Collections: Education

Maurianne Adams was one of the pioneers in social justice education at UMass Amherst. Arriving at the university in 1973 as Coordinator of Academic Affairs for Project 10, the experimental residential education program in the Southwest Residential Area, she developed an elective curriculum focused on racism, sexism, heterosexism, classism, and ableism. When that project was ended in 1982, she took her ideas to the School of Education, where she became the Director for Social Issues and Instructional Development for Residential Academic Programs (RAP). Over the next several years, she and her colleagues developed one of the first general education diversity courses and she became part of the founding faculty for the graduate program in Social Justice Education. Since her retirement in 2015, she has remained active in promoting social justice activities working with the Coalition of Amherst Neighborhoods (CAN) and the Amherst Community Land Trust, which provides opportunities for affordable homeownership.

The Maurianne Adams Papers document a career committed to teaching, learning, and writing about diversity and equality on this campus and in the residential neighborhoods nearby. The papers offer an important perspective on the emergence of social justice courses in the General Education Program and the formation of the Social Justice Education Program within the College of Education, and given the extensive collaboration among social justice education faculty, it includes materials from several of Adams’ colleagues. The collection includes early drafts of curricula; course and workshop materials on diversity, inclusive teaching, religious oppression, anti-Semitism, and classism; and materials relating to grants to support her efforts.

A influential and flamboyant educational reformer, Dwight W. Allen served as Director of Teacher Education at his alma mater Stanford from 1959 until accepting a position as Dean of the School of Education at UMass Amherst in 1967. A proponent of integrating technology into teaching and co-developer of the technique of microteaching, Allen cemented his reputation as an innovator during his time at UMass (1968-1975), a time that coincided with the rapid expansion of the university. Allen helped recruit students of color to the graduate program in significant numbers, opened admissions to students with unconvential credentials, allowed students a voice in directing and governing the program, and abolished grading, among other initiatives, but while supporters lauded the creativity and excitement of the period, his radical ideas elicited considerable opposition as well. He resigned in 1975, in part due to the increasing demands his international consulting, later accepting a position at Old Dominion University, where he remained until his retirement in 2008. Allen is author of nine books, including American Schools: The $100 Billion Challenge, written with his former graduate student Bill Cosby.
The Allen papers contain a wealth of materials pertaining to the tumultuous years at UMass, including Allen’s curricular and teaching reforms, special projects, and his efforts to recruit African American students and address institutional racism. The correspondence, memos, and private reports that Allen maintained are particularly valuable for understanding the period as are the various surveys, studies, and reports on the state of the School of Education. The collection also includes material relating to some of Allen’s academic interests in education, including microteaching, alternative schools, and certification.

Center for International Education

Temporarily stored offsite; contact SCUA to request materials from this collection.

The Center for International Education (CIE) was established in 1968 as a research and implementation organization within the Department of Educational Policy, Research, and Administration in the College of Education at the University of Massachusetts Amherst. In partnership with the academic program in International Education, CIE helps to foster a community of learning and practice on campus and in international development settings, offering opportunities in the areas of International Development Education, Education Policy and Leadership, Nonformal/Popular Adult Education, Basic Education and Literacy, and Internationalizing U.S. Education. The Center has a long and successful history of grant and contract management for projects designing, implementing, and evaluating educational initiatives internationally, and does additional work locally, including Massachusetts Global Education for teachers, and educational and leadership trainings for transitioning students and for immigrant and refugee communities. Additional material from CIE is available through the university’s institutional repository, ScholarWorks.

The bulk of this record group consists of files associated with CIE projects, organized by country and topic, including projects in Central Asia, South Asia, Central and South America, the Middle East, North America, and numerous projects in Africa. The records of CIE faculty member David R. Evans are heavily documented, particularly his work in Uganda. This material also includes multiple examples of “games” used by the Center in various teaching and training sessions to stimulate discussion and creativity. Additional records cover the administrative history of CIE, including founding materials and early files, reports and committee records, newsletters, photographs, and information about Center activities, celebrations, and visitors. A number of CIE publications, including their series, Technical Notes, are also available.

