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Using Technology to Motivate At-Risk Students To Social Studies Research and Practice http://www.socstrp.org Social Activist Women: Choosing to Live by their own Moral Code Historical women played a key role as social advocates for people and most especially, children of immigrant families. Educators for social justice bring lives and actions of women into the social studies curriculum and instruction to inspire students to become critically questioning citizens who stand up for all citizens in society. Following the societal code of authority is not always the moral and ethical course of action. Social action takes conscientious courage and a strong sense of morality to stand up for the least among us. Key Words: Women activists, Immigration, Social action, Advocacy, Social studies, Moral code Lois McFadyen Introduction Christensen Professor, Curriculum and Instruc- he United States of America is a nation tion at University of Alabama, Bir- of immigrants. Many do not have to mingham. An early childhood edu- look too far back in their families to cation and elementary education T social studies specialist for under- find a generation that immigrated to the United States. In 1882, the United States Congress graduate and graduate levels. For six years, she collabo- rated in a cross-disciplined course on Birmingham Civil passed legislation levying a tax on people Rights. Publications and presentations are often with in- emigrating from other countries. In 1885, a service teachers pertaining to social studies --- social further legislative act was passed to deny justice, Reggio Emilia inspired approaches, women’s emigration of people for purpose of labor. How issues, and qualitative methods. interesting it is to consider that all citizens in Citation for this Article the United States, with the exception of Native Christensen, L. M. (2010). Social activist women: Choo- Americans, had ancestors who were immi- sing to live by their own moral code. Social Studies grants. When it came to accepting others’ im- Research and Practice, 5(3), 114-118. migration to the United States, it seemed that the welcome reception of freedom was no longer extended. Here are a few women’s short biographies for social studies educators to study and utilize M. Fuller (1845) summoned with students. They can be used to enlighten women to support people in both educators and students about citizens who oppressed situations, possibly recognized and provided instruction about through public service. Her equality and the richness of diversity. Social vision for women was to lead in studies educators for social justice can draw the new era and be harbingers implications for classroom practice from the of moral empowerment. informative wealth within the hidden resources represented by these past women who chose not to live by societal codes. Volume 5 Number 3 114 Winter 2010 Social Studies Research and Practice http://www.socstrp.org Fortunately, for Jane Addams, it was an Following Elizabeth Palmer Peabody’s educator at Rockford Seminary for Women, study group ideas, Fuller, with other intellec- Caroline Potter, who assigned her students, of tually oriented women, planned discursive whom Jane was one, to read a progressive events conversing about lofty topics such as book by Margaret Fuller (1845). This text their roles in life as women and other transcen- proved to be an inspiration to Potter, Elizabeth dental thought (von Mehren, 1994). Palmer Peabody, Emma Lazarus, and Jane Margaret Fuller assisted Ralph Waldo Addams, illuminating brilliant minds by offer- Emerson as editor of The Dial, a journal of ing empowered ideas about what women could literary and philosophical articles published in achieve in society in the United States (Knight, the early 1840s (von Mehren, 1994). Fuller 2010). wrote many articles for the journal. Social Ann Bausum (2009) candidly examined reform for women primarily was the subject how people of immigrant status were “denied,” matter with an accompanying logic presented and the “huddled masses” not allowed “to in her published articles. breathe free” throughout the history of the In the preface of Margaret Fuller’s book, United States. Joanne Oppenheim (2006) chro- Woman in the Nineteenth Century (1845) she nicled an account of a true heroine during her intimated what would now be identified as World War II (WWII) Japanese internment in almost a Jungian perspective of how humans the United States. embody both feminine and masculine thought Who were some female critical educators combined to equate divine wholeness. She en- who championed the plight of people of im- couraged women to break out of the “trenches migrant status? Who were some female social that hedge them in” (p. 2). Fuller summoned justice activists who spoke out and stood out? women to support people in oppressed situa- tions, possibly through public service in the Margaret Fuller United States Senate. Her vision for women was to be leaders in the new era and harbingers As a precocious youngster, Margaret Fuller of moral empowerment. learned