¹ Furner, Mary O., Advocacy and Objectivity: A Crisis in the Professionalization of American Social Science, 1865–1905 “Lexington: University of Kentucky Press, 1975“; Haskell, Thomas L., The Emergence of Professional Social Science: The American Social Science Association and the Crisis of Authority “Urbana: University of Illinois Press, 1977”.Google Scholar

² Boiler, Paul F., American Thought in Transition: The Impact of Evolutionary Naturalism, 1865–1900 “Chicago, IL: Rand McNally, 1969“; Butterfield, Herbert, The Whig Interpretation of History “1931; reprinted New York, 1965”; Iggers, Georg G., Historiography in the Twentieth Century: From Scientific Objectivity to the Postmodern Challenge, 2nd ed. “Middletown, CT: Wesleyan University Press, 2005”, 36–47.Google Scholar

³ Olsen, James, ed. Historical Dictionary of European Imperialism “Westport, CT: Greenwood Press, 1991“; Porter, Andrew, European Imperialism, 1860–1914 “New York: Macmillan Publishers, 1994”; Parkenham, Thomas, The Scramble for Africa: The White Man's Conquest of the Dark Continent from 1816 to 1912 “London: Avon Books, 1992”; Esterley, William, The White Man's Burden: Why the West's Efforts to Aid the Rest Have Done So Little Good “New York: Penguin Books, 2006”; Gatewood, Willard, Black Americans and the White Man's Burden, 1898–1903 “Urbana; University of Illinois Press, 1975”.Google Scholar

⁴ McGerr, Michael, A Fierce Discontent: The Rise and Fall of the Progressive Movement in the United States, 1870–1920 “New York: Oxford University Press, 2005“; McNeese, Tim, The Progressive Movement: Advocating Social Change “New York: Chelsea House Publications, 2007”; Stromquist, Stephen, Reinventing “the People”: The Progressive Movement, the Class Problem, and the Origins of Modern Liberalism “Urbana: University of Illinois Press, 2006”.Google Scholar

⁵ Dewey, John, School and Society “1901; reprinted Chicago: University of Chicago Press, 1915“; Cremin, Lawrence A., The Transformation of the School: Progressivism in American Education, 1876–1957 “New York: Knopf, 1961”; Graham, Patricia A., Progressive Education from Arcady to Academe: A History of the Progressive Education Association “New York: Teachers College Press, 1967”.Google Scholar

⁶ Hofstader, Richard, The Progressive Historians: Turner, Beard, and Parrington “New York: Knopf, 1968“.Google Scholar

⁷ Novick, Peter, Than Noble Dream: The “Objectivity Question” and the American Historical Profession “New York: Cambridge University Press, 1988“, 333.Google Scholar

⁸ Ibid., 440–44; Sharpe, Jim, “History from Below,” in New Perspectives on Historical Writing, ed. Peter Burke “University Park: Pennsylvania State University Press, 1992“, 24–41.Google Scholar

⁹ Thompson, E. P., The Making of the English Working Class “1963; reprinted New York: Pantheon, 1964“; and The Poverty of Theory and Other Essays “New York: Monthly Review Press, 1978”; Hobsbaum, Eric, Laboring Men “London: Weidenman and Nicolson, 1964”; and Bandits “New York: Delacorte Press, 1969”; and The Age of Capital, 1848–1875 “London: Weidenman and Nicolson, 1975”; Gramsci, Antonio, Letters from Prison “New York: Harper and Row, 1973”; and Buttigeig, Joseph, ed., Antonio Cramsci Prison Notebooks “New York: Columbia University Press, 1992”; Harris, Marvin, Cultural Materialism: The Struggle for a Science of Culture “New York: Random House, 1979”; Williams, Raymond, Culture and Materialism “London: Verso Books, 2006”.Google Scholar

¹⁰ For an introduction to the French Annales School, see Burke, Peter, The French Historical Revolution: The Annales School “Cambridge, UK; Cambridge University Press, 1990“.Google Scholar

¹¹ For a study examining the ways historians can profit from the use of Foucault, Derrick, Gadamer, and other poststructuralists’ theoretical insights, see Clark, Elizabeth A., History, Theory, Text: Historians and the Linguistic Turn “Cambridge, MA: Harvard University Press, 2004“.Google Scholar

