Scholarly Publications
Journal Articles and Scholarly Publications
Discover Michael Hines’s peer-reviewed articles and research on Black education, curriculum reform, and the impact of African American educators on educational policy.
2022, Hines, M., Fallace, T.
Pedagogical Progressivism and Black Education: A Historiographical Review, 1880-1957
REVIEW OF EDUCATIONAL RESEARCH
This article offers a critical review of the literature on how race played into the historical development of pedagogical progressivism in the late-19th and early-20th-century United States. While many historians have focused on the overt/covert racism inherent in much of progressive pedagogy as espoused by White educators, others have highlighted the ways in pedagogical progressivism supported movements toward liberation and social justice, especially when taken up by Black educators.
2021; 106 (3), Hines, M.
“We Have Emerged Better Equipped to Fight Greater Battles”: Black Education and the Civilian Conservation Corps, 1933–1942
The Journal of African American History
Between 1933 and 1942, the Civilian Conservation Corps (CCC) enrolled 2.5 million young men, putting them to work on public lands in relief projects meant to combat the economic and social devastation of the Great Depression. African Americans accounted for roughly 10 percent of these enrollees; however, their experiences were often defined by discrimination in selection and segregation throughout their service.
2017, Hines, M.
They Do Not Know How to Play: Reformers’ Expectations and Children’s Realities on the Playgrounds of the Progressive Era
Journal of the History of Childhood and Youth
This paper deals with children’s involvement in and interaction with the playground movement of the Progressive Era through a case study of the Polk Street playground, operated by the Hull House Settlement. Previous scholarship has concentrated on the role of adult reformers in providing play spaces for urban children as a means of instilling ideals of patriotism, good health, and orderliness.
2016; 56 (4), Hines, M.
Learning Freedom: Education, Elevation, and New York's African-American Community, 1827-1829
History of Education Society Quarterly
Even though the black community of antebellum New York City lived in a society that marginalized them socially and economically, they were intent on pursuing the basic privileges of American citizenship. One tactic African Americans employed to this end was the tenacious pursuit of education, which leaders believed would act both as an aid in economic advancement and as a counterargument against the widely assumed social inferiority of their race.