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The second volume of Brian Simon’s series Studies in the History of Education traces developments from the securing of universal education with the Education Act of 1870 to the conclusion of the First World War. These educational developments were marked by the increasing role played by organised labour in pressing for the reform of the system of universal education – opposing class privilege and prejudice and urging equal opportunities for all. With the formation of the public schools and then with the defeat of the school boards which were trying to improve the opportunities for working-class children, a divided system of education became well-established, in which the few were trained for university entrance and then for the top jobs while the mass were denied anything but an ‘elementary’ education. While Labour Party opposition to this division was largely unsuccessful many vital concessions were won in these years including the abolition of school fees and the provision of school meals. The book also explores the effects of imperialist expansion on educational ideas and also examines the developments in adult education.
Education and the Social Order examines the changes and developments in the British education system from the Second World War to the eve of the millennium.Education has always been a battlefield and never more so than in Britain in the second half of the twentieth century. Simon argues that educational policy usually reflects the outcome of a struggle between progressives who see reform as a first step towards social change, and conservatives who prefer a stratified system which reflects existing social divisions. Beginning with the 1944 Education Act, the book documents the changes that took place as the result of these battles: it begins with the 1944 Education Act and the massive extension of educational opportunity that took place in the postwar period; it then deals with the subsequent prolonged debates about comprehensive education, and other measures of liberalisation during the 1960s and 1970s; and it ends with the years of Conservative government, the 1980s and 1990s, when systematic attempts were made to reverse the advances that had been made during the earlier period.
Hopi Students at Sherman Institute, 1902-1929
Education beyond the Mesas is the fascinating story of how generations of Hopi schoolchildren from northeastern Arizona “turned the power” by using compulsory federal education to affirm their way of life and better their community. Sherman Institute in Riverside, California, one of the largest off-reservation boarding schools in the United States, followed other federally funded boarding schools of the late nineteenth and early twentieth centuries in promoting the assimilation of indigenous people into mainstream America. Many Hopi schoolchildren, deeply conversant in Hopi values and traditional education before being sent to Sherman Institute, resisted this program of acculturation. Immersed in learning about another world, generations of Hopi children drew on their culture to skillfully navigate a system designed to change them irrevocably. In fact, not only did the Hopi children strengthen their commitment to their families and communities while away in the “land of oranges,” they used their new skills, fluency in English, and knowledge of politics and economics to help their people when they eventually returned home. Matthew Sakiestewa Gilbert draws on interviews, archival records, and his own experiences growing up in the Hopi community to offer a powerful account of a quiet, enduring triumph.
Diversity and Equity in Public Policy
In Education Reform in Florida, sociologists and historians evaluate Governor Jeb Bush’s nation-leading school reform policies since 1999. They examine the startlingly broad range of education policy changes enacted in Florida during Bush’s first term, including moves toward privatization with a voucher system, more government control of public education institutions with centralized accountability mechanisms, and a “superboard” for all public education. The contributors arrive at a mixed conclusion regarding Bush’s first-term education policies: while he deserves credit for holding students to higher standards, his policies have, unfortunately, pushed for equality in a very narrow way. The contributors remain skeptical about seeing significant and sweeping improvement in how well Florida schools work for all students.
Travel Diary of Raymond Buyse, 1922. Carnet de voyage de Raymond Buyse, 1922.
In 1922, a young Belgian ‘pedologist' named Raymond Buyse accompanied the famous Dr. Ovide Decroly on a study tour of the United States of America. They met with well-known American professors to learn more about the ‘scientific' study of the child and especially about applied American psychology. Buyse noted his impressions of the trip in a diary. These are scribbles, sometimes difficult to decipher, written on loose sheets, held together by a ring binder. They reflect the culture shock experienced by Buyse in confronting this dazzling nation. The young scholar writes in a lively style and with humour about his meetings with the ‘great' psychologists and educationalists of that time, visualizing his impressions of the land and the people with little drawings in the text. Here the record of this fascinating scholarly and cultural encounter is published for the first time, both in the original French with an English translation. In their exhaustive introduction Marc Depaepe and Lieven D'hulst explain the historical context of this both personal and intellectual journey to the present-day reader.
African American Schools in the Urban South, 18651890
Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen's Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.
The First Hundred Years
Academic Prize Contests and Intellectual Culture in France, 1670–1794
Public academic prize contests-the concours académique-played a significant role in the intellectual life of Enlightenment France, with aspirants formulating positions on such matters as slavery, poverty, the education of women, tax reform, and urban renewal and submitting the resulting essays for scrutiny by panels of judges. In The Enlightenment in Practice, Jeremy L. Caradonna draws on archives both in Paris and the provinces to show that thousands of individuals-ranging from elite men and women of letters artisans, and peasants-participated in these intellectual competitions, a far broader range of people than has been previously assumed.
Caradonna contends that the Enlightenment in France can no longer be seen as a cultural movement restricted to a small coterie of philosophers or a limited number of printed texts. Moreover, Caradonna demonstrates that the French monarchy took academic competitions quite seriously, sponsoring numerous contests on such practical matters as deforestation, the quality of drinking water, and the nighttime illumination of cities. In some cases, the contests served as an early mechanism for technology transfer: the state used submissions to identify technical experts to whom it could turn for advice. Finally, the author shows how this unique intellectual exercise declined during the upheavals of the French Revolution, when voicing moderate public criticism became a rather dangerous act.
Perspectives from the Texas A&M University Department Centenary
Insects affect the health and well-being of humans every day, everywhere, so the entomology departments that study them make a crucial contribution to many aspects of life. Indeed, agricultural success in the United States and other countries depends upon the work of entomology departments within the land grant system at universities across the nation. Entomology at the Land Grant University is a thorough look at how entomology departments have adapted to shifting demographics, changes in land use patterns, environmental issues, and advances in the life sciences. It also highlights the leadership of entomologists in their multifaceted roles as researchers, teachers, and consultants. With world-renowned contributors from both academia and industry, this volume is the culmination of a series of mini-symposia celebrating the 100th anniversary of the Department of Entomology at Texas A&M University. The centenary was a time to reflect on past accomplishments and to plan for future challenges, spotlighting the academic, scientific, economic, and social importance of entomology. The result is a broad-brushed picture of a discipline that at its best represents the highest virtues of fundamental and applied science, with topics such as: - fulfilling the land grant university mission - roles of entomology departments - the function of the extension service - the global reach of entomological research - civic education in insect management - genetic engineering - future innovations in pest management and insecticide design Not just for entomologists, this insightful look into the workings of a university department within the context of a rapidly changing scientific, social, and economic climate will appeal to anyone associated with a land grant university, extension or regulatory agency, or related industry.