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Michael Hines

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Michael Hines

Assistant Professor

Assistant: Jesse Rivas


Before coming to Stanford Dr. Michael Hines was a Minority Postdoctoral Fellow in History and Education at Teachers College Columbia University. He earned his B.A. in History from Washington University in St. Louis, and his M.A. and Ph.D. in Cultural and Educational Policy Studies from Loyola University Chicago. Prior to pursuing graduate studies he worked as an English/Language Arts and World History teacher in Washington D.C. and Prince George's County Maryland. Dr. Hines' research interests include history of education, curriculum studies, social studies and civics education, and the history of childhood. Currently his research focuses on how African Americans in the early twentieth created new curricular discourses around race and historical representation. He has been quoted in stories from EdWeek and CNN, and his work has been published in the Washington Post, History of Education Quarterly and The Journal of the History Childhood and Youth. His first book The Blackboard and the Color Line is forthcoming through Beacon Press.

Other Titles

Assistant Professor, Graduate School of Education

Program Affiliations


Research Interests

Adolesence | Civic Education | Curriculum and Instruction | History of Education | Race and Ethnicity

See a full list of GSE Faculty research interests >

Recent Publications

Hines, M. (2020). Troublemakers: Students' Rights and Racial Justice in the Long 1960s. HISTORY OF EDUCATION QUARTERLY, 60(1), 123–25.

Hines, M. (2018). Educational Reconstruction: African American Schools in the Urban South, 1865-1890. JOURNAL OF THE GILDED AGE AND PROGRESSIVE ERA, 17(1), 202–4.

Hines, M. (2017). They Do Not Know How to Play: Reformers’ Expectations and Children’s Realities on the Playgrounds of the Progressive Era. Journal of the History of Childhood and Youth.

Michael Hines in the News & Media

If we take seriously the call to reimagine and restructure our schools in ways that recognize the value of Black lives, then a much larger focus on the recruitment and retainment of Black teachers is nonnegotiable, writes Assistant Professor Michael Hines.
August 11, 2020
Assistant Professor Michael Hines weighs in on the impact of capitalizing the word Black in K-12 textbooks.
July 24, 2020
Image of the word "HISTORY" on a chalkboard
January 27, 2020
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