Eugenics and Education: Implications of Ideology, Memory and History

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dc.contributor.advisor Dr. Paul Bitting, Committee Member en_US
dc.contributor.advisor Dr. Anna V. Wilson, Committee Chair en_US
dc.contributor.advisor Dr. Kenneth Brinson, Committee Member en_US
dc.contributor.advisor Dr. Peter Hessling, Committee Member en_US
dc.contributor.author Winfield, Ann Gibson en_US
dc.date.accessioned 2010-04-02T18:49:34Z
dc.date.available 2010-04-02T18:49:34Z
dc.date.issued 2004-04-08 en_US
dc.identifier.other etd-04072004-131230 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/4234
dc.description.abstract Eugenics has been variously described "as an ideal, as a doctrine, as a science (applied human genetics), as a set of practices (ranging from birth control to euthanasia), and as a social movement" (Paul 1998 p. 95). "Race suicide" (Roosevelt 1905) and the ensuing national phobia regarding the "children of worm eaten stock" (Bobbitt 1909) prefaced an era of eugenic ideology whose influence on education has been largely ignored until recently. Using the concept of collective memory, I examine the eugenics movement, its progressive context, and its influence on the aims, policy and practice of education. Specifically, this study examines the ideology of eugenics as a specific category and set of distinctions, and the role of rhetoric and collective memory in providing the mechanism whereby eugenic ideology has shaped and fashioned interpretation and action in current educational practice. The formation of education as a distinct academic discipline, the eugenics movement, and the Progressive era coalesced during the first decades of the twentieth century to form what has turned out to be a lasting alliance. This alliance has had a profound impact on public perception of the role of schools, how students are classified and sorted, degrees and definitions of intelligence, attitudes and beliefs surrounding multiculturalism and a host of heretofore unexplored ramifications. My research is primarily historical and theoretical and uses those material and media cultural artifacts generated by the eugenics movement to explore the relationship between eugenic ideology and the institution of education. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject history en_US
dc.subject eugenics en_US
dc.subject memory en_US
dc.subject culture en_US
dc.subject curriculum en_US
dc.subject race en_US
dc.subject ability en_US
dc.subject testing en_US
dc.title Eugenics and Education: Implications of Ideology, Memory and History en_US
dc.degree.name PhD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Educational Research and Policy Analysis en_US


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