• 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)

• List of Illustrations ix Preface xi Acknowledgments xiii Introduction 1
• 1 * The White Architects of Mexican American Education 12
• 2 * Pernicious Deeds: Restrictive Covenants and Schools 39
• 3 * "Obsessed" with Segregating Mexican Students 55
• 4 * Ramona School and the Undereducation of Children in La Colonia 79
• 5 * A Common Cause Emerges for Mexican American and Black Organizers 100
• 6 * Challenging "a Systematic Scheme of Racial Segregation": Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247.
• (source: Nielsen Book Data)

Strategies of Segregation unearths the ideological and structural architecture of enduring racial inequality within and beyond schools in Oxnard, California. In this meticulously researched narrative spanning 1903 to 1974, David G. Garcia excavates an extensive array of archival sources to expose a separate and unequal school system and its purposeful links with racially restrictive housing covenants. He recovers powerful oral accounts of Mexican Americans and African Americans who endured disparate treatment and protested discrimination. His analysis is skillfully woven into a compelling narrative that culminates in an examination of one of the nation's first desegregation cases filed jointly by Mexican American and Black plaintiffs. This transdisciplinary history advances our understanding of racism and community resistance across time and place. .
(source: Nielsen Book Data)

• List of Illustrations ix Preface xi Acknowledgments xiii Introduction 1
• 1 * The White Architects of Mexican American Education 12
• 2 * Pernicious Deeds: Restrictive Covenants and Schools 39
• 3 * "Obsessed" with Segregating Mexican Students 55
• 4 * Ramona School and the Undereducation of Children in La Colonia 79
• 5 * A Common Cause Emerges for Mexican American and Black Organizers 100
• 6 * Challenging "a Systematic Scheme of Racial Segregation": Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247.
• (source: Nielsen Book Data)

Strategies of Segregation unearths the ideological and structural architecture of enduring racial inequality within and beyond schools in Oxnard, California. In this meticulously researched narrative spanning 1903 to 1974, David G. Garcia excavates an extensive array of archival sources to expose a separate and unequal school system and its purposeful links with racially restrictive housing covenants. He recovers powerful oral accounts of Mexican Americans and African Americans who endured disparate treatment and protested discrimination. His analysis is skillfully woven into a compelling narrative that culminates in an examination of one of the nation's first desegregation cases filed jointly by Mexican American and Black plaintiffs. This transdisciplinary history advances our understanding of racism and community resistance across time and place.
(source: Nielsen Book Data)

• List of Illustrations ix Preface xi Acknowledgments xiii Introduction 1
• 1 * The White Architects of Mexican American Education 12
• 2 * Pernicious Deeds: Restrictive Covenants and Schools 39
• 3 * "Obsessed" with Segregating Mexican Students 55
• 4 * Ramona School and the Undereducation of Children in La Colonia 79
• 5 * A Common Cause Emerges for Mexican American and Black Organizers 100
• 6 * Challenging "a Systematic Scheme of Racial Segregation": Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247.
• (source: Nielsen Book Data)

Strategies of Segregation unearths the ideological and structural architecture of enduring racial inequality within and beyond schools in Oxnard, California. In this meticulously researched narrative spanning 1903 to 1974, David G. Garcia excavates an extensive array of archival sources to expose a separate and unequal school system and its purposeful links with racially restrictive housing covenants. He recovers powerful oral accounts of Mexican Americans and African Americans who endured disparate treatment and protested discrimination. His analysis is skillfully woven into a compelling narrative that culminates in an examination of one of the nation's first desegregation cases filed jointly by Mexican American and Black plaintiffs. This transdisciplinary history advances our understanding of racism and community resistance across time and place. .
(source: Nielsen Book Data)

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

When traditionally white public schools in the South became sites of massive resistance In the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism, but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly recreates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
(source: Nielsen Book Data)

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

When traditionally white public schools in the South became sites of massive resistance In the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism, but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly recreates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
(source: Nielsen Book Data)

• The origins of the common school
• Postbellum America and the common school
• The "new education"
• Democracy, efficiency, and school expansion
• A democracy of differences
• The people's college
• Rising expectations and raising standards
• Guardians of tradition
• The fate of the high school.

In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America's public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry-education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of "No Child Left Behind" and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.
(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
• The "negro problem" in the age of social reform. The progressive ethos. Thomas Jesse Jones. John Dewey. The educator as scientist
• Black educators and the quest to uplift and develop the race. Alexander Crummell. Booker T. Washington. Anna Julia Cooper. Kelly Miller. Nannie Helen Burroughs
• Education for black advancement. Leadership and liberal education. Education and identity
• 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
• 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
• Education for social and economic cooperation. Communal and community-based education. Toward a broader educational vision. Black history education and collective racial consciousness
• The Cold War and 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
• 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 : 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.

This is the first published, comprehensive interpretation of Du Bois' educational thought. Historian Derrick P. Alridge moves beyond the overly discussed ""debates"" between Booker T. Washington and Du Bois to provide fresh insights into Du Bois' educational thinking. He draws on a plethora of published and unpublished primary sources to illuminate Du Bois' educational thought on a wide variety of issues, such as women and education, black leadership, black identity, civil rights, black higher education, community education, and academic achievement.
(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

This is the first published, comprehensive interpretation of Du Bois' educational thought. Historian Derrick P. Alridge moves beyond the overly discussed ""debates"" between Booker T. Washington and Du Bois to provide fresh insights into Du Bois' educational thinking. He draws on a plethora of published and unpublished primary sources to illuminate Du Bois' educational thought on a wide variety of issues, such as women and education, black leadership, black identity, civil rights, black higher education, community education, and academic achievement.
(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)

This work shows how American Indian children were deliberately removed from their homes into government boarding schools so that white "civilisation" could take root while childhood memories of "savagism" gradually faded to the point of extinction.
(source: Nielsen Book Data)