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The Presidents and the Schools, 1965-2001
This study of educational policy from Lyndon Johnson through Bill Clinton focuses on three specific issues--public school aid, non-public (especially Catholic) school aid, and school desegregation--that speak to the proper role of the federal government in education as well as to how education issues embody larger questions of opportunity, exclusion, and equality in American society. Lawrence J. McAndrews traces the evolution of policy as each president developed (or avoided developing) a stance toward these issues and discusses the repercussions and implications of policy decisions for the educational community over nearly four decades.
Literacy Studies from the Puritans to the Postmoderns
In The Evolution of College English, Thomas P. Miller defines college English studies as literacy studies and presents a history of how it has evolved in tandem with broader developments. He maps out “four corners” of English departments: literature, language studies, teacher education, and writing studies. Miller identifies their development with changes in the technologies and economies of literacy that have redefined what students write and read, which careers they enter, and how literature represents their experiences and aspirations. Miller looks to comprehensive departments of English that value studies of teaching, writing, and language as well as literature. He also examines broadly based institutions that are engaged with writing at work in public life, with schools and public agencies, with access issues, and with media, ethnic, and cultural studies. With the growing privatization of higher education, such pragmatic engagements become vital to sustaining a civic vision of English studies and the humanities generally.
A Progressive President and the Modernization of a Southern University
In 1917, fifty-two years after its founding, the University of Kentucky faced stagnation, financial troubles, and disturbing reports of nepotism, resulting in a leadership crisis. A special committee investigated the institution and issued a report calling for a massive transformation of the university, including the hiring of a new president who could execute the report’s suggested initiatives. The Board of Trustees hired Frank L. McVey. McVey labored tirelessly for more than two decades to establish Kentucky as one of the nation’s most respected institutions of higher learning, which brought him recognition as one of the leading progressive educators in the South. In Frank L. McVey and the University of Kentucky, Eric A. Moyen chronicles McVey’s triumphs and challenges as the president sought to transform the university from a small state college into the state’s flagship institution. McVey recruited an exceptional faculty, expanded graduate programs, promoted research, oversaw booming enrollments and campus construction, and defended academic freedom during the nation’s first major antievolution controversy. Yet he faced challenges related to the development of modern collegiate athletics, a populace suspicious of his remarkable new conception of a state university, and the Great Depression. This authoritative biography not only details an important period in the history of the university and the commonwealth, but also tells the story of the advancement of education reform in early-twentieth-century America.
The University of Lagos on World's Intellectual Map
This book is a collection of presentations made during the tenure of Professor Oyewusi Ibidapo-Ope as Vice Chancellor (2000-2007) at the University of Lagos. Included are Matriculation and Convocations speeches delivered by Professor Oyewusi Ibidapo-Ope himself as well as Inaugural Lectures delivered by various faculty members and guests on a wide range of topics from Biochemistry, Botany, Physiotherapy, Development, Medicine. A brief chapter takes stock of the current state of the University generally while other chapters detail some of the government lobbying carried out by the Vice-Chancellor and his team. A chapter entitled "Town and Gown" record Professor Ibidapo-Ope's addresses to various organisations in Lagos while another records speeches at workshops and seminars such as the Nigerian Sociological Society.
Freshman Composition and the Long Sixties, 1957–1974
In the spring of 1968, the English faculty at the University of Wisconsin-Madison (UW) voted to remedialize the first semester of its required freshman composition course, English 101. The following year, it eliminated outright the second semester course, English 102. For the next quarter-century, UW had no real campus-wide writing requirement, putting it out of step with its peer institutions and preventing it from fully joining the “composition revolution” of the 1970s. David Fleming chronicles these events, situating them against the backdrop of late 1960s student radicalism and the wider changes taking place in U.S. higher education at the time. Fleming begins with the founding of UW in 1848. He examines the rhetorical education provided in the university’s first half-century, the birth of a required, two semester composition course in 1898, faculty experimentation with that course in the 1920s and 1930s, and the rise of a massive “current-traditional” writing program, staffed primarily by graduate teaching assistants (TAs), after World War II. He then reveals how, starting around 1965, tensions between faculty and TAs concerning English 101-102 began to mount. By 1969, as the TAs were trying to take over the committee that supervised the course, the English faculty simply abandoned its long-standing commitment to freshman writing. In telling the story of composition’s demise at UW, Fleming shows how contributing factors—the growing reliance on TAs; the questioning of traditional curricula by young instructors and their students; the disinterest of faculty in teaching and administering general education courses—were part of a larger shift affecting universities nationally. He also connects the events of this period to the long, embattled history of freshman composition in the United States.
