NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1117667
Record Type: Journal
Publication Date: 2016-Nov
Pages: 28
Abstractor: As Provided
ISSN: EISSN-1748-5959
Moral Outrage and Musical Corruption: White Educators' Responses to the "Jazz Problem"
Hardesty, Jacob
History of Education Quarterly, v56 n4 p590-617 Nov 2016
More than a musical genre, jazz in the 1920s was viewed by critics and supporters alike as a type of lifestyle, one that frequently led to drinking, dancing, and "petting." Much to the horror of older generations, white young people were particularly drawn to jazz and its "hot rhythms." Secondary school teachers and administrators took up the formidable task of persuading youth of jazz's morally corrupting influences. I argue that, in the first half of the decade, such educators instituted curricular and various informal policies designed to replace jazz, universally associated with black musicians, with more "wholesome" European-originated alternatives. By the latter part of the decade, however, most educators admitted a grudging acceptance of jazz's permanence and abandoned their efforts to convince students of its iniquity.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A