Kelley and Mickenberg: Their Continuities, Commonalities, and DifferencesBy Nicole Reynolds

Kelley

Kelley’s Learning to Stand and Speak: Women, Education, and Public Life in America's Republic

Focused on 3 key topicsWomen

Education

Public life

More specifically, Kelley focused on women’s emergence into the public sphere through education

Men always had the opportunity for more education than women; in fact, before the 18th century, schools for women were practically nonexistent

However, in the 18th century, schools for women became more prominent, allowing women to become educated, though they continued to be seen as less educated than their male counterparts

Kelley

Only certain jobs were available for women, teaching being a primary one

Even when women were seen as being proficient at something, this proficiency was twisted to benefit men

Women good at something were expected to teach men (her sons), allowing men to shine while women were used to promote the growth of men

Differences between men and women were further exacerbated by differences between elites and non-elites, with elite women having more resources to become educated

Kelley

Within school setting, writing was extremely importantAllowed female students to become published authors and have a voice in society anonymously

Though schools existed to teach material and information, it was widely believed that female universities were teaching women to be ladies so they would be more attractive in marriage

Men, father and future husbands in particular, saw university as a way to increase a woman’s social capital

Women saw education as an opportunity to become equal to men by being productive members of their communities and societies

Female universities began introducing new subjects on the same level as they were studied at male universities

Kelley

Universities allowed elite women to advance their positions and network with other intelligent, powerful women

Unfortunately, non-elite families often could not afford education, leaving the lower class women excluded from universities

Additionally, opportunities for non-white women to attend universities was initially nearly nonexistent

Kelley

In terms of participatory culture, women were as active as men, if only more disguised, in spreading their ideas

Women wrote books and newspapers, becoming published early and remaining active in their writings

Women began book clubs and tea meetings to discuss current affairs and remain informed

By becoming educators, they were able to pass along their ideas to the next generation

Nevertheless, despite proving their capability, women were not able to achieve equality with men

Furthermore, this progress was limited to upper class white women

Mickenberg

Mickenberg’s Learning from the Left

First chapter discussed lyrical lefts, juvenile publishing, and progressive education

“Lyrical Leftists” placed faith in the power of education as revolutionary and capable of being used by children to participate in culture and improve their world

Children were not simply allowed to read anything; educators and those in power had a large impact on what works were considered appropriate

MickenbergIdea of childhood is fleshed out in terms of children having the right to a childhood regardless of their social class

Emergence of children’s literature highlighted this notion

Discussion of how children learn more outside of school, where they are often allowed more freedom of thought and expression

Example: Funnybone Alley’s schoolChildren are allowed the freedom to learn in a more open, inclusive environment

Though an ideal, it was a prime example of a progressive education model

Time is also spent on internationalism, racism, and diversity (or the lack thereof)

Starting in the mid 1920’s, intercultural understanding became an item on the agenda of educators

Mickenberg

Second chapter covered children’s literature and the communist social environment, or milieu, from 1925 to 1935

Explains some of the explicit and radical messages being published in children’s books

Ideologies could be published and spread via children’s literature, thus introducing the next generation to these ideas

Large portion of literature was aimed at the proletarian child, or the poor, laboring child

Problems affecting the proletarian child were different than those affecting the middle-class child

Communists saw the proletarian child as being more competent and deserving of understanding how the world worked

MickenbergOverall, these chapters discuss the early 20th century and the perpetuation of communist propaganda in children’s literature

Children’s literature used metaphors and stories to promote ideologies

Children’s books were translated and shipped across the world, furthering their authors’ ideas rapidly

Libraries holding the books were open to the public, allowing people of all classes at least basic access (even if they did not have the time)

Conservatives began groups to educate children in more conservative ideologies, generating a war for the next generation

Progressive education became a matter for debateChildren would not be restrained by society to learn things deemed unnecessary

Continuities & Commonalities

A number of similarities exist between the two books, particularly in regards to the timeline, whereby the Mickenberg book almost feels like a continuation where Kelley left off, even though the specific topics discussed are not the same

Both focus on the advancement of an initially undereducated or underprivileged group

Women (who were less educated than men) and children (typically of the poor or working class)

Both followed groups of individuals who sought to educate the next generation to make it better

Continuities & Commonalities

Writing and literature were the focal point for both groups in garnering support for their ideas

Both groups of members generated organization for their causes and focused on spreading the information they had gathered, discussed, or written in attempts to gain membership and support from the masses

Popular literature was remixed by both groups to rewrite their histories and further their ideas

They took information and media that were traditionally used by the dominant group to further their own causes

Racism was evident in both groups

Continuities & Commonalities

The way children’s literature was also written for adults is similar to how women’s topics were also useful for and used in the instruction of men

Liberation and expression came through knowledge and the spreading of that knowledge

The literature for the “lesser” group was for the benefit of the “bigger guys”

The information women studied, created, and propagated was still used for men and twisted to benefit men

The information for children were also used by adults

Differences

The focal points differed between the two booksKelley – Women’s movement

Mickenberg – Leftist movement

Kelley starts earlier in the timeline, with a focus on the 18th and 19th centuries; Mickenberg begins in the 20th century and keeps a focus there

Kelley’s focus was a comparative one, showcasing differences between women and men

Mickenberg was less comparative, instead focusing on the radical leftists and spending less time comparing them to conservatives

DifferencesKelley stuck with more conventional discussion

Though women were somewhat radical in attempting to broaden their opportunities, they often remained in the political middle ground, attempting to gain a foothold before making drastic changes

Mickenberg’s leftists were not concerned with first gaining a foothold

Instead, they aimed to change society, regardless of how extreme or radical their ideas

Kelley’s women sought to educate other womenOften wrote literature for adults (and occasionally for children)

Mickenberg’s leftists sought to educate youth, particularly those less fortunate, in their ideologies

Focus on children’s literature that was sometimes read by adults