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G. Gunby Jordan's Quest for a Vocational School System in Columbus, Georgia

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G. Gunby Jordan's Quest for a Vocational School System in Columbus, Georgia Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education Spring 5-13-2016 Practical Paternalism: G. Gunby Jordan's Quest For a Vocational School System in Columbus, Georgia Lauren Yarnell Bradshaw Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Bradshaw, Lauren Yarnell, "Practical Paternalism: G. Gunby Jordan's Quest For a Vocational School System in Columbus, Georgia." Dissertation, Georgia State University, 2016. https://scholarworks.gsu.edu/mse_diss/33 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, “PRACTICAL PATERNALISM: G. GUNBY JORDAN’S QUEST FOR A VOCATIONAL SCHOOL SYSTEM IN COLUMBUS, GEORGIA,” by LAUREN YARNELL BRADSHAW, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. __________________________ Chara Bohan, Ph.D. Committee Chair __________________________ __________________________ Philo Hutcheson, Ph.D. David Stinson, Ph.D. Committee Member Committee Member __________________________ __________________________ Joseph Feinberg, Ph.D. Victoria Maria MacDonald, Ed.D. Committee Member Committee Member __________________________ Date __________________________ Gertrude M. Tinker-Sachs, Ph.D. Chairperson Department of Middle and Secondary Education __________________________ Paul A. Alberto, Ph.D. Dean College of Education and Human Development AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s Director of Graduate Studies, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. Lauren Yarnell Bradshaw NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of this dissertation is: Lauren Lee Yarnell Bradshaw 924 Scott Circle Decatur, Ga, 30033 The director of this dissertation is: Chara Haeussler Bohan Department of Middle and Secondary Education College of Education Georgia State University Atlanta, GA 30303 CURRICULUM VITAE Lauren Lee Yarnell Bradshaw ADDRESS: 924 Scott Circle Decatur, GA, 30033 EDUCATION: Doctor of Philosophy 2016 Georgia State University Middle and Secondary Education Masters Degree 2007 Georgia State University Middle and Secondary Education Bachelors Degree 2004 Georgia State University History PROFESSIONAL EXPERIENCE: 2013-present Social Studies Teacher Renfroe Middle School, City Schools of Decatur 2007-2013 Social Studies Teacher Sequoyah Middle School, Dekalb County Schools 2005-2006 ESL Instructor Interactive College of Technology PRESENTATIONS AND PUBLICATIONS: Bradshaw, L., Feinberg J., & Bohan, C. H., (in press),“Examining grant funded professional development for white female teachers in urban schools.” To be published Curriculum and Teaching Dialogue. Bradshaw, L, Bohan, C.,& Feinberg, J. (2015, October) The impact of a Teaching American Grant on white urban teachers. College University Faculty Assembly. New Orleans, LA. Bradshaw, L. (2015, March), How to not fall in love with the subject of your biography: an exploratory analysis. Southern History of Education Society, Macon, GA. Bohan, C., Feinberg, J., &Bradshaw, L. (2014, October) The impact of a Teaching American Grant on white urban teachers. American Association for Teaching and Curriculum, Tampa, FL. Bradshaw, L. (2013, March). Education for a better and moral Columbus, Georgia; the purpose, means, and consequences of moral education in public schools, Southern History of Education Society. Tuscaloosa, AL. Bradshaw, L, (2013, July). Vocational education in 21st century social studies education. Keizai Koho Center. Tokyo, Japan. Bohan, C. H. & Bradshaw, L. (2013, March). The challenge to create a ‘Community of Believers:” civil rights Superintendent Alonzo Crim and Atlanta’s school desegregation compromise. Southern History of Education Society. Charleston, SC. Bradshaw, L. & Bohan, C. H. (2012, October). Education for the workers and the poor: the struggle for textile mill education in Columbus, GA, 1880-1920. Organization of Educational Historians. Chicago, IL. Bradshaw, L. & Bohan, C. H. (2012, October). Who killed Montezuma? The use of primary resources in a middle school classroom. Georgia Council For the Social Studies. Athens, Ga. Bohan, C. H. & Bradshaw, L. (2014). All children can learn: Alonzo Crim, first African American superintendent of Atlanta Public Schools. Vitae Scholasticae: The Journal of Educational Biography. 31 (1), 50-70. Bradshaw, L. & Bohan, C. H. (2013). The struggle for industrial education in the ‘Lowell of the South’: Columbus, GA 1850−1930. American Educational History Journal. 40(2), 189–206. Bradshaw, L. (2013). [Review of Nel Noddings Education and Democracy in the 21st Century] Teachers College Record. https://www.tcrecord.org/Content.asp?ContentId=17137 PROFESSIONAL SOCIETIES AND ORGANIZATIONS 2007-present National Council for the Social Studies 2007-Present Georgia Council for the Social Studies 2013-Present Japanese-American Society 2011-Present Southern History of Education Society 2012-Present Organization of Educational Historians 2014-Present American Association of Teaching and Curriculum PRACTICAL PATERNALISM: G. GUNBY JORDAN’S QUEST FOR A VOCATIONAL SCHOOL SYSTEM IN COLUMBUS, GEORGIA by Lauren Yarnell Bradshaw Under the Direction of Chara Haeussler Bohan ABSTRACT G. Gunby Jordan, a southern industrialist, banker, and philanthropist, became one of the forefathers of modern vocational educational practices in the United States. Exercising his influence in various economic endeavors as well as most educational experiments in Columbus, GA, he developed a “practical” educational system that began to resemble the stratified and paternalistic textile mill towns that dominated Columbus, GA in the early twentieth century. The purpose of this research is to document the influence that Jordan’s policies, ideals, and friends had on the development of vocational education in Columbus, GA. Racial and class conflicts impacted the success of educational reforms began by Jordan; these themes are continually explored throughout this research in order to discern how they influenced the policies and legacy of G. Gunby Jordan. This manuscript is organized by a combination of thematic and chronological structures. When chronological order would benefit the understanding of the subject of the research it will be employed; but in order to engage the reader in a myriad of topics and ideas throughout this dissertation, the thematic approach presents itself as the more desirable alternative than simple chronology. Despite Jordan’s contributions to the history of vocational education, no biography of Jordan has ever been written, thus Jordan’s influence within the city gave birth to a specific kind of education that has yet to be explored. Utilizing historical research methods, I have incorporated primary sources from numerous archives, historic newspapers, the private collection of the Jordan family, and numerous secondary resources to analyze Jordan’s educational influence in Columbus, GA. This research revealed that the power of Jordan’s monumental contributions to educational policies was due to his political and financial status; this combination produced an industrial tycoon, an educational idealist, and a man who was an agent for change. Jordan did not act alone in his reforms for Columbus. Through his collaboration with industrial and philanthropist colleagues, he was able to make significant improvements to libraries, adult education, kindergartens, vocational education, and African American education in Columbus while continuing policies that would discriminate and subjugate those who were deemed unworthy of moral, social, and economic promotion. INDEX WORDS: Vocational Education, Paternalism, Biography, G. Gunby Jordan, George Foster Peabody, Eagle and Phenix Mill, PRACTICAL PATERNALISM: G. GUNBY JORDAN’S QUEST FOR A VOCATIONAL SCHOOL SYSTEM IN COLUMBUS, GEORGIA by LAUREN YARNELL BRADSHAW A Dissertation Presented in Partial Fulfillment
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