Bio


Michael Hines is a historian of American education whose work concentrates on the educational activism of Black teachers, students, and communities during the Progressive Era (1890s-1940s). He is an Assistant Professor of Education, and an affiliated faculty member with the Center for the Comparative Study of Race and Ethnicity and the Bill Lane Center for the American West. He is the author of A Worthy Piece of Work (Beacon Press, 2022) which details how African Americans educator activists in the early twentieth century created new curricular discourses around race and historical representation. Dr. Hines has published six peer reviewed articles and book chapters in outlets including the Journal of African American History, History of Education Quarterly, Review of Educational Research, and the Journal of the History Childhood and Youth. He has also written for popular outlets including the Washington Post, Time magazine, and Chalkbeat. He teaches courses including History of Education in the U.S., and Education for Liberation: A History of African American Education, 1800-The Present.

Academic Appointments


Administrative Appointments


  • Postdoctoral Fellow, Teachers College Columbia University (2017 - 2019)
  • Graduate Researcher, Loyola University Chicago (2015 - 2016)
  • Curriculum Writer, Education Pioneers (2014 - 2014)
  • Graduate School Fellow, Education Pioneers (2012 - 2012)
  • Teacher, Friendship Public Charter Schools: Friendship Technology Preparatory Academy (2009 - 2011)
  • Teacher, Prince George’s County Public Schools (2007 - 2009)

Honors & Awards


  • Faculty Teaching Award, Stanford GSE Student Guild (2020)

Professional Education


  • Ph.D., Loyola University Chicago, Cultural and Education Policy Studies (2017)
  • M.A., Loyola University Chicago, Cultural and Education Policy Studies (2013)
  • B.A., Washington University in Saint Louis, History (2007)

Research Interests


  • History
  • History of Education
  • Race and Ethnicity

Stanford Advisees


  • Doctoral Dissertation Reader (AC)
    Sandra Habtamu
  • Doctoral (Program)
    Ayan Ali

All Publications


  • Pedagogical Progressivism and Black Education: A Historiographical Review, 1880-1957 REVIEW OF EDUCATIONAL RESEARCH Hines, M., Fallace, T. 2022
  • “We Have Emerged Better Equipped to Fight Greater Battles”: Black Education and the Civilian Conservation Corps, 1933–1942 The Journal of African American History Hines, M. 2021; 106 (3)
  • Troublemakers: Students' Rights and Racial Justice in the Long 1960s. (Book Review) HISTORY OF EDUCATION QUARTERLY Book Review Authored by: Hines, M. 2020; 60 (1): 123–25
  • Educational Reconstruction: African American Schools in the Urban South, 1865-1890 (Book Review) JOURNAL OF THE GILDED AGE AND PROGRESSIVE ERA Book Review Authored by: Hines, M. 2018; 17 (1): 202–4
  • 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 Hines, M. 2017
  • Learning Freedom: Education, Elevation, and New York's African-American Community, 1827-1829 HISTORY OF EDUCATION QUARTERLY Hines, M. 2016; 56 (4): 618-645

    View details for DOI 10.1111/hoeq.12213

    View details for Web of Science ID 000390924900004

  • Learning Freedom: Education, Elevation, and New York's African-American Community, 1827-1829 History of Education Society Quarterly Hines, M. 2016; 56 (4)