Professor, Education Policy, Organization and Leadership
365 Education Building
601 E. John Street (mail code 304)
(UIUC Campus Mail) Champaign, IL 61820
Span, C. M. (2022). Sam's Cottonfield Blues. History of Education Quarterly, 62(1), 1-15. link >
Pak, Y. K., Span, C. M., Anderson, J. D., & Trent, W. T. (2018). Where do we go from here? Reflections on building institutional diversity for lasting change. Teachers College Record, 120(14).
Span, C. M. (2017). Review: H. Green's Educational Reconstruction: African American Schools in the Urban South, 1865–1890. History of Education Quarterly, 57(4), 631-634. link >
Anderson, J. D., & Span, C. M. (2016). History of Education in the News: The Legacy of Slavery, Racism, and Contemporary Black Activism on Campus. History of Education Quarterly, 56(4), 646-656. link >
Danns, D., Purdy, M. A., & Span, C. (2015). Introduction: Towards a New History of African American Education. In D. Danns, M. A. Purdy, & C. M. Span (Eds.), Using Past as Prologue: Contemporary Perspectives on African American Educational History (pp. 1-14). (Research on African American Education). Information Age Publishing Inc..
Danns, D., Purdy, M. A., & Span, C. (Eds.) (2015). Using Past as Prologue: Contemporary Perspectives on African American Educational History. (Research on African American Education). Information Age Publishing Inc.
Pak, Y. K., Span, C. M., & Anderson, J. D. (2015). Reflections from Within: Ten Years of Service to HEQ. History of Education Quarterly, 55(4), 407-412. link >
Span, C. M. (2015). Post-Slavery? Post-Segregation? Post-Racial? A History of the Impact of Slavery, Segregation, and Racism on the Education of African Americans. Teachers College Record, 117(14), 53-74.
Span, C. (2015). Why the Nineteenth Century Still Matters. In D. Danns, M. A. Purdy, & C. M. Span (Eds.), Using Past as Prologue: Contemporary Perspectives on African American Educational History (pp. 17-32). (Research on African American Education). Information Age Publishing Inc..
Span, C., & Rivers, I. D. (2012). Reassessing the Achievement Gap: An Intergenerational Comparison of African American Student Achievement before and after Compensatory Education and the Elementary and Secondary Education Act. Teachers College Record, 114(6), 1-17.
Span, C. M. (2009). From Cotton Field to Schoolhouse: African American Education in Mississippi, 1862-1875. University of North Carolina Press.
Danns, D., & Span, C. M. (2008). History of Schooling. In T. L. Good (Ed.), 21st Century Education: A Reference Handbook (Vol. 2, pp. I-265-I-273). SAGE Publishing. link >
Span, C. M. (2005). Learning in Spite of Opposition: African Americans and their History of Educational Exclusion in Antebellum America. Counterpoints, 131, 26-53.
Span, C. M., & Anderson, J. D. (2005). The Quest for "Book Learning": African American Education in Slavery and Freedom. In A. Hornsby Jr (Ed.), A Companion to African American History (pp. 295-311). John Wiley & Sons, Ltd.. link >
Span, C. (2003). "Knowledge is Light, Knowledge is Power": African American Education in Antebellum America. In C. C. Yeakey, & R. D. Henderson (Eds.), Surmounting all Odds: Equalizing Education Opportunities in the New Millennium (Vol. 1&2). (Research on African American Education). Information Age Publishing Inc..
Johnson, L., & Span, C. M. (2002). Urban Education: Guest editorial. Urban Education, 37(5), 563-565+656-657. link >
Span, C. M. (2002). Alternative pedagogy: The rise of the Private Black Academy in Early Postbellum Mississippi, 1862-1870. In N. Beadie, & K. Tolley (Eds.), Chartered Schools: Two Hundred Years of Independent Academies in the United States, 1727-1925 (pp. 211-227). (Studies in the History of Education). Routledge.
Span, C. M. (2002). Black Milwaukee's challenge to the cycle of urban miseducation: Milwaukee's African American Immersion schools. Urban Education, 37(5), 610-630+657. link >
Span, C. M. (2002). Educational and Social Reforms for African American Juvenile Delinquents in 19th Century New York City and Philadelphia. The Journal of Negro Education, 71(3), 108-117. link >
Span, C. M. (2002). "I Must Learn Now or Not at All": Social and Cultural Capital in the Educational Initiatives of Formerly Enslaved African Americans in Mississippi, 1862-1869. Journal of African American History, 87(2), 196-205. link >
Span, C. M. (2002). New and Important Contributions to the Educational History of African Americans, Latino/as, and Native Americans. Educational Researcher, 31(3), 33-36. link >
Span, C. M. (2000). "Black Schools for Black Children": Black Males, Milwaukee, and Immersion Schools. Counterpoints, 107, 135-153.
Identity and Difference in Edu (EDUC 201) Focuses on the role of identity in schooling and the way in which identity is socially constructed. Examine how power and privilege impact equity and opportunities based on socially constructed identities such as race, social class, gender, sexual identity, language, (dis)ability, and nationalism. Explore asset-based frameworks that are identity affirming and counter deficit-based perspectives. This course is designed for students interested in reflecting on their own experiences as learners by critically examining their socially constructed identities and "ways of knowing" and the societal implications of these experiences. It is also for those considering careers in teaching, and anyone interested in reflecting on how issues of inclusion, exclusion, power, and privilege play out in education.
Independent Study (EPOL 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term.