Jacob Hardesty is an Assistant Professor of Education at Rockford University, where he teaches foundations courses in educational history and research methods. He completed his Ph.D. in 2013 at Indiana University in educational history. His work has appeared in the High Ability Studies, American Educational History Journal, a forthcoming issue of History of Education Quarterly, and edited volumes. He also serves on the editorial board of the Journal of Historical Research in Music Education. Dr. Hardesty has a B.M. in Music Education from Ithaca College and an M.A. in Ethnomusicology from the University of Limerick, Ireland. Before coming to Rockford, he taught music for four years in public and Catholic schools, as well as education courses at DePauw University and Indiana University.
Dr. Hardesty’s primary research interest involves the historical connections and tensions between popular culture and public education. His dissertation, which he is currently revising as a book, explores educators’ perceptions and responses toward the impact jazz would have on young people in the 1920s. More than a musical genre, jazz operated as the clearest diving line between a Victorianist ethos of restraint and an emerging modernist alternative. Despite a general dislike among both groups, university faculty and administrators allowed students more agency to shape the culture of their institutions than their secondary school colleagues, who sought to minimize young people’s exposure to jazz.
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