A specialist in higher education and comparative politics in the developing world, Fred Hayward earned a doctorate in Politics at Princeton in 1968 for his research on political organizations in West Africa. Following a 24 year career at the University of Wisconsin (1967-1991), where he became Dean of International Studies and Programs, Hayward has worked as a Senior Associate to the American Council on Education, a consultant to the World Bank, and since 2009, as a Senior Higher Education Consultant with UMass Amherst. Having worked in fifteen countries with ministries, universities, and NGOs, his scholarship runs the gamut from African politics to higher education in Afghanistan.

The papers document some of Fred Hayward’s activities, centered in Africa and Afghanistan. The bulk of the collection stems from his work in Sierra Leone during the 1960s through 1980s, in Ethiopia (2003), and it includes noteworthy material on a World Bank-funded project to support strategic planning for six Afghan Universities as well as a feasibility study on private section involvement in Afghan higher education.

Since his arrival at UMass in 1953, Lewis Mainzer has been an affable, influential, and well-respected member of the university community. He joined the faculty of four that at the time made up the department of government, later the department of political science. A dedicated educator, he was instrumental in the expansion of that department and demonstrated a profound commitment to education reform and social engagement against the backdrop of campus upheaval during the 1960s and 1970s. Mainzer retired in 1997 and is now a professor emeritus and author of several books of poetry.

The Lewis C. Mainzer papers consist of personal notes, correspondence, meeting minutes, memoranda, and other materials documenting Mainzer’s activities as a member of numerous Faculty Senate and other committees, and the administrative responses to such events as the Vietnam War protests, the civil rights movement, the expansion of the UMass system, and higher education reform in Massachusetts. There are also materials relating to his interests as a poet, his professional work as an educator, and documents relating to various campus events of the late twentieth century.

An educator and activist for understanding race awareness, racial bias, and racism, Robert B. Moore created white-on-white awareness training as a way to help white educators and other white people confront and understand the white chauvinism and distorted white self-image that American culture conditions and perpetuates. Born on February 18, 1947, in Haverill, Mass., Moore also lived in Bangor, Me., as a child. At UMass, he majored in government, graduating in 1969. He returned to pursue his doctorate in the School of Education and received his Ed.D. in February 1974. Moore’s dissertation, “A rationale, description and analysis of a racism awareness and action training program for white teachers,” formed the basis of his presentation and training program, “The Cultural Perpetuation of the Rightness of Whiteness,” which was used by him and other trainers from 1974 into the early 2000s. Moore worked as a consultant specializing in antiracist behavior and focusing on the impacts—social, economic, political, and more—of racism on both victims and oppressors, and he was also involved in SISA (Sisters in Support of Sisters in South Africa). His work took him all over the U.S. and into Canada and New Zealand. He died in New York in 1991.

The heart of the Moore Collection is a digitally recreated version of his original presentation, encompassing a slide show and a recording of Moore’s voice. Also included are a draft transcript of the presentation, some documentation of Moore’s life and work, and an appreciation by his colleague and friend Jim Edler. Moore’s and Edler’s dissertations are available in the Libraries’ ScholarWorks digital repository.

An educator, diplomat, and expert on Africa, Cynthia Shepard Perry was the first recipient of a Ed.D. from of the Program in International Education at UMass Amherst (1972). Born in Burnett, Indiana, in 1928, Perry was raising a family when she set a twenty-five year goal of earning a doctorate and entering international service. One year after earning a bachelor’s degree at Indiana State University in 1967, she arranged for her first trip to Africa, leading a secretarial training project at the University of Nairobi, and over succeeding decades, her connections to the continent deepened dramatically. On faculty at Texas Southern University (1971-1982), Perry served as Associate Director of the university’s Peace Corps Program, which resulted in her leading educational projects in Sierra Leone, Ghana, Nigeria, Liberia, and Kenya. In demand for her expertise, she worked as a consultant to the United States Information Service in Kenya, Nigeria, and Zambia and as Staff Development Officer at the United Nations Economic Commission for Africa in Addis Ababa. Having become a full professor and Dean of International Affairs, she left TSU in 1982 to take her first diplomatic post as an officer of the Africa Bureau of the United States Agency for International Development, followed by successive appointments as Ambassador to Sierra Leone (1986-1989) and Burundi (1989-1993), as Honorary Consul General of Rwanda, and finally an appointment as United States Executive Director of the African Development Bank (1996-2001). Although officially retired, Perry remains active in supporting education and development in Africa from her home in Houston. Among many other awards she has received, Perry was the recipient of an honorary doctorate from UMass for her international work and was recognized by the Salute to Service Award.

