Miseducating Americans

In Miseducating Americans, Richard F. Hamilton examines accounts of American history appearing in textbooks and popular accounts and compares these with the reports contained in scholarly monographs. The task: to determine how certain myths and misconstructions became accepted as recorded history. Hamilton provides much needed correction of those misleading accounts. Was America historically the "land of the free?" Not if you take into account slavery, discrimination, and post-Civil War segregation policies. Was America in the late nineteenth century truly expansionist, as American textbooks imply, or did it actually capitalize on unexpected political and economic opportunities, like Russia's desire to rid itself of Alaska? Was the acquisition of the Philippines a zealous profit-seeking effort aiming for "the China market," or the fortuitous consequences of a move against Spain during the Spanish-American War? Miseducating Americans debunks many commonly accepted explanations of historical facts. It contends that many accounts are oversimplifications, and some are one-sided depictions of virtue. Hamilton traces the sources of these misconstructions, which mostly come from history textbooks written by authors aiming for "popular audiences." He then offers explanations as to how and why the inaccuracies have been repeated and passed on.

Why are so many American children learning so much misinformation about climate change? Investigative reporter Katie Worth reviewed scores of textbooks, built a 50-state database, and traveled to a dozen communities to talk to children and teachers about what is being taught, and found a red-blue divide in climate education. More than one-third of young adults believe that climate change is not man-made, and science teachers who teach global warming are being contradicted by history teachers who tell children not to worry about it. Who has tried to influence what children learn, and how successful have they been? Worth connects the dots to find out how oil corporations, state legislatures, school boards, and textbook publishers sow uncertainty, confusion, and distrust about climate science. A thoroughly researched, eye-opening look at how some states do not want children to learn the facts about climate change.

By investigating how laws, myths, national aspirations, and global relations have recast and, at times, distorted the key purposes of education, this pathbreaking book sheds light on the role of ignorance in shaping ideas, public opinion, and policy.--Robert N. Proctor, author of Golden Holocaust: Origins of the Cigarette Catastrophe and the Case for Abolition "Historical Studies in Education/Revue d'histoire de l'éducation"

Deresiewicz takes a sharp look at the high-pressure conveyor belt that begins with demands for perfect grades and culminates in the skewed applications received by college admissions committees. Students are losing the ability to think independently. College is supposed to be a time for self-discovery-- but the system is broken, and he offers solutions on how to fix it.

"I didn't know I was Black until I came to the United States. The journey to my personal understanding of Blackness has been long and rife with pain and passion, excitement and exasperation. The fact that the facets of my identity seem to stretch across the Diaspora--Equatorial Guinea, Nigeria, Trinidad and Tobago, and the United States--means that this journey has not been straightforward. It has been treacherous, with many frustrating moments when I was not sure how much lower my self-esteem could go. But it has also been exceedingly rewarding as I stumbled upon new paths to convert each disappointment into an opportunity to grow and become more confident in who I was. Sometimes, that has meant becoming overzealous in my own self-affirmation, the tone of my voice taking on a sharper edge as I explained to others why pride in Blackness was a requisite characteristic of any kind of Black progress. But I justify that stridence by thinking of the dearth of encouragement from sources that are not bothered by the profundity of Blackness--including the educational system, popular culture, and mainstream media. The bitterness that comes with the construction of race as a state of being and the making of racism as a behavior and attitude can be tasted potently in the New World. It takes a fundamental encounter with whiteness for one to truly appreciate the meaning of Blackness. However, a picture of tribalism and ethnic tensions is vividly displayed in the midst of Blackness, in the heart of Africa. So my story has been a two pronged journey through tribalism and racism"--

By investigating how laws, myths, national aspirations, and global relations have recast and, at times, distorted the key purposes of education, this pathbreaking book sheds light on the role of ignorance in shaping ideas, public opinion, and policy.

DE-MISEDUCATION is the culmination of eight years of research that sought to focus on objectivity while balancing breath and conciseness. Its focus is on black America as a people and as a part of greater America. It begins with the Black Golden Age (just after the start of WWII) and explores the civil rights movement from several optics, the black militancy era, the decline of the black family, cocaine America, crack and incarceration nation with reference made to the CIA and the DEA, the schism between the black male and female, the Tuskegee Airmen, the ladies of NASA and Hidden Figures, the destruction of the black family, the great exodus of blacks out of the ghetto, the plight of fatherless boys and much, much more. The work ends with proposals and prognostications for the future of blacks in America. There is a very strong analysis of the 1960's, especially 1968--America's most volatile year ever. Those having come of age in the 60's will have many a remembrance; those who were socially active in the 60's will have never-to-be-forgotten memories.