• Ch. 4 "Some Kind of Precedent": The Ambiguous Legacy of Bilingual Education
• Part Two: Sex
• Ch. 5 "The Pot was Already Boiling": Parents, Teachers, Taxes, and Sex Education in San Mateo
• Ch. 6 Family Life and Sex Education and the Unmaking of Anaheim's "Golden Age"
• Ch. 7 "Which Way America?" California's Moral Guidelines Committee and the Forging of a Patriotic Morality
• Ch. 8 "This Thing is Spreading All Over California": Sex Education in the Seventies
• Conclusion
• Appendix
• Notes
• Bibliography
• Index.
• (source: Nielsen Book Data)

From Cultural Appreciation Days to Gay-Straight Alliances to cafeteria menus featuring "ethnic options, " twenty-first century American public schools bear the unmistakable mark of the diversity that has come to define the nation in the last fifty years. At the same time, it is also in public schools where citizens continue to organize most passionately to limit the influence of this heterogeneity on our curricula and classroom culture. Classroom Wars explores how we got here. Focusing in on California's schools during the 1960s and 1970s, Natalia Mehlman Petrzela charts how a state and a citizenry deeply committed to public education as an engine of civic and moral education navigated the massive changes brought about by the 1960s, including the sexual revolution, school desegregation, and a dramatic increase in Latino immigration. In California, where a volatile political culture nurtured both Orange County mega-churches and Berkeley coffeehouses, these changes reverberated especially powerfully. Analyzing two of the era's most innovative, nationally impactful, and never-before juxtaposed programs-Spanish-bilingual and sex education-Classroom Wars charts how during a time of extraordinary social change, grass-roots citizens politicized the schoolhouse and family. Many came to link such progressive educational programs not only with threats to the family and nation but also with rising taxes, which they feared were being squandered on morally lax educators teaching ethically questionable curricula. Using sources ranging from policy documents to personal letters, student newspapers, and oral histories, Petrzela reveals how in 1960s and 70s California-and the nation at large-a growing number of Americans fused values about family, personal, and civic morality, blurring the distinction between public and private and inspiring some of the fiercest classroom wars in American history, controversies that help explain the bitterness of the battles we continue to wage today.
(source: Nielsen Book Data)

• The education of W.E.B. Du Bois : The world of Du Bois's youth ; Great Barrington, Massachusetts ; Fisk University ; Harvard University ; University of Berlin ; Conclusion
• The "Negro problem" in the age of social reform : The progressive ethos ; Thomas Jesse Jones ; John Dewey ; The educator as scientist ; Conclusion
• Black educators and the quest to uplift and develop the race : Alexander Crummell ; Booker T. Washington ; Anna Julia Cooper ; Kelly Miller ; Nannie Helen Burroughs ; Conclusion
• Education for Black advancement : Leadership and liberal education ; Education and identity ; Conclusion
• The "new Negro," economic cooperation, and the question of voluntary separate schooling : War and Blacks ; The "new Negro" consciousness ; The economic conditions of African Americans ; Black economic cooperation ; Voluntary separate schooling ; Conclusion
• African American educators, emancipatory education, and social reconstruction : Alain Locke ; Carter G. Woodson ; Mary McLeod Bethune ; Charles H. Thompson ; Horace Mann Bond ; The social reconstructionists ; Conclusion
• Education for social and economic cooperation : Communal and community-based education ; Toward a broader educational vision ; Black history education and collective racial consciousness ; Conclusion
• The Cold War and the Civil Rights Movement : The coming of the Cold War ; The decline of progressive education and the rise of the Cold War ; Du Bois and the coming of the modern Civil Rights Movement ; From Brown v. Board and King to Ghana ; Septima Clark : echoes of a Du Boisian pedagogy ; Conclusion
• Education for liberation : Freedom to learn, critical thinking, and basic skills ; From the talented tenth to the guiding hundredth ; Afrocentric, Pan-African, and global education ; Education in The Black Flame ; Conclusion
• Conclusion : Du Bois's legacy for the education of African peoples and the world community : Du Bois's legacy for African American education ; A Du Boisian vision.

• In secret places: acquiring literacy in slave communities
• A coveted possession: literacy in the first days of freedom
• The men are actually clamoring for books: African American soldiers and the educational mission
• We must get education for ourselves and our children: advocacy for education
• We are striving to do business on our own hook: organizing schools on the ground
• We are laboring under many difficulties: African American teachers in freedpeople's schools
• A long and tedious road to travel for knowledge: textbooks and freedpeople's schools
• If anybody wants an education, it is me: students in freedpeople's schools
• First movings of the waters: the creation of common school systems for Black and white students
• Epilogue
• Appendix. African Americans, literacy, and the law in the antebellum South.

In this previously untold story of African American self-education, Heather Andrea Williams examines African Americans' relationship to literacy during slavery, during the Civil War, and in the first decades of freedom. Self-Taught traces the historical antecedents to freedpeople's intense desire to become literate and demonstrates how the visions of enslaved African Americans emerged into plans and action once slavery ended. Enslaved people, Williams contends, placed great value in the practical power of literacy, whether it was to enable them to read the Bible for themselves or to keep informed of the abolition movement and later the progress of the Civil War. Some slaves devised creative and subversive means to acquire literacy; when slavery ended, they became the first teachers of other freedpeople. Soon overwhelmed by the demands for education, they called on northern missionaries to come to their aid. Williams argues that by teaching, building schools, supporting teachers, resisting violence, and claiming education as a civil right, African Americans transformed the face of education in the South to the great benefit of both black and white southerners.
(source: Nielsen Book Data)

• In secret places : acquiring literacy in slave communities
• A coveted possession : literacy in the first days of freedom
• The men are actually clamoring for books : African American soldiers and the educational mission
• We must get education for ourselves and our children : advocacy for education
• We are striving to do business on our own hook : organizing schools on the ground
• We are laboring under many difficulties : African American teachers in freedpeople's schools
• A long and tedious road to travel for knowledge : textbooks and freedpeople's schools
• If anybody wants an education, it is me : students in freedpeople's schools
• First movings of the waters : the creation of common school systems for Black and White students
• Epilogue
• Appendix : African Americans, literacy, and the law in the antebellum South.

In this previously untold story of African American self-education, Heather Andrea Williams examines African Americans' relationship to literacy during slavery, during the Civil War, and in the first decades of freedom. Self-Taught traces the historical antecedents to freedpeople's intense desire to become literate and demonstrates how the visions of enslaved African Americans emerged into plans and action once slavery ended. Enslaved people, Williams contends, placed great value in the practical power of literacy, whether it was to enable them to read the Bible for themselves or to keep informed of the abolition movement and later the progress of the Civil War. Some slaves devised creative and subversive means to acquire literacy; when slavery ended, they became the first teachers of other freedpeople. Soon overwhelmed by the demands for education, they called on northern missionaries to come to their aid. Williams argues that by teaching, building schools, supporting teachers, resisting violence, and claiming education as a civil right, African Americans transformed the face of education in the South to the great benefit of both black and white southerners.
(source: Nielsen Book Data)