Suchergebnisse

Contents -- Acknowledgments -- Abbreviations -- Introduction -- One / Attitudes, Structures, and "Levers of Change": The Social Science of Prejudice and Race Relations -- Two / "Data and Not Trouble": The Rockefeller Foundation and the Social Science of Race Relations -- Three / The Individual and the "General Situation": Defining the Race Problem at the University of Chicago's Committee on Education, Training, and Research in Race Relations -- Four / The Mature Individual or the Mature Society: Social Theory, Social Action, and the Race Problem at Fisk University's Race Relations Institutes -- Five / "Education for Racial Understanding" and the Meanings of Integration in Howard University's Journal of Negro Education -- Six / "To Inoculate Americans against the Virus of Hate": Brotherhood, the War on Intolerance, and the National Conference of Christians and Jews -- Conclusion -- Notes -- Index.

I recently told one of my graduate students that I was contributing to the panel on which these papers are based, and he replied that reading Michael Katz'sThe Irony of Early School Reform: Educational Innovation in Mid-Nineteenth Century Massachusetts(2001a) led him to apply to graduate school. My story is the same. When I was deciding whether to pursue a graduate degree, Katz'sClass, Bureaucracy, and Schools(1975) convinced me to study the history of education. What Katz's scholarship, and later his mentorship, taught me was that one could be a historian with an eye toward justice, that one need not compartmentalize scholarly, political, and ethical commitments.