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Description
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The Freedmen’s Teacher Project (FTP) was initiated more than four decades ago. Its focus was on the people who responded to the overwhelming demand of formerly enslaved southern African Americans for access to literacy. Its temporal scope is from the first weeks of the American Civil War to the end of Reconstruction. The intent was to amass as much information on as many of the teachers as possible in order to, first, answer a number of historical questions about the teachers and, second, to measure the black response to educational opportunity. The project employs prosopography, or collective biography, to reveal commonalities and exceptions among the teachers. Originally imagined as a study of perhaps five thousand teachers, it grew to embrace every identifiable teacher in black schools during the focus time period, numbering now just shy of twelve thousand individuals. The conclusions that have been drawn have surprised, and usually delighted, activists and scholars working in black education, the social history of teachers and teaching, women’s history, social history, and teacher education. (2022-06-30)
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Related Publication
| Butchart, Ronald E. Schooling the Freed People: Teaching, Learning, and the Struggle for Black Freedom, 1861-1876. Chapel Hill: University of North Carolina Press, 2010.
Butchart, Ronald E. “Black Hope, White Power: Emancipation, Reconstruction, and the Legacy of Unequal Schooling in the U.S. South, 1861-1880.” Paedagogica Historica, 46 (March 2010): 33-50.
Butchart, Ronald E. “Caroline F. Putnam.” In Women Educators in the United States, 1820-1993: A Bio-Bibliographical Sourcebook, edited by Maxine Seller, 389-96. Westport, Conn.: Greenwood Press, 1994.
Butchart, Ronald E. “Edmonia G. and Caroline V. Highgate: Black Teachers, Freed Slaves, and the Betrayal of Black Hearts.” In Portraits of African American Life Since 1865, The Human Tradition in America, No. 16, edited by Nina Mjagkij, 1-13. Wilmington, Del.: Scholarly Resources, Inc., 2003.
Butchart, Ronald E. “John C. Zachos.” In American National Biography, edited by John A. Garraty, vol. 24, 209-10. New York: Oxford University Press, 1998.
Butchart, Ronald E. “Laura Towne and Ellen Murray: Northern Expatriates and the Foundations of Black Education in South Carolina, 1862-1908.” In Women of South Carolina: Their Lives and Times. Edited by Marjorie Spruill, Valinda Littlefield, and Joan Johnson (vol. 2, pp. 12-30) . Athens: University of Georgia Press, 2010.
Butchart, Ronald E. “Lucelia E. Williams.” In American National Biography. Edited by John A. Garraty, vol. 23, 486. New York: Oxford University Press, 1998.
Butchart, Ronald E. “Lydia Maria Francis Child.” In M. Seller (Ed.), Women Educators in the United States, 1820-1993: A Bio-Bibliographical Sourcebook (pp. 111-18). Westport, Conn.: Greenwood Press, 1994.
Butchart, Ronald E. “Martha Schofield.” In American National Biography. Edited by John A. Garraty, vol. 19, 416-19. New York: Oxford University Press, 1998.
Butchart, Ronald E. “Mission Matters: Mount Holyoke, Oberlin, and the Schooling of Southern Blacks, 1861-1917.” History of Education Quarterly 42 (Spring 2002): 1-17.
Butchart, Ronald E. “Normalizing Subordination: White Fantasies of Black Identity in Textbooks Intended for Freed Slaves in the American South, 1863-1870.” In James Williams and Wendy D. Bokhorst-Heng, eds., (Re)Constructing Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community (pp. 73-92). Rotterdam, The Netherlands: Sense Publishing, 2016.
Butchart, Ronald E. “‘Outthinking and Outflanking the Owners of the World’: An Historiography of the African American Struggle for Education.” History of Education Quarterly 28 (Fall 1988): 333-66.
Butchart, Ronald E. “Perspectives on Gender, Race, Calling, and Commitment in Nineteenth-Century America: A Collective Biography of the Teachers of the Freedpeople, 1862-1875.” Vitae Scholastica 13 (Spring 1994): 15-32.
Butchart, Ronald E. “Race, Social Studies, and Culturally Relevant Curriculum in Social Studies’ Prehistory: A Cautionary Meditation.” In C. Woyshner & C. Bohan, Histories of Social Studies and Race, 1865-2000 (pp. 19-36). New York: Palgrave, 2021.
Butchart, Ronald E. “Recruits to the ‘Army of Civilization’: Gender, Race, Class, and the Freedmen’s Teachers, 1862-1875.” Journal of Education 172, no. 3 (1990): 76-87.
Butchart, Ronald E. “Remapping Racial Boundaries: Teachers as Border Police and Boundary Transgressors in Post-Emancipation Black Education,USA, 1861-1876.” Paedagogica Historica 43, no. 1 (February 2007): 61-78.
Butchart, Ronald E. “Schooling for a Freed People: The Education of Adult Freedmen, 1861-1871.” In Black Adult Education in the United States: An Historical Overview, edited by Leo McGee and Harvey Neufeldt, 45-58. Westport, Conn.: Greenwood Press, 1990.
Butchart, Ronald E. “‘We Best Can Instruct Our Own People’: New York African Americans in the Freedmen’s Schools, 1861-1875.” Afro-Americans in New York Life and History 12 (January 1988): 27-49.
Butchart, Ronald E. Northern Schools, Southern Blacks, and Reconstruction: Freedmen's Education, 1862-1875. Westport, Conn.: Greenwood Press, 1980.
Butchart, Ronald E., and Amy F. Rolleri. “Iowa Teachers Among the Freedpeople of the South, 1862-1875.” Annals of Iowa 62 (Winter 2003): 1-29.
Butchart, Ronald E., and Amy F. Rolleri. “Secondary Education and Emancipation: Secondary Schools for Freed Slaves in the American South, 1862-1875.” Paedagogica Historica, 40 (April 2004): 157-81. |
