The Blaine Game: Are Public Schools Inherently Anti-Catholic?

Autor/in	Justice, Benjamin
Titel	The Blaine Game: Are Public Schools Inherently Anti-Catholic?
Quelle	In: Teachers College Record, 109 (2007) 9, S.2171-2206 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Catholics; Elementary Secondary Education; Social Discrimination; Religious Organizations; Mass Instruction; Public Education; Public Schools; State Church Separation; Cultural Influences; United States History; Educational History; Governance; New York + Suchen Sie Ihr Suchwort? Katholik; Soziale Benachteiligung; Soziale Schließung; Öffentliche Erziehung; Public school; Öffentliche Schule; Kirche-Staat-Beziehung; Cultural influence; Kultureinfluss; History of education; Bildungsgeschichte; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung
Abstract	Background/Context: Conservative jurists and scholars have reached the conclusion that the traditional separation of public funding from religious organizations in K-12 education was "born of bigotry," and inherently anti-Catholic. This claim rests on the misuse of revisionist historical interpretations that emphasize ethno-cultural conflict to the exclusion of widespread political understandings about republican government and the compatibility of the (then) anti-republican Vatican. Purpose/Objective/Research Question/Focus of Study: This study questions the claim that public education is inherently anti-Catholic by focusing on the meaning of anti-Catholicism in two key historical periods in the development of public education. Research Design: The study draws on historical documents from New York State as a case study, but also draws on other sources, primary and secondary, from the ante- and post-bellum periods of the nineteenth century. Conclusions/Recommendations: The article argues that while the development of the public school was un-catholic, in the sense that it did not give Catholic Church authorities what they wanted, its development was not the result of bigotry, but rather of concern about the proper governance of mass education in a republic. It concludes that scholars and judges should engage in more sophisticated analysis of the past, rather than resorting to the casual use of terms like "bigotry" and "anti-Catholicism." (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10