October Bibliography

Dennis, M. (2001). The skillful Use of Higher Education to Protect White Supremacy. The Journal of Blacks in Higher Education, 32, 115-123.

E. Paulette Isaac, Lisa R. Merriweather, and Elice E. Rogers. (2010). Chasing the American Dream: Race and Adult and ContinuingEducation. In A. D.-G. Carol E Kasworm, Handbook of Adult and Continuing Education (pp. 359-368). Los Angeles: Sage.

Green, J. R. (2005). "Practical Progress is the Watchword": Military Education and the Expansion of Opportunity in the Old South. The Journal of the Historical Society, 3, 363-390.

Guy, T. C. (1999). Culture as Context for Adult Education: The Need for Culturally Relevant Adult Education. New Directions for Adult and Continuing Education, 82, 5-16.

Katherine Nicoll, Andreas Fejes. (2011). Lifelong learning: a pacification of 'know how'. Studies in Philosophy and Education, 30(4), 403-417.

Moss, H. J. (2006). Education's Inequity: Opposition to Black Higher Education in Antebellum Conneticut. History of Education Quarterly, 46(1), 16-35.

Peterson, E. A. (1999). Creating a Culturally Relevant Dialogue for African American Adult Educators. New Directions for Adult and Continuing Education, 82, 79-91.

Thompson, J. C. (1993). Toward a More Humane Oppression: Florida's Slave Codes, 1821-1861. Florida Historical Quarterly, 71(3), 324-338.

Warner, D. J. (1988). Commodities for the Classroom:Apparatus for Science and Education in Antebellum America. Annals of Science, 45, 387-397.

Welton, M. R. (2010). Histories of Adult Education: Constructing the Past. In A. D.-G. Edited by Carol E Kasworm, Handbook of Adult Continuing Education (pp. 83-92). Los Angeles: Sage.

In my CPE investigation paper, I refocused the examination of the CPE knowledge base to complete a comparison of adult education in two historical periods.  The first period being the antebellum period in the U.S. compared to the current postmodern period in the U.S.

In the article, The Skillful Use of Higher Education to Protect White Supremacy, the author discusses the post-civil war climate in the south in which a new type of progressive emerged.  This new type of progressive urged the education of former slaves in paternalistic fashion, providing a practical education to maintain a compliant agricultural workforce.  This approach did not value the liberal arts education for African Americans, instead preferring to provide practical agricultural education which would be considered to be ‘practical’.  Charles Dabney, the president at the University of Tennessee, argued that “the negro is a child race at least 2,000 years behind the Anglo-Saxon in its development.”  Dabney represented the view of many progressives who saw education as the way blacks would receive the supervision of whites.

In Chasing the American Dream the authors discuss the conditions of adult education currently, applying the concepts of Critical Race Theory which suggests that the impact of racism and white privilege require a major shift from the concept of civil rights activism (a change of the social structures) to a more widespread shift in the way racial inequities are observed.

In the article, Practical Progress is the Watchword, the author explores education in the antebellum period, in which the growth of military academies occurred at an amazing rate.  The author observes that in the antebellum period, these academies provided expanding opportunities for the white middle class.  Education for slaves and free African Americans was extremely limited and non- existent in the South due to laws enacted to limit the education of slaves, known as slave codes.

In the article, Toward a more Humane Oppression: Florida’s Slave Codes 1821-1861, the author discusses the prohibitions against educating slaves in the south.  It describes ways in which the slave codes sought to prevent slaves from becoming educated, and being able to communicate in order to rebel against their white masters.  Some of these acts were punishable by branding, mutilation and even death.  The slave code began by defining who was a slave, which meant that the children inherited the status of their mother.  This meant that children who were the product of the union between slave owners and their female were to remain enslaved.  There was a fear of the growing population of mixed race children, which some saw as a potential source of rebellion.

In the article Education's Inequity: Opposition to Black Higher Education in Antebellum Conneticut, the author explores the opposition to a school which was probosed as the joint project for the sole purpose of educating African Americans.  Following the Nat Turner rebeilion, the town rose up in opposition of the project.  The opposition was fierce, even in the progressive environment of New England.

In the article, Culture as Context for Adult Education: The Need for Culturally Relevant Adult Education the author explores the way peoplehave been marginalized by the dominant culture, and how these marginalized have attempted to become a part of the culture.  They have been assimilated into the dominant culture, they have endured a bicultualism which instructs them to adhereto the dominant culture’s expectation while maintaining their individual ethnicity as a secondary culture.  The way to a culturally relevant education requires instructors to become a part of their learner’s environment and culture.  They make an effort to understand and communicatein culturally relevant ways with their students.