Craig Kridel
E. S. Gambrell Distinguished Professor of Education Emeritus
Curator Emeritus, Museum of Education
University of South Carolina

"One of the conditions of happiness is the opportunity of a calling, 
a career which somehow is congenial to one’s own temperament." John Dewey

         

Research

I am currently working with the unpublished memoir by Harold Taylor
and continuing my research on implementative research projects
of the 1930s and 1940s in progressive public high schools.

 

   

I am pleased to announcement the release of the Museum of Education's 150 page catalog, Progressive Education in Black High Schools.
This publication is available for free.
Download a pdf
   
I am involved with an historical civil rights project and a school experimentation project
that was staged during the Brown/post-Jim Crow era.
.

with SNCC members Cleveland Sellers and Chuck McDew



     
   

to read the preface

 

 

Encyclopedia of Curriculum Studies
Craig Kridel, Editor
Thousand Oaks, CA: Sage Reference, 2010

2011 Choice Magazine Outstanding Academic Title
2011 AERA Curriculum Studies Book Award:  Honorable Mention

“The credibility of The Encyclopedia of Curriculum Studies is enhanced by its editor as well as over 200 contributors drawn from the leading scholars in the field of Education.  This publication is a highly recommended addition for academic libraries in institutions where programs in Education are offered.”reviewed by Dr. Nancy F. Carter,  University of Colorado, Boulder, Choice Magazine

 

     
       
      Orphan Scholarship: Unpublished lectures      
     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stories of the Eight Year Study:
Reexamining Secondary Education in America

by Craig Kridel and Robert V. Bullough, Jr. with a Foreword by John I. Goodlad
published in 2007 by SUNY Press

2008 AERA Curriculum Studies Book Award

Craig Kridel and Robert Bullough, Jr. have performed an important act of scholarly reclamation; the sort we inhabitants of the United States of Amnesia sorely need . . . . Kridel and Bullough have resurrected an extraordinary conversation on the part of gifted scholars and classroom practitioners. Rendering social and intellectual history in quick, deft strokes, they follow Emerson's dictum that all history is biography, telling the story through nine vivid short biographies of the educators who contributed the most to the Study.”reviewed by Joseph Featherstone, Teachers College Record, January 16, 2007


with Stories of the Eight Year Study co-author, Bob Bullough, and John Goodlad
who wrote the foreword to our publication, 2006

Even though I have read a good deal and written a little about the Eight Year Study, Stories of the Eight Year Study served as a primer on the subject, ridding me of myths, misunderstandings, and false premises . . . . I was barely into the prologue when I began to realize that I was in for a provocative, humbling intellectual journey.”—John I. Goodlad, University of Washington

     “Skillfully blending intellectual history with biographies of leaders in reform, Kridel and Bullough give a balanced and persuasive account of the aims and achievements of progressive pedagogy at that time. And issues they raise about collaboration in reform, belief in democracy, faith in teachers, and trust in inquiry have powerful echoes in policy debates today.”—David Tyack, Stanford University

     “Stories of the Eight Year Study fills in many empty places in the history of American education. It makes wonderfully visible some of the movers and thinkers who brought ‘progressive education’ to life in a not always sympathetic world. Also, it corrects insightfully and eloquently some of the distortions that have prevented our publics from seeing or understanding the relation between progressivism and the “community in the making” John Dewey called democracy. Kridel and Bullough make clear the incompleteness of a movement that anticipated the urgent difficulties facing public education today. In doing so, in shedding light on a democratic education still “in the making,” they remind us of open possibilities, of responsible and imaginative work still to be done.”—Maxine Greene, Teachers College, Columbia University

     “Stories of the Eight Year Study reminds us of a time in American educational history when our educational values embraced a broad array of important educational goals. Schools were to attend to not only the intellectual life of the student, but to their social, physical, and emotional life as well. One of the ideas progressives did not forget is that relationships matter and it is not possible to isolate specific causes from broader consequences. The child, one might say, is ineluctably whole and so, too, must be education. Craig Kridel and Robert V. Bullough have given us a useful resource for anyone interested in understanding an important aspect of American educational history. But its lessons go beyond historical understanding, they provide a view of education that can counteract the blinkered vision of schooling that permeates our current deliberations about school reform.”—Elliot W. Eisner, Stanford University

