Do state-supported systems of schooling contribute to social inequalities, or do they disrupt the... more Do state-supported systems of schooling contribute to social inequalities, or do they disrupt them? Do community-based schools facilitate increased social mobility, or do they simply contribute to a growing divide in wealth and social status between the rich and the poor? What are the conditions under which educational systems change? Such questions have surfaced recently in current policy debates about the likely effect a free market would have on modern schooling. Critics of highly centralized, state-supported schools argue that education would respond to free market incentives with increased innovation, higher academic achievement, and stronger community relations, all of which would lead to increased social mobility among previously disenfranchised groups.1 On the other hand, their opponents argue that free markets have never served as vehicles of equity, and that both publicly and privately funded schools would suffer from the effects of increased choice and competition.2 These...
Social historians have demonstrated that although men comprised the majority of teachers in North... more Social historians have demonstrated that although men comprised the majority of teachers in North Carolina schools and academies during the early national period, women predominated by the end of the nineteenth century. This study concludes that among the music teachers who taught in academies and venture schools, women gained a majority decades earlier. In an effort to understand some of the underlying social processes that contributed to this shift, the following discussion analyzes the changing proportion of men and women in a sample of 65 music teachers, tracks the tuition they charged in a free market, and compares this to the tuition charged by teachers of Latin and Greek. The shift to women among music teachers in North Carolina presents an intriguing case, because it does not fit well with some earlier theoretical models of feminization among nineteenth-century teachers. The data suggest that women came to predominate among music teachers because a changing market for music ...
What are the conditions under which education systems change? In seeking answers, social historia... more What are the conditions under which education systems change? In seeking answers, social historians often look along trajectories, explaining the meaning of events by their relation to the unfolding of social experience. Whether the researcher takes a narrative view and constructs a story of a community or a state, or takes an analytic and quantitative approach, the focus is always the same: the sequential development of social outcomes. However, as the sociologist Andrew Abbot notes, “The social process doesn’t have outcomes. It just keeps on going.”1
vol. 71, no. 3 The above concern aside, however, Haveman has produced a sensitive, readable, and ... more vol. 71, no. 3 The above concern aside, however, Haveman has produced a sensitive, readable, and comprehensive account of the ethnic cleansing of Creek Indian people from the American South. While other scholars have addressed the political roots of the removal, the many frauds that emerged from it, and the consequences for reestablishing the Nation in the West, this book will stand as the go-to work for those seeking a broader understanding of Creek removal as a whole as well as those hoping to identify the vast array of materials that document both the suffering and the resilience of the Creek people.
ABSTRACT This article explores Alexander von Humboldt’s influence on the education of young women... more ABSTRACT This article explores Alexander von Humboldt’s influence on the education of young women in early nineteenth-century America. In the past decade, the English-speaking world has seen a resurgence of interest in Alexander von Humboldt. To date however, scholars have devoted relatively little attention to Humboldt’s influence on American education, particularly before mid-century. When did schoolbooks begin to adopt his theories, and how universally did they incorporate them? Were young women exposed to his work as well as young men? To find out, this study analysed 44 editions of the most popular geography and botany texts designed for schools enrolling females as well as males during the period from 1791 to 1859. The analysis considers the degree to which these texts incorporated or ignored Humboldt’s ideas in the following areas: (1) plant geography; (2) climate; (3) learning from nature; (4) human impact on nature; (5) slavery; (6) colonialism; (7) human equality; and (8) the earth’s place in the cosmos.
Opposition to school vaccination requirements has a long history in the United States, from the e... more Opposition to school vaccination requirements has a long history in the United States, from the early nineteenth century to today. This essay identifies three distinct phases in organized resistance to school vaccination in the United States between 1827 and 1929. This resistance was associated with a rise in anti-science discourse among leaders of the national anti-vaccination societies and occurred within the context of broader social changes and scientific discoveries during this period.
Page 1. A Chartered School in a Free Market: The Case of Raleigh Academy, 1801–1828 ... This arti... more Page 1. A Chartered School in a Free Market: The Case of Raleigh Academy, 1801–1828 ... This article presents a case study of Raleigh Academy in North Carolina (1801–1828). Proponents of free choice make the following claims, some of ...
