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eBook details

• Title: Slavery As an American Educational Institution: Historiographical Inquiries.
• Author : Journal of Thought
• Release Date : January 22, 2005
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 197 KB

Description

Contributions to the history of slavery over the past decade have reconfigured a dilemma long confronting specialists in the field (See, e.g., Ball 1998; Berlin 2003; Dew 1994; Du Bois 1962 [1935]; Fredrickson 2002; Gates 2002; Hahn 2003; Kennedy 2004; Staples 2005). George M. Fredrickson (2004) framed the old issue this way: As victims of bondage, were slaves thoroughly socialized in racial inferiority, or did they nonetheless create their own culture, albeit a largely invisible one to whites? The new construction changes the problem from one of a dichotomy to a continuum or to be precise, several intersecting continuums. Searches for interpretative fields of connections and meanings replace binary assumptions. A methodological inversion with substantive effects, the alteration shifts the burden of proof to an amalgam of written and oral testimony and dialogical interventions. What slavery meant, and perhaps continues to mean, depends on the documentary trail and the queries historians pose along the way. This historiographical essay explores the relevance of the newly complicated interpretive dilemma within the history discipline to historians of education, specifically, and any others seeking clues to the effects of race and racism across the broad reach of United States history (See, e.g., Davis 2005). The emerging argument clarifies several lines of historical inquiry on slavery. First, there are questions to be answered about southern exceptionalism and the extent to which the traditions, values, and sensibilities of the region were influenced by its "peculiar institution." Second, the implied quarantine of southern experience warrants investigation. Could it have been at once localized and representative of national habits? Third, nuanced assessments of the forms and channels of slavery's effects seem essential. Finally, there is the now contentious matter of agency exerted by slaves. By what criteria and techniques can historians identify and weigh evidence of individual and group initiative? None of these investigations can be propelled by either/or modes of thought.

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