In Histories of Social Studies and Race: 1865-2000, researchers investigate the interplay of race and the emerging social studies field from the time of the Emancipation of enslaved peoples in the second half of the nineteenth century to the multicultural and Afrocentric education initiatives of the late-twentieth century. The chapters incorporate viewpoints from various regions and local communities, as well as different ideas and ideals regarding teaching about race and Black history. This volume makes a case for considering the goals of such efforts-whether for individual development or social justice-and views the teaching of social studies education through the lens of race.

This collection of historical essays on race develops lines of inquiry into race and social studies, such as geography, history, and vocational education. Contributors focus on the ways African Americans were excluded or included in the social education curriculum and the roles that black teachers played in crafting social education curricula.

This collection of historical essays on race develops lines of inquiry into race and social studies, such as geography, history, and vocational education. Contributors focus on the ways African Americans were excluded or included in the social education curriculum and the roles that black teachers played in crafting social education curricula.

Research on women and girls has exploded during the past twenty years. Since 1977, when the Harvard Educational Review published Carol Gilligan's now-classic article ""In a Different Voice,"" in which she argued so persuasively that women and girls must be understood on their own terms, researchers have been discovering, uncovering, and recovering women's ways of knowing, being, thinking, teaching, and learning. Minding Women charts the wealth of thought and writing related to women and girls and education that this process of discovery has produced. Minding Women begins with a ""Classics"" section--articles that call attention to the lack of research on girls and women and describe the effect this has had on knowledge and society. The contributors then discuss feminist pedagogy, and how it has changed and been refined over time. Girls and young women are the focus of the next section. Too often their voices and viewpoints are excluded from these discussions, so some of their own writings are included here. The book then explores women's educational history, showcasing some of the rich work in this area over the past twenty years. Identity issues are addressed in the final section, acknowledging that substantial differences exist among groups of women and girls on how they experience the world and their roles, prospects, and lives.