¹² The reason we know that Foucault, Derrida, Eco, and other poststructuralists were taught in graduate programs in history is because their inclusion was criticized by political historians; see Hexter, J. H., On Historians: Reappraisals of Some of the Modern Makers of History “Cambridge, MA: Harvard University Press, 1979“; Megill, Eli Allen, Historical Knowledge, Historical Error: A Contemporary Guide to Practice “Chicago: University of Chicago Press, 2007”.Google Scholar

¹³ Iggers, Historiography in the Twentieth Century, 133.Google Scholar

¹⁴ Political autobiographies can be used productively as ideological statements from social actors reflecting on intellectual camps and social actions, see Franklin, V. P., Living Our Stories, Telling Our Truths: Autobiography and the Making of the African American Intellectual Tradition “New York: Oxford University Press, 1996“.Google Scholar

¹⁵ Connor, David J. and Ferri, Beth, “Integration and Inclusion—A Troubling Nexus of Race, Disability, and Special Education,” The Journal of African American History 90 “Winter/Spring 2005“: 107–27; Jordan, Kathy Anne, “Discourses of Difference and the Over-Representation of Black Students in Special Education,” Journal of African American History 90 “Winter/Spring 2005”: 128–49; Chateauvert, Melinda, ed. Special Issue: “Discourses on Race, Sex, and African American Citizenship,” Journal of African American History 93 “Spring 2008”: 149–261; this issue included five articles on these topics and Amy Abugo Ongiri, “Prisoner of Love: Affiliation, Sexuality, and the Black Panther Party,” Journal of African American History 94 “Winter 2009”: 69–88.Google Scholar

¹⁶ Freire, Ana Maria and Macedo, Donaldo, ed., The Paulo Freire Reader “New York: Continuum Publishing Group, 2000“. For historians and other researchers’ discussions of Freirian analysis, see Leonard, Peter and McLaren, Peter, ed., Paulo Freire: A Critical Encounter “New York: Routledge, 1992”; and Shor, Ira and Pari, Caroline, ed., Critical Literacy in Action: Writing Words/Changing Worlds—A Tribute to Paulo Freire “Portsmouth, NH: Boynton Cook Publishers, 1999”; and Shaughnessy, M. F., Galligan, E., A. Hurtado De Vives, eds., Pioneers in Education: Essays in Honor of Paulo Friere “Hauppauge, NY: Nova Science Publishers, 2008”.Google Scholar

¹⁷ Bourdieu, Pierre and Passeron, Jean Jacques, Reproduction in Education, Society, and Culture “London: Sage Publications Ltd., 1977“, 69–106; Bourdieu, Pierre, “Outline of the Theory of Practice: Structures and the Habitus,” in Practicing History: New Directions in Historical Writing After the Linguistic Turn, ed., Spiegel, Gabrielle M. “New York: Routledge, 2005”, 179–98. For a detailed review of the literature in education examining Bourdieu's influence in educational research, see Dika, Sandra L. and Singh, Kusum, “Applications of Social Capital in Educational Literature: A Critical Synthesis,” Review of Educational Research 72 “Spring 2002”: 31–60.Google Scholar

¹⁸ Sowell, Thomas, “Black Excellence: The Case of Dunbar High School,” Public Interest 35 “Spring 1974“: 1–21; Jones, Faustine, ATraditional Model of EducationalExcellence “Washington, DC, 1984”; Cecelski, David, Along Freedom Road: Hyde County, North Carolina, and the Fate of Black Schools in the South “Chapel Hill: University of North Carolina Press, 1994”; Walker, Vanessa Siddle, Their Highest Potential: An African American School Community in the Segregated South “Chapel Hill: University of North Carolina Press, 1996”; Franklin, V.P., “Introduction—Cultural Capital and African American Education,” The Journal of African American History 88 “Spring 2002”: 175–82; Franklin, V. P. and Savage, Carter Julian, eds., Cultural Capital and Black Education: African American Communities and the Funding of Black Schooling, 1865 to the Present “Westport, NY: Information Age Press, 2004”; Hoffschwelle, Mary S., The Rosenwald Schools of the American South “Gainesville: University of Florida Press, 2006”; Walker, Vanessa Siddle and Byas, Ulyssus, Hello Professor: A Black Principal and Professional Leadership in the Segregated South “Chapel Hill: University of North Carolina Press, 2009”.Google Scholar