     “Historians, educational philosophers, and curriculum scholars will find in this book a lasting resource and reference. But it is destined for a wider audience and a more active purpose: anyone who wants to understand the sorry state of our schools and the anemic condition of democracy today will find ample information and ideas in this book; anyone who wants to participate in rethinking what is to be done will find here a handbook for action. Stories of the Eight Year Study is the most important education book to appear in years.”—William C. Ayers, Distinguished Professor of Education at the University of Illinois at Chicago

     “Stories of the Eight Year Study tells the story of the dozen most creative years of reflection about American education, along with sparkling biographical narratives of nine educators who contributed centrally to creative inquiry into educational reform. This remarkable book is rich with details that bring the lives of our predecessors vividly before us. In this imaginative inquiry, social change is encountered along with experiment, exploration, and discovery. These nine educators made a fresh start. So can we. Kridel and Bullough’s book gives us the hope that if such exciting times and lives existed once, they can live again in our present day, and in us.”—Jay Martin, University of Southern California and author of The Education of John Dewey




 

   

Books of the Century Catalog
published by the Museum of Education in 2001

“an extremely handsome document from the cool class of its cover to the elegant layout and print of its interior.”
––Elliot W. Eisner, School of Education, Stanford University

“comments on the books are fascinating; the catalog will be extremely useful to historians, teachers, and other educators in grasping what went on during this period.”
––David R. Krathwohl, College of Education, Syracuse University

 



Writing Educational Biography: Explorations in Qualitative Research
recipient of the 1999 AERA Biographical and Archival Research SIG Book Award    
“This is an extremely important work which adds significantly to our understanding of biography both as a tool in educational research and as a unique genre in its own right. It will be a great source of enlightenment for educators, biographers, and students of biography.”––Stephen B. Oates, Paul Murray Kendall Professor of Biography and Professor of History, University of Massachusetts, Amherst

     “With publication of this comprehensive and superbly written collection to serve as both guide and validating footnote, ‘‘educational biography’’––biographical research into the lives of educators past and present––now assumes its rightful and legitimate place among the major approaches to qualitative inquiry.”––Harry Wolcott, Department of Anthropology, University of Oregon

     “[Writing Educational Biography] is a unique addition to the growing catalog of texts about qualitative method. It discusses, in rich detail, research strategies which all qualitative researchers, not just those doing full-fledged educational biographies, will want to make part of their methodological repertoire. The book is also a model of what a good methodology text should look like. It both grapples with provocative intellectual questions associated with doing research and provides the sort of nitty-gritty procedural details which all researchers need.”––Robert Donmoyer, Editor, Educational Researcher


Teachers and Mentors

with a foreword by Ernest L. Boyer

recipient of the 1997 American Association of Colleges for Teacher Education Outstanding Writing Award
“[Teachers and Mentors] is a very important message and a significant book. I would recommend it for anyone interested in the notion of nurturing and developing new leadership within universities and colleges.”
––E. Gordon Gee, President, The Ohio State University

“This is a wonderful book . . . . It is the stories of the people who led and shaped the modern world of education, told by their students. The profiles are warm and rich and turn the revered names of this century into flesh and blood human beings.”
––Arthur E. Levine, President, Teachers College, Columbia University

Teaching Education
Craig Kridel, Founding Editor

1988 EdPress Awards Program--Distinguished Achievement Award
Given for Excellence in Educational Journalism;
Educational Press Association of America

“Teaching and the education of teachers are often belittled by faculty members in other fields. This publication should help to clarify the great mission of teaching and the possibilities of thoughtful development of the teaching art.  This first issue is superb. It is not only beautiful in its design, materials and selection of illustrations but it also celebrates with depth and dignity the meaning and importance of teaching and of teaching teachers.”––Ralph W. Tyler, System Development Foundation

Personal comments:
“The new issue of Teaching Education is simply elegant. I don’t know of another journal that has as much style in our field. Incidentally, the end pages are wonderful.”—Elliot W. Eisner, Stanford University

“The most recent issue of Teaching Education came out beautifully, and I am proud to have my article included in it. With appreciation for thinking of me in connection with the issue and with warmest personal regard.”—Lawrence A. Cremin, President, Teachers College, Columbia University

“Let me say at once that your Teaching Education rings ‘the big bell.’ From my standpoint—concept, substance, writing, format—it reflects a high degree of professionalism.”— Norman Cousins, former editor, The Saturday Review

 

 
 

Dr. Craig Kridel
Wardlaw Hall; Room 135
University of South Carolina
Columbia, SC 29208
craig@sc.edu

The views expressed are strictly those of the page author.
The contents have not been reviewed by the University of South Carolina.