History and Education Announces Spring 2014 Course Lineup
The History and Education program is pleased to announce a robust set of course offerings for Spring 2014:
The History of Education in New York City
The course examines the history of education in New York City over the course of the nineteenth and twentieth centuries. It does so from the perspective of different school groups, including African Americans and members of European, Latino and Asian populations who settled in New York City neighborhoods during distinct periods of the city’s history and attended and shaped its educational and cultural institutions. Well-suited for students in the programs in history and education, English education, social studies education and curriculum and teaching, the course considers the educational narratives of these groups and provides the opportunity to translate that historical knowledge into classroom practice.
The History of Education in the U.S.
Thursday 5:10- 6:50pm
This course will survey the History of Education in the United States. Topics for the course will focus on the development and transformation of schools and educational policy in the U.S. from the colonial period in America to the first half of the twentieth century. For the most part, the emphasis will be on elementary and secondary education, though other institutions and cultural forms of education will also be discussed. By the end of the course, students should know how private and public education in America acquired its distinctive characteristics and how these variant systems of education help shape the history of this country.
Historical Visions of Teachers and Teaching
Thursday 7:20- 9:00pm
Using novels and movies this course considers how teachers have been viewed through popular media over the past two centuries. Students will view films, read various texts about teachers and analyze the popular view of teachers at different points in history. This is an introductory level course that does not presume a background in history.
The History of Urban Education
This course will survey the History of Urban Education in the United States. The focus of the course will be to provide a historical foundation for understanding urban education in America. Students will examine the development of urban school systems in the late nineteenth and early twentieth centuries with a specific emphasis on school reform movements and urban educational policies intended to improve urban schools. Another key objective of this course is to provide a historical perspective on school options, experiences of diverse groups of people living in urban settings, the recruitment and training of urban schoolteachers; and the role urbanization and immigration on educational performance.
Introduction to Historical Writing
This is an introductory course in historical writing. Students will write several short assignments throughout the course that will focus on skill development. They will include, but are not limited to, the historical essay, the primary research paper, and the book review. Students will learn how to create proper footnotes and endnotes as well. To aid in learning, students will examine strong examples of historical writing to model, as well as those that might need improvement. The method of peer review will also be employed in the course.
Students from all programs and departments are invited to enroll in the course. It is offered for two points.
History and Theory of Higher Education
What is, and has been, the purpose of higher education? This is the underlying question of this course. This course is a broad survey of higher education in the United States from the colonial period through the end of the 20th century. We will consider the changing population of college and university students and the options available to them. Finally, we will consider the current state of higher education and envision possible changes in the future.
History of African American Education 18-20th centuries
This course will focus on the education and schooling of blacks in the United States. We will examine transitions in education and schooling. We will also consider the works of some of the major figures that helped to shape this education from the 18th through much of the 20th century. A familiarity with American history is helpful but not necessary. There is a supplementary resource for buttressing your knowledge of American history.
A&HH 6199, CRN32181
Seminar in the History of American Education: Federal Educational Policy in the 20th Century
Tuesday 7:20-9:00 PM
In the era of No Child Left Behind and Race to the Top, we have grown accustomed to thinking of federal policy as a major influence on schooling in the United States. But this major role for the federal government is quite new, growing slowly in the early twentieth century and then rapidly since the 1960s. This course takes an historical approach to examining federal educational policy, to help students understand:
- what political, economic, social, and ideological forces have shaped the form and expansion of federal educational policy
- how federal policies in education and related areas have encouraged, or discouraged, equality in schooling
- how federal policies have made their way into practice, and intersected with one another, with what consequences
A&HH 6199 CRN 51919
Issues in the History of Education: Harlem Digital Research Collaborative
Wednesdays 5:10-6:50 (2 or 3 sessions will begin at 4:00)
This course offers students the opportunity to learn about and experience a variety of practices in the dynamic field of the “digital humanities.” Students will work together, and with other collaborators in the Educating Harlem project, to construct a digital archive focused on the history of education in Harlem. In helping to build the digital archive, students will explore a range of theoretical and conceptual questions about the structure, meaning, and history of archives, and will consider possibilities for archives to become spaces for community interaction and collaboration. Students will also gain practical skills applicable to their own research and teaching including formal and informal digitization, metadata best practices, geolocation and spatial mapping, and writing for audiences outside of the academy. The course does not presume prior expertise in the history of education, or in digital humanities.
Interested students should email Erickson@tc.columbia.edu to explain their interest in the course and secure permission to register.