Christine Woyshner
Biographic Data
| ID | 1249009 |
|---|---|
| NAME | Christine Woyshner |
| GIVEN NAMES | Christine |
| FAMILY NAME | Woyshner |
| SIGNATURE | WOYSHNER C |
| AFFILIATIONS | Temple University |
| ORCID | 0000-0003-0744-343X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Black Associationalism and the Counterpublic Sphere
The historiography of African American education has stressed the work of education professionals, tensions over curricula, and the desegregation of schools. Informal learning settings, while recognized as important educative spaces, have remained tangential to the broader narrative of the struggle for education. Thus, the influence of Black civic voluntary organizations is largely underexplored. In this essay I posit that instead of being on the…
Civic education in informal settings
Historians of social studies and race have focused overwhelmingly on formal educational settings, textbooks, and curriculum, thereby overlooking the informal educational spaces valued by African Americans. This study examines civic education in informal settings by considering the educational programs of Black voluntary organizations. Hundreds of civic voluntary associations were formed after the Civil War, and they gave African Americans a count…
Black Civic Organizations and the Quest for Education
The historiography of African American education has been almost exclusively concentrated on formal schools and professional educators. This study argues that during the Jim Crow era there existed multiple and overlapping spaces—local, state, and national—within which Black civic voluntary organizations engaged in educational activities for youth and adults. In particular, Black associations both supported local segregated schools and were sites …
The National PTA, Race, and Civic Engagement, 1897–1970
Cultural Parallax and Content Analysis
This study investigates the representation of Black women in high school history textbooks. To examine the extent to which Black women are represented visually and to explore how they are portrayed, the authors use a mixed-methods approach that draws on analytical techniques in content analysis and from visual culture studies. Their findings reveal that Black women are marginalized in high school history textbooks. Also, the authors argue that de…
The Cultural Fieldwork Initiative
In recent years many advances have strengthened history teacher preparation.Due in large part to No Child Left Behind () legislation, preservice teachers increasingly major in their content areas to be designated "highly qualified."Although it is not a new approach, teaching with primary sources has also become an exceedingly valued dimension of social studies teacher preparation; future teachers are taught to use documents so that they can m…
Histories of Social Studies and Race
This collection of historical essays on race develops lines of inquiry into race and social studies, such as geography, history, and vocational education. Contributors focus on the ways African Americ
Representing African American Women in U.S. History Textbooks
This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they make up nearly 30–50 percent of the images in two mainstream texts that the authors analyzed. The author…
School Desegregation and Civil Society
In early September 1956, Martha Rutledge—the president of the all-white Alabama State Parent-Teacher Association—released a statement to the press intended to clarify the organization's position on the Brown v. Board of Education decision and the desegregation of schools in her state: As president of the Alabama Congress, I am a firm believer in the Southern way of life. The entire organization of the Alabama congress is made up of people who bel…
Introduction
(2009). Introduction: Histories of Social Studies Thought and Practice in Schools and Communities. Theory & Research in Social Education: Vol. 37, No. 4, pp. 426-431
The Educational Work of Women's Organizations, 1890-1960
This collection of essays explores how women's networks shaped education; more specifically, it examines how those networks functioned in relation to education, how they affected women's status, and how their work resulted in social and educational reform. The authors look at particular organizations and their interactions with educational institutions, including fund raising and program development. These organizations include the Southern Assoc…
The Educational Work of Women’s Organizations, 1890–1960
This book explores women's organizations and their various educational contributions through local, state, and national networks from 1890 to 1960. Contributors investigate how women united to support
The Education of Women for Wifehood
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Teaching the Women's Club Movement in United States History
Key Words: gender studiespolitical participationwomen's club movement Additional informationNotes on contributorsChristine WoyshnerCHRISTINE WOYSHNER is an assistant professor of social studies education at Temple University in Philadelphia and the coeditor of Minding Women: Reshaping the Educational Realm (Harvard Educational Publishing Group, 1998). This article is based on a talk given at the National Endowment for the Humanities Institute “Am…
Political History as Women's History
The secondary school history curriculum, with its emphasis on political history, tends to relegate women to the margins or to interpret their accomplishments according to a patriarchal framework. The author argues that by adapting theoretical developments in the field of women's history, women can be seen as political agents in history, thereby bringing about a more inclusive history in the schools that meets women on their own terms. Using the p…
The Slow Revolution
Representing African American Women in U.S. History Textbooks
This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they make up nearly 30–50 percent of the images in two mainstream texts that the authors analyzed. The author…
Cultural Parallax and Content Analysis
This study investigates the representation of Black women in high school history textbooks. To examine the extent to which Black women are represented visually and to explore how they are portrayed, the authors use a mixed-methods approach that draws on analytical techniques in content analysis and from visual culture studies. Their findings reveal that Black women are marginalized in high school history textbooks. Also, the authors argue that de…
Teaching the Women's Club Movement in United States History
Key Words: gender studiespolitical participationwomen's club movement Additional informationNotes on contributorsChristine WoyshnerCHRISTINE WOYSHNER is an assistant professor of social studies education at Temple University in Philadelphia and the coeditor of Minding Women: Reshaping the Educational Realm (Harvard Educational Publishing Group, 1998). This article is based on a talk given at the National Endowment for the Humanities Institute “Am…
Political History as Women's History
The secondary school history curriculum, with its emphasis on political history, tends to relegate women to the margins or to interpret their accomplishments according to a patriarchal framework. The author argues that by adapting theoretical developments in the field of women's history, women can be seen as political agents in history, thereby bringing about a more inclusive history in the schools that meets women on their own terms. Using the p…
