Originally published in 1991. This book concerns the reception and spread of American-style progressivism in post-Fascist Italy. It places educational reconstruction in fuller historical perspective referring to newly-available archival sources. Documenting the Allied input to reconstruction efforts and the response of the Italian bureaucrats and the Church, the book shows the struggle over schooling that sheds light on other political and social questions in this period. This is an in-depth study of the Anglo-American reconstruction policy in education which is a substantial contribution to understanding America’s post-war cultural and social influence throughout Western European society.
The Progressive Era witnessed a rhetorical renaissance that changed how Americans talked about politics and society. Marking a clean break from the rhetoric of the Gilded Age, the discourse of progressivism represented a new common language of political and social analysis that was reform-oriented, moralistic, and optimistic about the future. Progressives shared a strong faith in public opinion, and they revitalized the public sphere through a variety of initiatives to encourage public discussion and empower the citizenry. Whatever their differences, Progressives believed that a democratic public, properly educated and deliberating freely, represented the best hope for America in the modern age. Rhetoric and Reform in the Progressive Era presents twelve major studies of the discourse of progressivism, ranging from fresh interpretations of Theodore Roosevelt and Woodrow Wilson, to new studies of the "working class eloquence" of Eugene Debs, the debate between W. E. B. Du Bois and Marcus Garvey, and the peace advocacy of Jane Addams. Other studies in this volume explore the rhetorical origins of the conservation movement and professional journalism, chart the progress of the woman suffrage crusade, and show how Progressive social thinkers planted the seeds of the Ku Klux Klan's resurgence in the 1920s. Taken together, these essays display the remarkable diversity and vitality of the Progressive rhetorical renaissance. They show how robust democratic speech became a distinguishing characteristic of the Progressive Era.
The paradox of progressivism continues to fascinate more than one hundred years on. Democratic but elitist, emancipatory but coercive, advanced and assimilationist, Progressivism was defined by its contradictions. In a bold new argument, Marilyn Lake points to the significance of turn-of-the-twentieth-century exchanges between American and Australasian reformers who shared racial sensibilities, along with a commitment to forging an ideal social order. Progressive New World demonstrates that race and reform were mutually supportive as Progressivism became the political logic of settler colonialism. White settlers in the United States, who saw themselves as path-breakers and pioneers, were inspired by the state experiments of Australia and New Zealand that helped shape their commitment to an active state, women’s and workers’ rights, mothers’ pensions, and child welfare. Both settler societies defined themselves as New World, against Old World feudal and aristocratic societies and Indigenous peoples deemed backward and primitive. In conversations, conferences, correspondence, and collaboration, transpacific networks were animated by a sense of racial kinship and investment in social justice. While “Asiatics” and “Blacks” would be excluded, segregated, or deported, Indians and Aborigines would be assimilated or absorbed. The political mobilizations of Indigenous progressives—in the Society of American Indians and the Australian Aborigines’ Progressive Association—testified to the power of Progressive thought but also to its repressive underpinnings. Burdened by the legacies of dispossession and displacement, Indigenous reformers sought recognition and redress in differently imagined new worlds and thus redefined the meaning of Progressivism itself.
Before Renaissance examines a half-century epoch during which planners, public officials, and civic leaders engaged in a dialogue about the meaning of planning and its application for improving life in Pittsburgh.Planning emerged from the concerns of progressive reformers and businessmen over the social and physical problems of the city. In the Steel City enlightened planners such as Frederick Law Olmsted, Jr., and Frederick Bigger pioneered the practical approach to reordering the chaotic urban-industrial landscape. In the face of obstacles that included the embedded tradition of privatism, rugged topography, inherited built environment, and chronic political fragmentation, they established a tradition of modern planning in Pittsburgh.Over the years a melange of other distinguished local and national figures joined in the planning dialogue, among them the park founder Edward Bigelow, political bosses Christopher Magee and William Flinn, mayors George Guthrie and William Magee, industrialists Andrew Carnegie and Howard Heinz, financier Richard King Mellon, and planning luminaries Charles Mulford Robinson, Frederick Law Olmsted Jr., Harland Bartholomew, Robert Moses, and Pittsburgh's Frederick Bigger. The famed alliance of Richard King Mellon and Mayor David Lawrence, which heralded the Renaissance, owed a great debt to Pittsburgh's prior planning experience. John Bauman and Edward Muller recount the city's long tradition of public/private partnerships as an important factor in the pursuit of orderly and stable urban growth. Before Renaissance provides insights into the major themes, benchmarks, successes, and limitations that marked the formative days of urban planning. It defines Pittsburgh's key role in the vanguard of the national movement and reveals the individuals and processes that impacted the physical shape and form of a city for generations to come.