Classical Education in America
The pragmatic demands of American life have made higher education's sustained study of ancient Greece and Rome an irrelevant luxury, ;and this despite the fact that American democracy depends so heavily on classical language, literature, and political theory. In The Grammar of Our Civility, Lee T. Pearcy chronicles how this came to be. Pearcy argues that classics never developed a distinctly American way of responding to distinctly American social conditions. Instead, American classical education simply imitated European models that were designed to underwrite European culture. The Grammar of Our Civility also offers a concrete proposal for the role of classical education, one that takes into account practical expectations for higher education in twenty-first century America.
Black Student Power in the Late 1960s
In 1968-69, Columbia University became the site for a collision of American social movements. Black Power, student power, antiwar, New Left, and Civil Rights movements all clashed with local and state politics when an alliance of black students and residents of Harlem and Morningside Heights openly protested the school's ill-conceived plan to build a large, private gymnasium in the small green park that separates the elite university from Harlem. Railing against the university's expansion policy, protesters occupied administration buildings and met violent opposition from both fellow students and the police._x000B__x000B_In this dynamic book, Stefan M. Bradley describes the impact of Black Power ideology on the Students' Afro-American Society (SAS) at Columbia. While white students--led by Mark Rudd and Students for a Democratic Society (SDS)--sought to radicalize the student body and restructure the university, black students focused on stopping the construction of the gym in Morningside Park. Through separate, militant action, black students and the black community stood up to the power of an Ivy League institution and stopped it from trampling over its relatively poor and powerless neighbors. Bradley also compares the events at Columbia with similar events at Harvard, Cornell, Yale, and the University of Pennsylvania.
For over six centuries, the University of Oxford had been an exclusively male bastion of privilege and opportunity. Few dreamed this could change. Yet, in 1879, twenty-one pioneering women quietly entered two recently established residence halls in Oxford in the hope of attending lectures and pursuing a course of study. More women soon followed and, by 1893, there were five women's societies, each with its own principal, staff, and identity. Only eighty years after women first appeared in Oxford, the five residential societies were granted full status as colleges of the University-self-governing entities with all the rights and obligations of the men's colleges-and women students constituted 16 percent of the undergraduate population. Though still a distinct minority, women had gained full access to the rich resources, opportunities, and challenges of the University. Her Oxford looks at the people and the political and social forces that produced this dramatic transformation. Drawing on a vast array of biographies, histories, obituaries, and archives, Batson traces not only the institutional struggles over privileges and disciplinary rules for women, but also the rich texture of everyday life-women's amateur theatricals, debating societies, sports, and college escapades (Dorothy Sayers is the subject of quite a few). She tells the stories of women's active roles in two war efforts and in the suffrage movement. An unusual feature of the book is the set of more than 200 biographical profiles of women who attended Oxford between 1879 and 1960. They constitute a Who's Who of women scientists, anthropologists, psychotherapists, educators, novelists, and social reformers in the English-speaking world.
The Society of Friends and Black Education in Arkansas
In 1864 Alida and Calvin Clark, two abolitionist members of the Religious Society of Friends from Indiana, went on a mission trip to Helena, Arkansas. The Clarks had come to render temporary relief to displaced war orphans but instead found a lifelong calling. During their time in Arkansas, they started the school that became Southland College, which was the first institution of higher education for blacks west of the Mississippi, and they set up the first predominately black monthly meeting of the Religious Society of Friends in North America. Their progressive racial vision was continued by a succession of midwestern Quakers willing to endure the primitive conditions and social isolation of their work and to overcome the persistent challenges of economic adversity, social strife, and natural disaster. Southland’s survival through six difficult and sometimes dangerous decades reflects both the continuing missionary zeal of the Clarks and their successors as well as the dedication of the black Arkansans who sought dignity and hope at a time when these were rare commodities for African Americans in Arkansas.