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Color in the Classroom pbk - How American Schools Taught Race, 1900-1954 (Paperback)
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Color in the Classroom pbk - How American Schools Taught Race, 1900-1954 (Paperback)
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Between the turn of the twentieth century and the Brown v. Board of
Education decision in 1954, the way that American schools taught
about "race" changed dramatically. This transformation was
engineered by the nation's most prominent anthropologists,
including Franz Boas, Ruth Benedict, and Margaret Mead, during
World War II. Inspired by scientific racism in Nazi Germany, these
activist scholars decided that the best way to fight racial
prejudice was to teach what they saw as the truth about race in the
institution that had the power to do the most good-American
schools. Anthropologists created lesson plans, lectures, courses,
and pamphlets designed to revise what they called "the 'race'
concept" in American education. They believed that if teachers
presented race in scientific and egalitarian terms, conveying human
diversity as learned habits of culture rather than innate
characteristics, American citizens would become less racist.
Although nearly forgotten today, this educational reform movement
represents an important component of early civil rights activism
that emerged alongside the domestic and global tensions of wartime.
Drawing on hundreds of first-hand accounts written by teachers
nationwide, Zoe Burkholder traces the influence of this
anthropological activism on the way that teachers understood,
spoke, and taught about race. She explains how and why teachers
readily understood certain theoretical concepts, such as the
division of race into three main categories, while they struggled
to make sense of more complex models of cultural diversity and
structural inequality. As they translated theories into practice,
teachers crafted an educational discourse on race that differed
significantly from the definition of race produced by scientists at
mid-century. Schoolteachers and their approach to race were put
into the spotlight with the Brown v. Board of Education case, but
the belief that racially integrated schools would eradicate racism
in the next generation and eliminate the need for discussion of
racial inequality long predated this. Discussions of race in the
classroom were silenced during the early Cold War until a new
generation of antiracist, "multicultural" educators emerged in the
1970s.
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