Kelley
Kelley’s Learning to Stand and Speak: Women, Education, and Public Life in America's Republic
Focused on 3 key topicsWomen
Education
Public life
More specifically, Kelley focused on women’s emergence into the public sphere through education
Men always had the opportunity for more education than women; in fact, before the 18th century, schools for women were practically nonexistent
However, in the 18th century, schools for women became more prominent, allowing women to become educated, though they continued to be seen as less educated than their male counterparts
Kelley
Only certain jobs were available for women, teaching being a primary one
Even when women were seen as being proficient at something, this proficiency was twisted to benefit men
Women good at something were expected to teach men (her sons), allowing men to shine while women were used to promote the growth of men
Differences between men and women were further exacerbated by differences between elites and non-elites, with elite women having more resources to become educated
Kelley
Within school setting, writing was extremely importantAllowed female students to become published authors and have a voice in society anonymously
Though schools existed to teach material and information, it was widely believed that female universities were teaching women to be ladies so they would be more attractive in marriage
Men, father and future husbands in particular, saw university as a way to increase a woman’s social capital
Women saw education as an opportunity to become equal to men by being productive members of their communities and societies
Female universities began introducing new subjects on the same level as they were studied at male universities
Kelley
Universities allowed elite women to advance their positions and network with other intelligent, powerful women
Unfortunately, non-elite families often could not afford education, leaving the lower class women excluded from universities
Additionally, opportunities for non-white women to attend universities was initially nearly nonexistent
Kelley
In terms of participatory culture, women were as active as men, if only more disguised, in spreading their ideas
Women wrote books and newspapers, becoming published early and remaining active in their writings
Women began book clubs and tea meetings to discuss current affairs and remain informed
By becoming educators, they were able to pass along their ideas to the next generation
Nevertheless, despite proving their capability, women were not able to achieve equality with men
Furthermore, this progress was limited to upper class white women
Mickenberg
Mickenberg’s Learning from the Left
First chapter discussed lyrical lefts, juvenile publishing, and progressive education
“Lyrical Leftists” placed faith in the power of education as revolutionary and capable of being used by children to participate in culture and improve their world
Children were not simply allowed to read anything; educators and those in power had a large impact on what works were considered appropriate
MickenbergIdea of childhood is fleshed out in terms of children having the right to a childhood regardless of their social class
Emergence of children’s literature highlighted this notion
Discussion of how children learn more outside of school, where they are often allowed more freedom of thought and expression
Example: Funnybone Alley’s schoolChildren are allowed the freedom to learn in a more open, inclusive environment
Though an ideal, it was a prime example of a progressive education model
Time is also spent on internationalism, racism, and diversity (or the lack thereof)
Starting in the mid 1920’s, intercultural understanding became an item on the agenda of educators
Mickenberg
Second chapter covered children’s literature and the communist social environment, or milieu, from 1925 to 1935
Explains some of the explicit and radical messages being published in children’s books
Ideologies could be published and spread via children’s literature, thus introducing the next generation to these ideas
Large portion of literature was aimed at the proletarian child, or the poor, laboring child
Problems affecting the proletarian child were different than those affecting the middle-class child
Communists saw the proletarian child as being more competent and deserving of understanding how the world worked
MickenbergOverall, these chapters discuss the early 20th century and the perpetuation of communist propaganda in children’s literature
Children’s literature used metaphors and stories to promote ideologies
Children’s books were translated and shipped across the world, furthering their authors’ ideas rapidly
Libraries holding the books were open to the public, allowing people of all classes at least basic access (even if they did not have the time)
Conservatives began groups to educate children in more conservative ideologies, generating a war for the next generation
Progressive education became a matter for debateChildren would not be restrained by society to learn things deemed unnecessary
Continuities & Commonalities
A number of similarities exist between the two books, particularly in regards to the timeline, whereby the Mickenberg book almost feels like a continuation where Kelley left off, even though the specific topics discussed are not the same
Both focus on the advancement of an initially undereducated or underprivileged group
Women (who were less educated than men) and children (typically of the poor or working class)
Both followed groups of individuals who sought to educate the next generation to make it better
Continuities & Commonalities
Writing and literature were the focal point for both groups in garnering support for their ideas
Both groups of members generated organization for their causes and focused on spreading the information they had gathered, discussed, or written in attempts to gain membership and support from the masses
Popular literature was remixed by both groups to rewrite their histories and further their ideas
They took information and media that were traditionally used by the dominant group to further their own causes
Racism was evident in both groups
Continuities & Commonalities
The way children’s literature was also written for adults is similar to how women’s topics were also useful for and used in the instruction of men
Liberation and expression came through knowledge and the spreading of that knowledge
The literature for the “lesser” group was for the benefit of the “bigger guys”
The information women studied, created, and propagated was still used for men and twisted to benefit men
The information for children were also used by adults
Differences
The focal points differed between the two booksKelley – Women’s movement
Mickenberg – Leftist movement
Kelley starts earlier in the timeline, with a focus on the 18th and 19th centuries; Mickenberg begins in the 20th century and keeps a focus there
Kelley’s focus was a comparative one, showcasing differences between women and men
Mickenberg was less comparative, instead focusing on the radical leftists and spending less time comparing them to conservatives
DifferencesKelley stuck with more conventional discussion
Though women were somewhat radical in attempting to broaden their opportunities, they often remained in the political middle ground, attempting to gain a foothold before making drastic changes
Mickenberg’s leftists were not concerned with first gaining a foothold
Instead, they aimed to change society, regardless of how extreme or radical their ideas
Kelley’s women sought to educate other womenOften wrote literature for adults (and occasionally for children)
Mickenberg’s leftists sought to educate youth, particularly those less fortunate, in their ideologies
Focus on children’s literature that was sometimes read by adults
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