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The (Mis)Education About Enslavement: The Portrayals Of Enslavement In 3rd Through 5th Grade Social Science Curriculum, Sondrea Singleton
The (Mis)Education About Enslavement: The Portrayals Of Enslavement In 3rd Through 5th Grade Social Science Curriculum, Sondrea Singleton
Master's Theses
It is no secret that America's history is one that reflects participation in chattel slavery in 1619. What is untold is the ways in which that part of America's past is reflected in curriculum. The question guiding this research is, "How is enslavement portrayed in 3rd through 5th grade social science curriculum?" to better understand the portrayals, representations, and messages communicated about enslavement to young learners. This research is a qualitative exploration of the ways in which enslavement is portrayed in 3rd through 5th grade social science curriculum by two of the most widely used publishing companies, McGraw Hill and …
Interpreting Minorness And Minor Characters In The Victorian Novel, Grace Pregent
Interpreting Minorness And Minor Characters In The Victorian Novel, Grace Pregent
Dissertations
An unprecedented and staggering wealth of characters floods the Victorian novel with its rich social representation of the nineteenth century. in reading these capacious narratives that seemingly accumulate objects, plots, and people, critics continuously privilege plot and minimize or dismiss the intricate participation of minor characters in the construction of meaning. Studies of literary characterization have classically struggled to articulate a theory of character that moves beyond reductive dichotomies€”flat or round, major or minor€”but that does not become inflated and cumbersome. Despite a lack of comprehensive critical attention, minor characters are no minor matter, and the brevity of their textual …
Useful For Life: Women, Girls, And Vocational School Reform In Chicago, 1880-1930, Ruby Oram
Useful For Life: Women, Girls, And Vocational School Reform In Chicago, 1880-1930, Ruby Oram
Dissertations
This dissertation explores how the competing efforts of women to prepare girls for wage-earning and homemaking shaped the development of vocation programs for female students in Chicago schools between 1880 and 1930. Histories of vocational education have neglected the role of women as school reformers and suggested that boys rather than girls were the primary focus of new work-oriented classes in urban public schools. Using Chicago as a case study, this dissertation uncovers how groups of women social reformers, educators, and trade unionists promoted vocational programs to protect school-aged girls from dangerous working conditions, steer girls into "wholesome" occupations, and …