College of Education
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The collections in this community comprise faculty research works, as well as graduate theses and dissertations..
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Item “PROSPERING BECAUSE THAT’S ITS HISTORY”: BLACK RESILIENCE AND HONORS DEVELOPMENT IN HIGHER EDUCATION: MORGAN STATE UNIVERSITY AND THE STATE OF MARYLAND, 1867-1988(2015) Dula, Traci Leigh Moody; MacDonald, Victoria-María; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study explores the origins and development of honors education at a Historically Black College and University (HBCU), Morgan State University, within the context of the Maryland higher education system. During the last decades, public and private institutions have invested in honors experiences for their high-ability students. These programs have become recruitment magnets while also raising institutional academic profiles, justifying additional campus resources. The history of higher education reveals simultaneous narratives such as the tension of post-desegregated Black colleges facing uncertain futures; and the progress of the rise and popularity of collegiate honors programs. Both accounts contribute to tracing seemingly parallel histories in higher education that speaks to the development of honors education at HBCUs. While the extant literature on honors development at Historically White Institutions (HWIs) of higher education has gradually emerged, our understanding of activity at HBCUs is spotty at best. One connection of these two phenomena is the development of honors programs at HBCUs. Using Morgan State University, I examine the role and purpose of honors education at a public HBCU through archival materials and oral histories. Major unexpected findings that constructed this historical narrative beyond its original scope were the impact of the 1935/6 Murray v Pearson, the first higher education desegregation case. Other emerging themes were Morgan’s decades-long efforts to resist state control of its governance, Maryland’s misuse of Morrill Act funds, and the border state’s resistance to desegregation. Also, the broader histories of Black education, racism, and Black citizenship from Dred Scott and Plessy, the 1863 Emancipation Proclamation to Brown, inform this study. As themes are threaded together, Critical Race Theory provides the framework for understanding the emerging themes. In the immediate wake of the post-desegregation era, HBCUs had to address future challenges such as purpose and mission. Competing with HWIs for high-achieving Black students was one of the unanticipated consequences of the Brown decision. Often marginalized from higher education research literature, this study will broaden the research repository of honors education by documenting HBCU contributions despite a challenging landscape.Item Countering the Master Narrative: The Development of the Alternative Black Curriculum in Social Studies, 1890-1940(2012) Murray, Alana D.; MacDonald, Victoria M; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)ABSTRACT Title of Document: COUNTERING THE MASTER NARRATIVE: THE DEVELOPMENT OF THE ALTERNATIVE BLACK CURRICULUM IN SOCIAL STUDIES, 1890-1940 Alana D. Murray, Ph.D., Curriculum And Instruction, specialization in Minority and Urban Education Directed By: Professor, Victoria-Marĩa MacDonald, and Department of Teaching and Learning, Policy and Leadership The purpose of this dissertation is to explore the development of the alternative black curriculum in social studies from 1890-1940. W.E.B. Du Bois and Carter G. Woodson worked in collaboration with women educators Nannie H. Burroughs and Anna Julia Cooper to create an alternative black curriculum that would support the intellectual growth of black children. There is a growing body of work, initially articulated by male scholars, that demonstrates the basic principles of the alternative black curriculum, a curriculum that reinterprets dominant narratives in US and world history about the African and African-American experience. My study illustrates how this curriculum was in many ways supplemented and even furthered by an ongoing dialogue with the pedagogical work of African-American women school founders, administrators, librarians, and teachers. Embracing both a critical race theory and integrated gender framework, an analysis of the alternative black curriculum will deepen and strengthen our understanding of the diverse contributors to social studies. Utilizing archival materials from the collection of Nannie Helen Burroughs in the Library of Congress, I document the ways in which women co-created an alternative black curriculum that challenged traditional narratives. I conducted a textual reading of the pageant, When Truth Gets A Hearing, authored by Nannie H. Burroughs, in order to establish how black women contributed to the development of the alternative black curriculum. I also compared When Truth Gets A Hearing to W.E.B. Du Bois's pageant, The Star of Ethiopia. In addition, I developed a case study of the social studies curriculum for National Training School for Women and Girls (NTS), a school Nannie H. Burroughs established with the explicit purpose of developing and nurturing African-American girls. The intent of my case study is to document how the alternative black curriculum in social studies was implemented in a school setting, with the hope that it might serve as a blueprint that teachers of social studies can use to restructure the current social studies curriculum to include a more comprehensive understanding of black history.