Schooling the New South: Pedagogy, Self, and Society in North Carolina, 1880-1920


reviewed by Theodore R. Mitchell 1997

coverTitle: Schooling the New South: Pedagogy, Self, and Society in North Carolina, 1880-1920
Author(s): James L. Leloudis
Publisher: University of North Carolina Press, Chapel Hill, NC
ISBN: 0807848085, Pages: 358, Year: 1999
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The South has always needed explaining. "Tell about the South," demand the northern sophisticates of the young Shreve in Faulkner’s Absolom, Absolom. "What is it like there? What do they do there? Why do they live there? Why do they live at all?" For the nonsoutherner, what must be explained about the South are the sharp contrasts that seem to the outsider to be irreconcilable: those between chivalry and brutality, between ease and toil, and above all, between black and white. But southerners have also found the need for self-explanation, seeking to understand the unique structures of contradiction that in their very tension define the southern past and influence profoundly the southern present. So-called southern distinctiveness has preoccupied historians for a century now and the recognizable regional culture of the South has nurtured a rich and deep self-reflective literature. As Eugene Genovese has recently pointed out, southern distinctiveness is as durable and meaningful today, if differently so, as it was during antebellum days. James Leloudis has written... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 98 Number 4, 1997, p. 737-740
http://www.tcrecord.org ID Number: 9635, Date Accessed: 10/19/2017 7:43:57 PM

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