For too many people, America has become the primary symbol of all that is grotesque, deadening, & oppressive. It is time, says James Ceaser in this provocative book, to take America back, to reaffirm confidence in our principles, & to remind ourselves that the real America-- as opposed to the symbolic one-- has forged a system of liberal democratic government that has shaped the destiny of the modern world.

The pioneering work in the study of the role of Black Americans during Reconstruction by the most influential Black intellectual of his time. This pioneering work was the first full-length study of the role black Americans played in the crucial period after the Civil War, when the slaves had been freed and the attempt was made to reconstruct American society. Hailed at the time, Black Reconstruction in America 1860–1880 has justly been called a classic.

Presents the history of America from the earliest times of the Native Americans to the Clinton administration.

Some would say Reconstruction was just as significant of a period of time as the Civil War was itself. Even after slavery was abolished, there were still many issues that needed to be addressed. This innovative volume delves into these issues and sheds light on this significant time in United States history. Important social issues, such as racism and prejudice, are also discussed through detailed and age-appropriate text. Colorful photographs help the reader further understand this important subject, making for an excellent supplement to social studies curriculum.

"An unusually strong collection of essays ...the scholarship is impeccable."---Gaines M. Foster, Louisiana State University, Baton Rouge --

One of the leading historians of education in the United States here develops a powerful interpretation of the uses of history in educational reform and of the relations among democracy, education, and the capitalist state. Michael Katz discusses the reshaping of American education from three perspectives. First is the perspective of history: How did American education take shape? The second is that of reform: What can a historian say about recent criticisms and proposals for improvement? The third is that of historiography: What drives the politics of educational history? Katz shows how the reconstruction of America’s educational past can be used as a framework for thinking about current reform. Contemporary concepts such as public education, institutional structures such as the multiversity, and modern organizational forms such as bureaucracy all originated as solutions to problems of public policy. The petrifaction of these historical products—which are neither inevitable nor immutable—has become, Katz maintains, one of the mighty obstacles to change. The book’s central questions are as much ethical and political as they are practical. How do we assess the relative importance of efficiency and responsiveness in educational institutions? Whom do we really want institutions to serve? Are we prepared to alter institutions and policies that contradict fundamental political principles? Why have some reform strategies consistently failed? On what models should institutions be based? Should schools and universities be further assimilated to the marketplace and the state? Katz’s iconoclastic treatment of these issues, vividly and clearly written, will be of interest to both specialists and general readers. Like his earlier classic, The Irony of Early School Reform (1968), this book will set a fresh agenda for debate in the field.

Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.