Do state-supported systems of schooling contribute to social inequalities, or do they disrupt the... more Do state-supported systems of schooling contribute to social inequalities, or do they disrupt them? Do community-based schools facilitate increased social mobility, or do they simply contribute to a growing divide in wealth and social status between the rich and the poor? What are the conditions under which educational systems change? Such questions have surfaced recently in current policy debates about the likely effect a free market would have on modern schooling. Critics of highly centralized, state-supported schools argue that education would respond to free market incentives with increased innovation, higher academic achievement, and stronger community relations, all of which would lead to increased social mobility among previously disenfranchised groups.1 On the other hand, their opponents argue that free markets have never served as vehicles of equity, and that both publicly and privately funded schools would suffer from the effects of increased choice and competition.2 These...
Social historians have demonstrated that although men comprised the majority of teachers in North... more Social historians have demonstrated that although men comprised the majority of teachers in North Carolina schools and academies during the early national period, women predominated by the end of the nineteenth century. This study concludes that among the music teachers who taught in academies and venture schools, women gained a majority decades earlier. In an effort to understand some of the underlying social processes that contributed to this shift, the following discussion analyzes the changing proportion of men and women in a sample of 65 music teachers, tracks the tuition they charged in a free market, and compares this to the tuition charged by teachers of Latin and Greek. The shift to women among music teachers in North Carolina presents an intriguing case, because it does not fit well with some earlier theoretical models of feminization among nineteenth-century teachers. The data suggest that women came to predominate among music teachers because a changing market for music ...
What are the conditions under which education systems change? In seeking answers, social historia... more What are the conditions under which education systems change? In seeking answers, social historians often look along trajectories, explaining the meaning of events by their relation to the unfolding of social experience. Whether the researcher takes a narrative view and constructs a story of a community or a state, or takes an analytic and quantitative approach, the focus is always the same: the sequential development of social outcomes. However, as the sociologist Andrew Abbot notes, “The social process doesn’t have outcomes. It just keeps on going.”1
vol. 71, no. 3 The above concern aside, however, Haveman has produced a sensitive, readable, and ... more vol. 71, no. 3 The above concern aside, however, Haveman has produced a sensitive, readable, and comprehensive account of the ethnic cleansing of Creek Indian people from the American South. While other scholars have addressed the political roots of the removal, the many frauds that emerged from it, and the consequences for reestablishing the Nation in the West, this book will stand as the go-to work for those seeking a broader understanding of Creek removal as a whole as well as those hoping to identify the vast array of materials that document both the suffering and the resilience of the Creek people.
ABSTRACT This article explores Alexander von Humboldt’s influence on the education of young women... more ABSTRACT This article explores Alexander von Humboldt’s influence on the education of young women in early nineteenth-century America. In the past decade, the English-speaking world has seen a resurgence of interest in Alexander von Humboldt. To date however, scholars have devoted relatively little attention to Humboldt’s influence on American education, particularly before mid-century. When did schoolbooks begin to adopt his theories, and how universally did they incorporate them? Were young women exposed to his work as well as young men? To find out, this study analysed 44 editions of the most popular geography and botany texts designed for schools enrolling females as well as males during the period from 1791 to 1859. The analysis considers the degree to which these texts incorporated or ignored Humboldt’s ideas in the following areas: (1) plant geography; (2) climate; (3) learning from nature; (4) human impact on nature; (5) slavery; (6) colonialism; (7) human equality; and (8) the earth’s place in the cosmos.
Opposition to school vaccination requirements has a long history in the United States, from the e... more Opposition to school vaccination requirements has a long history in the United States, from the early nineteenth century to today. This essay identifies three distinct phases in organized resistance to school vaccination in the United States between 1827 and 1929. This resistance was associated with a rise in anti-science discourse among leaders of the national anti-vaccination societies and occurred within the context of broader social changes and scientific discoveries during this period.
Page 1. A Chartered School in a Free Market: The Case of Raleigh Academy, 1801–1828 ... This arti... more Page 1. A Chartered School in a Free Market: The Case of Raleigh Academy, 1801–1828 ... This article presents a case study of Raleigh Academy in North Carolina (1801–1828). Proponents of free choice make the following claims, some of ...
Uploads
Papers by Kim Tolley