Join a discussion and preview screening of clips of the film with the writers and directors, Reina Gossett and Sasha Wortzel.
Daniel Perlstein will discuss American education and imperialism on the literary and educational frontier.
Connections between past and present Grinnellians create new possibilities.
For the 50th anniversary of the Voting Rights Act; a lawyer and activist describe its role in the Iowa caucuses and the presidential selection process.
Daniel Perlstein, Associate Professor of Social and Cultural Studies in Education
Graduate School of Education
University of California, Berkeley
Laura Ingalls Wilder claimed to have written her beloved Little House novels in part to teach American children about the New Deal’s totalitarian evils. John Dewey embodied America’s left-liberal tradition. And yet, the two were strange pedagogical and ideological bedfellows. Like Dewey, Wilder consistently contrasts Laura’s activity and learning at home with the routinized oppressive lessons at school. And like Wilder, Dewey celebrated pioneer self-direction and the authenticity of pioneer life. Less sentimental than Dewey, Wilder makes explicit the contrast between the activity of settlers and the presumed emptiness of Native lands, to be filled through the activity of settlers. Comparing Dewey and Wilder illuminates the role of the frontier in progressive educational thought. In short, just as the Little House books mirrored the mainstream of American progressive educational thought, progressive educational thought articulated the imperialist ideology that shaped the Little House books.
Co-sponsored by the Center for Prairie Studies and the Departments of Education and History. This event is free and open to the public.
A Scholars' Convocation: Jonathan Rose discusses a lesser-known side of Churchill.
See Spike Lee's 1989 classic "Do the RIght Thing" and stay for the panel discussion.
Conducting international sustainability research.
Archie Tyson ’06 is committed to education for himself and his students.
A history MAP normally follows work begun in a 300-level history seminar, so that the student can undertake exhaustive research on a precisely defined topic to produce a paper as close as possible in quality to the articles published in history journals. MAP proposals unrelated to a seminar will be considered, but in that case students must demonstrate that they are already familiar with the most important scholarly works published in their proposed field of inquiry.