Full Description
This book examines the history of conflict in education through the lens of specific case studies from schools in rural areas of New York.
Education has historically been a major source of conflict among citizens, voters, and residents in the United States. From the colonists in New England's efforts to educate their children in the late 1800s, to the debates over mask mandates at schools emerging from Covid-19, the dissonance between pro-local democracy national narratives and the active suppression of community rights exists in every state. Contemporary conflicts in education and politics include the question of what and how to teach history, with some politically motivated groups demonizing critical race theory, inclusive civics, and history education. Utilizing local and state archives, newspapers, and eyewitness accounts, and challenging the consensus narrative that privileged the elite's viewpoints, this book expands research on the history of educational reform post-World War II outside of the urban focus predominant in the field and challenges the traditional rural deficit narrative.
Contents
Introduction
1. Historical and Policy Antecedents
2. National Rural School Research
3. The 1947 Master Plan for School District Consolidation
4. Kiantone
5. The Morganville Question: Not Another Kiantone
6. 21st Century discussions
Conclusion: What the Book Discovered
Appendix: Research Methods
Bibliography
About the Author
Index
