Building Communities of Inquiry: Learning with the Harlem Education History Project

By Nick Juravich
I started with the Harlem Education History Project (HEHP) in the fall of 2013 as a newly minted doctoral candidate. Fresh from my exams and starting my dissertation research, I had the unique opportunity to participate in both sides of the emerging project, which today appear on the home page as the book and the digital collection. Despite the embryonic nature of my own project, co-directors Ansley T. Erickson and Ernest Morrell invited me to contribute to the inaugural scholarly workshop that served as their first step toward the edited volume. That same fall, I signed up to audit “Digital Harlem Research Collaborative” (DHRC), Erickson’s first HEHP course, a deep, yearlong dive into the worlds of digital, public, and Harlem history.

Education, ManhattanGuest UserMarch 26, 2020Comment

Intermediate School 201: Race, Space, and Modern Architecture in Harlem

By Marta Gutman

Faced with intransigent bureaucracy, struggling schools, deteriorating buildings, and entrenched racial segregation, parents in Harlem demanded direct control over the core functions of public education in the 1950s and 1960s. One new building became a flashpoint in the battle for community control—Intermediate School (IS) 201, the infamous windowless school that abuts the Park Avenue railroad viaduct two blocks north of East 125th Street, straddling Central Harlem and East Harlem. White architects and politicians, including the mayor, John Lindsay, rallied to defend “Harlem’s besieged masterpiece,” but parents in Harlem disagreed.[1] The location and the architecture, which many of them opposed, stood as a constant reminder of their unmet demands, from exclusion in policy making to broken promises of integration.

Education, Manhattan, Race & EthnicityGuest UserMarch 25, 2020Comment

Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership

By Jonna Perrillo

Chapter 5 of Educating Harlem examines Langston Hughes’s production of the often-overlooked The First Book of Negroes as a vantage point into how the author transformed ideas, images, and business practices that he developed as a young Harlem Renaissance writer to educate children during the Cold War. Moreover, thinking about the book’s readership provides a view into the politics of the books Harlem and New York City children otherwise were reading in 1950s classrooms. Hughes’s political critiques in The First Book of Negroes dated to some of his most seminal works as a writer in the Harlem Renaissance. Throughout his life and career, Hughes remained committed to the same questions that thrived at the heart of the Renaissance, including: What constitutes black culture and art? What are the responsibilities of the black artist to himself and his or her community? Can cultivating a black readership serve as a pathway to community advancement? And what is the role of a black aesthetic—and the black diaspora—within a larger U.S. culture? Now, he translated these questions into a genre for the people he saw as the most vulnerable and most in need of nuanced and humane accounts of black experience and accomplishment: children.

Education, Manhattan, Race & EthnicityGuest UserMarch 24, 2020Comment

Interview with Ansley Erickson, co-editor of Educating Harlem: A Century of Schooling and Resistance in a Black Community

Interview with Ansley Erikson, co-editor of Educating Harlem: A Century of Schooling and Resistance in a Black Community

Interviewed by Dominique Jean-Louis

This week on Gotham we hear from the Harlem Education History Project (HEHP), a multi-platform program at Columbia University that includes a digital collection, exhibits, and the recently published Educating Harlem: A Century of Schooling and Resistance in a Black Community, as well as many other resources for teaching the history of education. Today, Dominique Jean-Louis interviews the Project’s co-director, Ansley T. Erickson, co-editor of the book.

Education, Interviews, Manhattan, Race & Ethnicity, Poverty & InequalityGuest UserMarch 23, 2020Comment

New York City’s Women Teachers, Equal Pay, and Suffrage

By Rachel Rosenberg

On May 7, 1908, Carrie Chapman Catt, the famous American suffragist, spoke at Association Hall in New York City. There were women in the hallway outside selling “suffragette” buttons. The hall was packed despite the bad weather, and the event went on past 11 pm. The evening, however, was not about suffrage. It was a meeting of the Interborough Association of Women Teachers (IAWT), the organization demanding equal salaries for men and women teachers in New York City. Alongside many other speakers, Catt spoke as a woman taxpayer about the number of problems in the country that the women teachers in public schools were being asked to solve, and how important these teachers were to the nation. Her speech called for equal pay for women teachers, but also for woman’s suffrage in acknowledgment of that importance.

