Title

Education Prescriptions and Disregarded Side Effects: Gilded Age Education Reform in Oregon

Date

5-29-2014 8:20 AM

End Time

29-5-2014 8:35 AM

Location

Natural Sciences (NS) 103

Department

History

Session Chair

David Doellinger

Session Title

History Senior Thesis Presentations

Faculty Sponsor(s)

Max Geier and Kimberly Jensen

Presentation Type

Presentation

Abstract

This paper looks at education reform with a focus on Oregon during a tenuous time period of U.S history, from around 1850 through the turn of the century; the Gilded Age. Oregon’s upper and middle classes perceived themselves as the moral, and intellectual ideal in a time of transition and destabilization of American society following the Civil War and leading up the Progressive era. Many of which saw education reform as their responsibility. These perceptions coupled with racism and classism to transform positive intentions into conditions of paternalistic control and resulted in many communities having to cope with an education system pulled out of their hands over a relatively short time period. Using primary source materials, including newspapers, letters, and government documents, this paper looks to recreate the dialogue and analyze the true nature of the reforms through a number of different community perspectives, including: Native Americans, African Americans and rural Oregonians. The argument fits into the wider educational history to help understand how U.S education developed into its current manifestation.

This document is currently not available here.

Share

COinS
 
May 29th, 8:20 AM May 29th, 8:35 AM

Education Prescriptions and Disregarded Side Effects: Gilded Age Education Reform in Oregon

Natural Sciences (NS) 103

This paper looks at education reform with a focus on Oregon during a tenuous time period of U.S history, from around 1850 through the turn of the century; the Gilded Age. Oregon’s upper and middle classes perceived themselves as the moral, and intellectual ideal in a time of transition and destabilization of American society following the Civil War and leading up the Progressive era. Many of which saw education reform as their responsibility. These perceptions coupled with racism and classism to transform positive intentions into conditions of paternalistic control and resulted in many communities having to cope with an education system pulled out of their hands over a relatively short time period. Using primary source materials, including newspapers, letters, and government documents, this paper looks to recreate the dialogue and analyze the true nature of the reforms through a number of different community perspectives, including: Native Americans, African Americans and rural Oregonians. The argument fits into the wider educational history to help understand how U.S education developed into its current manifestation.