Abstract
The purpose of this article is to investigate the nature of educational reform in American society
through an historical case study illustrating a facet of the Black experience. Research questions helped scope
the research to focus on significant aspects of this complex social phenomenon: (1) If education can promote
social reform for improving the quality of life for society or a substantial section of a society’s periphery, how
can educational reform result in social reform? (2) What insights can an evaluation of historical cases provide
educational policy makers and leaders regarding the complexities of contemporary society-particularly for
marginalized citizens? This historical case study analyzed two instances of educational reform in the African
American experience. The purpose was to understand how educational reform can lead to social reforms over
time. While examining the education-centric activities of the Freedmen’s Bureau (1867-1870) and the Rosenwald Schools (1914-1931), it became clear that local communities more than benefitted from the financial and
infrastructural investment in accessible quality education. They were key partners. In this way, long-term
success of these projects, often resisted by White-dominated institutions, would normally depend upon the
level of local support they received.
David T. Culkin. (2021) How Well can Education Foster Social Reform: Seeking Insights from the African American Experience, Journal of Education & Social Sciences, Volume 9, issue 2.
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