A record of a life in international service in Africa, the Perry Papers include materials from Perry’s time as head of the African Development Bank and her two ambassadorial appointments, including speeches, some correspondence, and a handful of publications. The collection also includes a series of awards and plaques, some family photographs, and memorabilia.

Maida Leonard Riggs, class of 1936, taught women’s physical education at UMass before shifting to teacher preparation. Riggs was a beloved member of the UMass faculty for 28 years before her retirement. An adventurous spirit took Riggs around the globe: to Europe with the Red Cross during World War II; as a bicycling tour leader after the war; on a trek across Nepal at age 62; to Russia, China, Japan, Australia, New Zealand, and Uzbekistan. After retiring, Riggs, a self-described compulsive traveler, embarked on a more personal journey to explore her roots. Riggs transcribed more than 250 letters by her pioneer great-grandmother, Mary Ann Clark Longley, and published them under the title A Small Bit of Bread and Butter: Letters from the Dakota Territory, 1832-1869, an absorbing and sometimes heartbreaking account of life on the frontier. An avid photographer, Riggs took advantage of any opportunity to use her camera. These images, particularly from World War II, tell as many stories as do her correspondence. Her memoir, Dancing in Paratrooper Boots, contains typed copies of her letters from her days as a Red Cross volunteer during the war.

The Riggs Papers are a rich documentary history of the World War II era, both in America and Europe, as well as an engrossing study (in transcripts) of the American frontier. Included with extensive correspondence and photographs are published and unpublished prose, and Lovingly, Lucy: Vignettes of a Pioneer Woman’s Life, an essay on Riggs’s paternal grandmother, Lucy Dodge Riggs. Additional items in the collection include handwritten journals, one detailing a trip to China and Japan in 1982, and Riggs’s photographs of young children at play taken for her book on child development, Jump to Joy: Helping Children Grow Through Active Play. Riggs also took her genealogical research seriously, meticulously charting her family’s 1638 immigration from England to Massachusetts. With camera in hand, she later traveled to England in search of more evidence of the Longleys’ English roots.

In 1906, the Massachusetts Legislature enacted a law supporting the development of agricultural teaching in elementary schools in the Commonwealth, and in the following year, President Kenyon L. Butterfield, a leader in the rural life movement, organized a separate Department of Agricultural Education at the Massachusetts Agricultural College, introducing training courses for the preparation of teachers of agriculture. The Board of Trustees changed the name of the Department of Agricultural Education to the Department of Education in 1932, which became the School of Education in 1955.

The records of the School of Education group chart the evolution of teacher training at UMass from its agricultural origins to the current broad-based curriculum. Of particular note in the record group are materials the early collection of Teacher Training: Vocational Agriculture materials (1912-1964) and the National School Alternative Programs films and related materials.

Access restrictions: The National School Alternative Program films and related materials are housed off-site and require 24-hour retrieval notification.

Temporarily stored offsite; contact SCUA to request materials from this collection.

Born in New York City in 1920 on the day his Russian immigrant parents first set foot in the United States, Meyer Weinberg was a political radical, civil rights activist, and a distinguished scholar of desegregation in education. Working his way through the University of Chicago, receiving both a BA (1942) and MA (1945), Weinberg began his career at Wright Junior College, where he harnessed his zeal for social justice to the problem of integration in Chicago’s schools. Active in the civil rights movement, he became a key figure in providing data for desegregation efforts nationally, serving as Chair of the Education Committee of the Coordinating Council of Community Organizations (CCCO) from 1963 to 1967, and as an expert witness in numerous desegregation cases. After moving to City College in Chicago (1971) and then Northwestern (1972-1978), he accepted a faculty appointment at UMass Amherst in the School of Education (and later in Afro-American Studies), also working as Director of the Horace Mann Bond Center for Equal Education (1978-1992). Weinberg’s eighteenth book, A Short History of American Capitalism, appeared just before his death on Feb. 28, 2002.

A large and varied collection, the Weinberg Papers document both the academic and political commitments of Meyer Weinberg from the late 1940s until his retirement from UMass. The focus throughout is his interest in school desegregation, particularly in his native Chicago, but the collection extends to other areas in civil rights activism.