Education, Gender & Sexuality, Progressive EraGuest UserJanuary 30, 2020Comment

Hiding in Plain Sight: Black Youth on Stage in 19th century New York City

Hiding in Plain Sight: Black Youth on Stage in 19th Century New York

By Anna Mae Duane

Judging by their absence from most histories of the early republican and antebellum eras, one might think that children, especially children of color, were largely hidden away from the public worlds of print and politics. This alleged historical invisibility would have come as a surprise for the young people attending the New York African Free Schools in the 1820s. Far from feeling hidden away from the public’s view, they spent much of their childhood on one form of stage or another. In the years which marked the growing popularity of minstrel performances appropriating Black culture in the service of white supremacy, students at the NYAFS were learning how to deploy performances that blurred the very racial categories they were being taught to inhabit.

Education, Race & EthnicityGuest UserJanuary 28, 2020Comment

Documenting the City: A Research Project Inspired by the Journalism of Edith Evans Asbury

By Molly Rosner

On November 20th, 2019 more than 100 people attended the celebration of the release of a book of student work at LaGuardia Community College. The book, Documenting the City: Journalism Inspired by Edith Evans Asbury, is comprised of essays and photographs by students and faculty who worked for a full year on a research-based project funded by the Robert David Lion Gardiner Foundation focused on introducing students to history and historical research practices.[1] The group is called the Gardiner-Shenker Student Scholars, in which students take on assignments outside of their classroom work and receive individualized mentoring and payment for their participation. The students have demonstrated a deep commitment to the program and produced rich materials ranging from photography to writing, to podcasting and video projects. Most importantly, though, through publication, presentations, and fieldwork the students learned that archival work is vitally important to understanding the world around them and can help them participate in the life of the city in new and profound ways.

EducationGuest UserJanuary 14, 2020Comment

Stokely Carmichael: The Boy Before Black Power

By Ethan Scott Barnett

In the 1960 edition of The Observatory, The Bronx High School of Science’s yearbook, the recently appointed principal Alexander Taffel pronounced to the graduating class a quote from Thomas Paine: “These are the times that try men’s souls.” Paine had recognized the approaching revolution in 1776; the class of 1960 anticipated a similar upheaval. Amongst a sea of young faces in the sports section are two boys - one Black and one white - energetically shaking hands and displaying cheeky smiles. The boys are surrounded by their male teammates and the female management crew. Sports editors Judy Shapiro and Joel Engelstein captioned the image, “Stokely Carmichael and Gene Dennis showed their masterly leadership in preventing the abasement of the opposing teams.” Upon a first and even a second glance this image simply depicts the camaraderie that comes along with teenage boys and secondary school soccer games. However, the image pinpoints a pivotal moment in Stokely Carmichael’s political trajectory. The experiences that led up to this moment concretized Carmichael’s dedication to leftist organizing and a lifelong career in the Black Freedom Struggle.

Bronx, Education, Race & Ethnicity, Postwar New YorkGuest UserDecember 5, 2019Comment

Bad Faith: Teachers, Liberalism, and the Origins of McCarthyism

Reviewed by Clarence Taylor

For decades, pundits, conservative writers, and political officials have obscured the political and ideological differences between liberals, democratic socialists and communists. It is quite common for both rightwing Republicans and those in the mainstream media to label liberals as the “far Left,” in order to imply their ideas pose a danger to the country. In the 1988 presidential election, for example, George H. W. Bush called his Democratic opponent, Governor Michael Dukakis of Massachusetts, a “card-carrying member of the American Civil Liberties Union,” equating membership in the ACLU with membership in the Communist Party. Several Republicans and members of the Tea Party have accused former President Barack Obama of being a “socialist.” President Donald Trump has labeled Democrats as “radicals” who have adopted a “far-left agenda.”

Business & Labor, Education, Politics, Postwar New York, ReviewsGuest UserAugust 20, 2019Comment

Inclusive Archiving, Public Art, and Representation at the Hall of Fame for Great Americans

By Cynthia Tobar

The Hall of Fame for Great Americans, created in 1900, was the first monument of its kind that sought the active involvement of Americans in nominating their favorite "Great Americans.” The Hall was conceived of by Dr. Henry Mitchell MacCracken, Chancellor of New York University (NYU), who envisioned a democratic election process for selecting these greats modeled after presidential elections. Nominations came to the election center and after a person received a certain number of votes, an NYU Senate of 100 voters made the final choice. The Senate was composed of American leaders: past American presidents, presidents of colleges, senators, and men of renown in various fields. Problems soon arose, however, when this initial process yielded 29 nominees, all male. The lack of women created a scandal and in the next election eight women were elected (currently, there are 11 women in the Hall). However, the contentious nomination of Robert E. Lee remained.