Greek and Latin from her father who was a Congressman from Massachusetts. Jane Addams Woman in the Nineteenth Century (Fuller, 1845) was a pioneering text published in 1845 Jane Addams was a progressive social ac- and utilized at Rockford Seminary for Women, tivist, educational leader, and educator of im- in Rockford, Ilinois. Rockford was the college migrants among her other myriad roles of which Jane Addams’ father chose for her, agency dedicated in service to humanity rather than allowing her to enroll at her choice (Gutek, 2000; Knight, 2010). Jane Addams of Smith College. established the Hull House in Chicago to bring women of varied immigrant nationalities to- gether for intellectual, physical, culinary, The United States of America is language, theatrical, moral, and spiritual dev- a nation of immigrants. Many elopment. The Hull House became a multi- do not have to look too far back faceted place for immigrant women to learn in their families to find a gen- how to develop every necessary aspect of their eration that immigrated to the own and children’s education and created a sense of meaning for autonomous lives. Add- United States. itionally, Addams began the first day care center and nursery school for children of im- Volume 5 Number 3 115 Winter 2010 Social Studies Research and Practice http://www.socstrp.org migrant families at the Hull House. In pursuit for generations. Anti-Semitic sentiment was of personal identity and social transformation, rising at the time and tolerance was waning. sociologists, educators, economists, philoso- Lazarus’ most famous work was scarcely re- phers, and psychologists would visit the Hull cognized until after she died. House to both lecture and research. Of Spanish Jewish heritage, Lazarus, a As a progressive, Jane Addams worried New Yorker, advocated for the redress of the about a division taking place in society among social plight of immigrants partially due to her ethnic and social class enclaves in the United mentor, Ralph Waldo Emerson, and because of States. To feel safe, most immigrants and her personal resistance to the social code of the African Americans who migrated north at the era. Lazarus was an intellectual. By her mid- turn of the century tended to segregate in teens, she was able to speak five languages. neighborhoods with members of their own Being from a privileged background, Lazarus ethnicities to sustain a sense of community in had influential, progressive mentors in Emer- larger cities. English-speaking Protestants were son and Hawthorne, as well as both of their inclined to isolate themselves from people of daughters (Merriam, 1998; Schor, 2006). immigrant heritage and African Americans. Because Emma Lazarus was a contempo- So, ethnic ghettos were, for the most part, self- rary of Ralph Waldo Emerson and Margaret imposed and socially isolated (Gutek, 2000; Fuller, as a poet and writer, she mostly was a Knight, 2010). As Addams sought to educate sympathizer of Jewish themes. She often was and empower women and children immigrants, compared to being the equivalent, intense they, in turn, educated and empowered her. scholar and critically, instructive thinker and In a broad sense, Jane Addams became in- writer as Margaret Fuller. All of the aforemen- volved in issues to stop child labor, redesign- tioned were transcendentalists. Fuller and ing the public school curriculum so that child- Lazarus also were feminist activists and writers ren were able to explore the community and who eloquently avowed societal equity for eve- make connections within the social context. ry citizen in the United States as morally and The Hull House was home to interethnic and ethically just. Lazarus was a woman preoccu- intercultural dialogue. This dialog facilitated pied by issues of social justice and she took relationships, celebrated ecumenical and inter- necessary social action (Schor, 2006). As a national values and diversity as well as devel- portion of her famous poem was placed on The oped pluralism among women immigrants, the Statue of Liberty greeting all who entered New newest citizens in the United States (Gutek, York harbor, the statue became synonymous 2000). Jane Addams believed that women had with freedom, and she became synonymous to be wholly prepared and self sufficient for with the “mother of” immigrants and “exiles” modern life as Americans. (Lazarus, 1883). Emma Lazarus Although, Emma Lazarus’ sonnet (1883) Addams began the first day was engraved on the Statue of Liberty a year care center and nursery after the United States Congress passed a levy on people emigrating mostly from Europe, she school for children of im- migrant families at the Hull was most well known as being a Jewish Ame- rican activist. The sonnet itself mirrored many House. of her own experiences, although the Lazarus family had been citizens in the United States Volume 5 Number 3 116 Winter 2010 Social Studies Research and Practice http://www.socstrp.org Clara Breed her caring documentation through letter writ- ing mattered to the children as citizens.
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