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Published online by Cambridge University Press: 20 January 2017
This address derives from the intellectual contributions of young scholars and doctoral students, in faded memory of my life as a doctoral student and young scholar. I was tempted by other topics. One was the definition of the schoolteacher as the penultimate professional from a Deweyan perspective. I decided I would be, as we like to say in the Christ-haunted South, preaching to the choir. Another choice, one that deeply intrigues me, was the college movie, but indeed that topic was continuously marred by insubstantial acting and script.
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7 As Horace Mann Bond observed in 1952, outside the legally segregated South, as many as 25 percent of Negro children in elementary schools, 50 percent of the Negro high school students, and 83 percent of the Negro college students were in segregated schools. Horace Mann Bond, “The Present Status of Racial Integration in the United States, with Especial Reference to Education,” The Journal of Negro Education 21 (Summer 1952): 243.Google Scholar
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9 I am not using the essays on Foucault and history by Coloma, Roland, Butchart, Ron, and Urban, Wayne because I am going to the source, Foucault in French. I began developing this address long before their exchange in the May 2011 issue of the History of Education Quarterly, which I indeed read with interest. See Roland Sintos Coloma, “Who's Afraid of Foucault?: History, Theory, and Becoming Subjects,” History of Education Quarterly 51 (May 2011): 184–210; Urban, Wayne J., “The Proper Place of Theory in Educational History?,” History of Education Quarterly 51 (May 2011): 229–38; Butchart, Ronald E., “What's Foucault Got to Do with It?: History, Theory, and Becoming Subjected,” History of Education Quarterly 51 (May 2011): 239–46.Google Scholar
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11 Indeed, there are two words for knowledge and knowing in French: savoir and connaissance. The former has deep connotations, as if one ought to utter the word with respect (I know how to read a historiographical text), while the latter is more commonplace—as in the knowledge needed to make dinner (with all due respect to Julia Child).Google Scholar
12 McBride, Alex, “Landmark Cases: Brown v. Board of Education (1954),” http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html. Accessed 2 November 2011.Google Scholar
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24 The District of Columbia school system was important for reasons more than its location as the nation's capitol. President Harry Truman had appointed a committee (all too often referred to as a commission) that highlighted the disparities between whites and African Americans in a variety of settings in the District, including education. See President's Committee on Civil Rights, To Secure These Rights: The Report of the President's Committee on Civil Rights (New York: Simon and Schuster, 1947).Google Scholar
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