Parution – Kyle E. Ciani, “Choosing to Care. A Century of Childcare and Social Reform in San Diego, 1850-1950”, University of Nebraska Press, 2019

https://www.nebraskapress.unl.edu/nebraska/9781496214591/

In Choosing to Care, Kyle E. Ciani examines the long history of interactions between parents and social reformers from diverse backgrounds in the development of social welfare programs, particularly childcare, in San Diego, California. Ciani explores how a variety of people—from destitute parents and tired guardians to benevolent advocates and professional social workers—connected over childcare concerns in a city that experienced tremendous demographic changes caused by urbanization, immigration, and the growth of a local U.S. military infrastructure from 1850 to 1950.

Choosing to Care examines four significant areas where San Diego’s programs were distinct from, and contributed to, the national childcare agenda: the importance of the transnational U.S.–Mexico border relationship in creating effective childcare programs; the development of vocational education to curtail juvenile delinquency; the promotion of nursery school education; and the advancement of an emergency daycare program during the Great Depression and World War II. Ciani shows how children from families in unstable situations, especially children from Native American, Asian, Mexican-descent, African American, and impoverished Anglo families, challenged a social reform system that defined care as both social control and behavioral regulation.

Choosing to Care incorporates a broader definition of childcare to include efforts by governmental and organizational bodies and persons to maintain and nurture the physical, mental, and social health and development of minors when parents and guardians cannot do so. It offers a more complex understanding of how multiple avenues and resources established social welfare in San Diego and other West Coast cities.

Parution – “Higher Education in the United States”, History of Education Quarterly, Volume 61 – Issue 3 – August 2021

https://www.cambridge.org/core/journals/history-of-education-quarterly/issue/1A6DBF2A140C6A164E0BBC9994F8AA16

Special Section on Higher Education in the United States

Editorial Introduction : New Directions in Higher Education History

A. J. Angulo and Jack Schneider

Articles

How Austerity Politics Led to Tuition Charges at the University of California and City University of New York

Jennifer M. Nations

The Right to Residency: Mobility, Tuition, and Public Higher Education Access

Camille Walsh

What Happened to Your College Town: The Changing Relationship of Higher Education and College Towns, 1940–2000

Kate Rousmaniere

Policy Dialogue

The Problems and Promises of Higher Education in the United States

Sara Goldrick-Rab and David Labaree


Article

“Subtle, vicious effects”: Lillian Steele Proctor’s Pioneering Investigation of Gifted African American Children in Washington, DC

Sevan G. Terzian

Parution – Zevi Gutfreund, “Speaking American. Language Education and Citizenship in Twentieth-Century Los Angeles”, University of Oklahoma Press, 2019

When Lyndon B. Johnson signed the Bilingual Education Act of 1968, language learning became a touchstone in the emerging culture wars. Nowhere was this more apparent than in Los Angeles, where elected officials from both political parties had supported the legislation, and where the most disruptive protests over it occurred. The city, with its diverse population of Latinos and Asian Americans, is the ideal locus for Zevi Gutfreund’s study of how language instruction informed the social construction of American citizenship. Combining the history of language instruction, school desegregation, and civil rights activism as it unfolded in Japanese American and Mexican American communities in L.A., this timely book clarifies the critical and evolving role of language instruction in twentieth-century American politics.

Speaking American reveals how, for generations, language instruction offered a forum for Angelino educators to articulate their responses to policies that racialized access to citizenship—from the “national origins” immigration quotas of the Progressive Era through Congress’s removal of race from these quotas in 1965. Meanwhile, immigrant communities designed language experiments to counter efforts to limit their liberties. Gutfreund’s book is the first to place the experiences of Mexican Americans and Japanese Americans side by side as they navigated debates over Americanization programs, intercultural education, school desegregation, and bilingual education. In the process, the book shows, these language experiments helped Angelino immigrants introduce competing concepts of citizenship that were tied to their actions and deeds rather than to the English language itself.

Complicating the usual top-down approach to the history of racial politics in education, Speaking American recognizes the ways in which immigrant and ethnic activists, as well as white progressives and conservatives, have been deeply invested in controlling public and private aspects of language instruction in Los Angeles. The book brings compelling analytic depth and breadth to its examination of the social and political landscape in a city still at the epicenter of American immigration politics.

Publication – Daniel O’Connell et Scott Peters, “In the Struggle. A History of Politically Engaged Scholarship in California’s San Joaquin Valley”, New-York UP, 2020

In the Struggle tells the story of the persistent engagement of eight public scholars spanning generations of sustained endeavor, a dogged war in which workers and scholars together repeatedly took on the powerful agricultural industry, the political machines, and even the universities.

The stories begin in the 1930s with Paul Taylor, a professor of economics at University of California, Berkeley, who pioneered field research and activism as he travelled through the areas marked by the Great Depression, together with his wife, photographer Dorothea Lange. Working in the heart of California’s agricultural Central Valley, Taylor was the first of a succession of scholars who shared the dual commitment to research and engagement, to making problems visible and to effecting change through strategic action. Taylor and Lange intentionally wove their political engagement into their identities and work as researchers, as they conducted studies, led strikes, organized underserved communities, founded community development programs, created nonprofit institutions, and more.

This book documents a tradition of politically engaged scholarship in one of the world’s most dramatic contexts, full of disparities and contradictions, but also ripe with opportunities to make a difference. It covers a struggle that continues undiminished in the present.