Introduction
(2009). Introduction: Histories of Social Studies Thought and Practice in Schools and Communities. Theory & Research in Social Education: Vol. 37, No. 4, pp. 426-431
Black Civic Organizations and the Quest for Education
The historiography of African American education has been almost exclusively concentrated on formal schools and professional educators. This study argues that during the Jim Crow era there existed multiple and overlapping spaces—local, state, and national—within which Black civic voluntary organizations engaged in educational activities for youth and adults. In particular, Black associations both supported local segregated schools and were sites …
The Cultural Fieldwork Initiative
In recent years many advances have strengthened history teacher preparation.Due in large part to No Child Left Behind () legislation, preservice teachers increasingly major in their content areas to be designated "highly qualified."Although it is not a new approach, teaching with primary sources has also become an exceedingly valued dimension of social studies teacher preparation; future teachers are taught to use documents so that they can m…
The Slow Revolution
Teaching the Women's Club Movement in United States History
Key Words: gender studiespolitical participationwomen's club movement Additional informationNotes on contributorsChristine WoyshnerCHRISTINE WOYSHNER is an assistant professor of social studies education at Temple University in Philadelphia and the coeditor of Minding Women: Reshaping the Educational Realm (Harvard Educational Publishing Group, 1998). This article is based on a talk given at the National Endowment for the Humanities Institute “Am…
Political History as Women's History
The secondary school history curriculum, with its emphasis on political history, tends to relegate women to the margins or to interpret their accomplishments according to a patriarchal framework. The author argues that by adapting theoretical developments in the field of women's history, women can be seen as political agents in history, thereby bringing about a more inclusive history in the schools that meets women on their own terms. Using the p…
The Education of Women for Wifehood
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Educational Work of Women’s Organizations, 1890–1960
This book explores women's organizations and their various educational contributions through local, state, and national networks from 1890 to 1960. Contributors investigate how women united to support
Introduction
(2009). Introduction: Histories of Social Studies Thought and Practice in Schools and Communities. Theory & Research in Social Education: Vol. 37, No. 4, pp. 426-431
The Educational Work of Women's Organizations, 1890-1960
This collection of essays explores how women's networks shaped education; more specifically, it examines how those networks functioned in relation to education, how they affected women's status, and how their work resulted in social and educational reform. The authors look at particular organizations and their interactions with educational institutions, including fund raising and program development. These organizations include the Southern Assoc…
School Desegregation and Civil Society
In early September 1956, Martha Rutledge—the president of the all-white Alabama State Parent-Teacher Association—released a statement to the press intended to clarify the organization's position on the Brown v. Board of Education decision and the desegregation of schools in her state: As president of the Alabama Congress, I am a firm believer in the Southern way of life. The entire organization of the Alabama congress is made up of people who bel…
Histories of Social Studies and Race
This collection of historical essays on race develops lines of inquiry into race and social studies, such as geography, history, and vocational education. Contributors focus on the ways African Americ
Representing African American Women in U.S. History Textbooks
This article addresses the dearth of African American women in high school U.S. history textbooks. The authors conducted a content analysis of the images in an African American history textbook and found that black women are underrepresented. Women are found in less than 15 percent of the images in the African American history text, while they make up nearly 30–50 percent of the images in two mainstream texts that the authors analyzed. The author…
The Cultural Fieldwork Initiative
In recent years many advances have strengthened history teacher preparation.Due in large part to No Child Left Behind () legislation, preservice teachers increasingly major in their content areas to be designated "highly qualified."Although it is not a new approach, teaching with primary sources has also become an exceedingly valued dimension of social studies teacher preparation; future teachers are taught to use documents so that they can m…
Cultural Parallax and Content Analysis
This study investigates the representation of Black women in high school history textbooks. To examine the extent to which Black women are represented visually and to explore how they are portrayed, the authors use a mixed-methods approach that draws on analytical techniques in content analysis and from visual culture studies. Their findings reveal that Black women are marginalized in high school history textbooks. Also, the authors argue that de…
The National PTA, Race, and Civic Engagement, 1897–1970
Civic education in informal settings
Historians of social studies and race have focused overwhelmingly on formal educational settings, textbooks, and curriculum, thereby overlooking the informal educational spaces valued by African Americans. This study examines civic education in informal settings by considering the educational programs of Black voluntary organizations. Hundreds of civic voluntary associations were formed after the Civil War, and they gave African Americans a count…
Black Civic Organizations and the Quest for Education
The historiography of African American education has been almost exclusively concentrated on formal schools and professional educators. This study argues that during the Jim Crow era there existed multiple and overlapping spaces—local, state, and national—within which Black civic voluntary organizations engaged in educational activities for youth and adults. In particular, Black associations both supported local segregated schools and were sites …
Black Associationalism and the Counterpublic Sphere
The historiography of African American education has stressed the work of education professionals, tensions over curricula, and the desegregation of schools. Informal learning settings, while recognized as important educative spaces, have remained tangential to the broader narrative of the struggle for education. Thus, the influence of Black civic voluntary organizations is largely underexplored. In this essay I posit that instead of being on the…
Sociology (15 works) · Political science (14 works) · Gender Studies (9 works) · Race, History, and American Society (9 works) · Law (8 works) · Law (7 works) · Pedagogy (7 works) · Educator Training and Historical Pedagogy (6 works) · Gender Studies (6 works) · Computer Science (4 works)