The Italian sculptor known as Donatello helped to forge a new kind of art—one that came to define the Renaissance. His work was progressive, challenging, and even controversial. Using a variety of novel sculptural techniques and innovative interpretations, Donatello uniquely depicted themes involving human sexuality, violence, spirituality, and beauty. But to really understand Donatello, one needs to understand his changing world, marked by the transition from Medieval to Renaissance style and to an art that was more personal and representative of the modern self. Donatello was not just a man of his times, he helped shape the spirit of the times he lived in and profoundly influenced those that came after. In this beautifully illustrated book—the first thorough biography of Donatello in twenty-five years—A. Victor Coonin describes the full extent of Donatello’s revolutionary contributions, revealing how his work heralded the emergence of modern art.
Other Renaissances is a collection of twelve essays discussing renaissances outside the Italian and Italian prompted European Renaissance of the fifteenth and sixteenth centuries. The collection proposes an approach to reframing the Renaissance in which the European Renaissance becomes an imaginative idea, rather than a particular moment in time
Teaching a Dark Chapter explores how textbook narratives about the Fascist/Nazi past in Italy, East Germany, and West Germany followed relatively calm, undisturbed paths of little change until isolated "flashpoints" catalyzed the educational infrastructure into periods of rapid transformation. Though these flashpoints varied among Italy and the Germanys, they all roughly conformed to a chronological scheme and permanently changed how each "dark past" was represented. Historians have often neglected textbooks as sources in their engagement with the reconstruction of postfascist states and the development of postwar memory culture. But as Teaching a Dark Chapter demonstrates, textbooks yield new insights and suggest a new chronology of the changes in postwar memory culture that other sources overlook. Employing a methodological and temporal rethinking of the narratives surrounding the development of European Holocaust memory, Daniela R. P. Weiner reveals how, long before 1968, textbooks in these three countries served as important tools to influence public memory about Nazi/Fascist atrocities. As Fascism had been spread through education, then education must play a key role in undoing the damage. Thus, to repair and shape postwar societies, textbooks became an avenue to inculcate youths with desirable democratic and socialist values. Teaching a Dark Chapter weds the historical study of public memory with the educational study of textbooks to ask how and why the textbooks were created, what they said, and how they affected the society around them.
Over the course of the twentieth century, education was a key site for envisioning opportunities for African Americans, but the very schools they attended sometimes acted as obstacles to black flourishing. Educating Harlem brings together a multidisciplinary group of scholars to provide a broad consideration of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression. Contributors investigate the individuals, organizations, and initiatives that fostered educational visions, underscoring their breadth, variety, and persistence. Their essays span the century, from the Great Migration and the Harlem Renaissance through the 1970s fiscal crisis and up to the present. They tell the stories of Harlem residents from a wide variety of social positions and life experiences, from young children to expert researchers to neighborhood mothers and ambitious institution builders who imagined a dynamic array of possibilities from modest improvements to radical reshaping of their schools. Representing many disciplinary perspectives, the chapters examine a range of topics including architecture, literature, film, youth and adult organizing, employment, and city politics. Challenging the conventional rise-and-fall narratives found in many urban histories, the book tells a story of persistent struggle in each phase of the twentieth century. Educating Harlem paints a nuanced portrait of education in a storied community and brings much-needed historical context to one of the most embattled educational spaces today.
Law and economics is the leading intellectual movement in law today. This book examines the first great law and economics movement in the early part of the twentieth century through the work of one of its most original thinkers, Robert Hale. Beginning in the 1890s and continuing through the 1930s, progressive academics in law and economics mounted parallel assaults on free-market economic principles. They showed first that "private," unregulated economic relations were in fact determined by a state-imposed regime of property and contract rights. Second, they showed that the particular regime of rights that existed at that time was hard to square with any common-sense notions of social justice. Today, Hale is best known among contemporary legal academics and philosophers for his groundbreaking writings on coercion and consent in market relations. The bulk of his writing, however, consisted of a critique of natural property rights. Taken together, these writings on coercion and property rights offer one of the most profound and elaborated critiques of libertarianism, far outshining the better-known efforts of Richard Ely and John R. Commons. In his writings on public utility regulation, Hale also made important contributions to a theory of just, market-based distribution. This first, full-length study of Hale's work should be of interest to legal, economic, and intellectual historians.
