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Contest, Sexuality, and Consciousness
"Fighting for Life is a book about contest, the agonia of the Greek arena, and its roots in male life, especially academia. Ong describes this work as an 'excavation' which was prompted by his previous explorations of such areas as the characteristics of oral and literate cultures, Peter Ramus and his 16th-century intellectual milieu, and the early dominance and more recent decline of classical rhetoric in education. In Fighting for Life, he weaves the results of a year's study of agonistic structures running through the biological, social, and noetic worlds. Describing his text as an 'essay in noobiology,' the biological roots of human consciousness, Ong claims that 'contest has been a major factor in organic evolution and it turns out to have been a major, and seemingly essential, factor in intellectual development.' . . . The work is a valuable synthesis of a wide body of research and theory."-Rhetoric Society Quarterly
A Historiographical Essay on the Educational Work of Catholic Women Religious in the 19th and 20th Centuries
For far too long Catholic teaching sisters have been denied their rightful place in the history of education. It is only during the past twenty-five years that researchers in many countries have begun to reveal the fundamental role played by these women in the schooling of children of both the masses and the elite during the 19th and 20th centuries. This essay provides for the first time a detailed overview of the historiography of the teaching sisters in Western Europe, North America, Latin America and Australasia, surveying scholarship since 1985. It reviews the literature on six major themes: contribution to schooling, teaching orders and schools, educational philosophy, content and practice, life and lived experience of teachers and students, the professionalization of teaching, and changes in the composition of the teaching staff. Very rich in bibliographical references, this book is indispensable for all further research on this significant but underexplored group of women teachers.
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.
African American Education in Mississippi, 1862-1875
In the years immediately following the Civil War--the formative years for an emerging society of freed African Americans in Mississippi--there was much debate over the general purpose of black schools and who would control them. From Cotton Field to Schoolhouse is the first comprehensive examination of Mississippi's politics and policies of postwar racial education.
The primary debate centered on whether schools for African Americans (mostly freedpeople) should seek to develop blacks as citizens, train them to be free but subordinate laborers, or produce some other outcome. African Americans envisioned schools established by and for themselves as a primary means of achieving independence, equality, political empowerment, and some degree of social and economic mobility--in essence, full citizenship. Most northerners assisting freedpeople regarded such expectations as unrealistic and expected African Americans to labor under contract for those who had previously enslaved them and their families. Meanwhile, many white Mississippians objected to any educational opportunities for the former slaves. Christopher Span finds that newly freed slaves made heroic efforts to participate in their own education, but too often the schooling was used to control and redirect the aspirations of the newly freed.
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.
A History of Education in Kentucky
Education in Kentucky has developed slowly, and even now the state ranks low in the nation in providing public funds for the development of its human resources. In this book the author, who was president of the University of Kentucky from 1917 to 1940, traces the tortuous path of education in the state from the pioneer log schoolhouse to the modern universities of Kentucky and Louisville.
Florida's Battles over Evolution in the Classroom
Before William Jennings Bryan successfully prosecuted John Scopes in the infamous “Scopes Monkey Trial,” he was a prominent antievolution agitator in Florida.
In Going Ape, Brandon Haught tells the riveting story of how the war over teaching evolution began and unfolded in Florida, one of the nation’s bellwether states. It still simmers just below the surface, waiting for the right moment to engulf the state.
The saga opens with the first shouts of religious persecution and child endangerment in 1923 Tallahassee and continues today with forced delays and extra public hearings in state-level textbook adoptions. These ceaseless battles feature some of the most colorful culture warriors imaginable: a real estate tycoon throwing his fortune into campaigns in Miami; lawmakers attempting to insert the mandatory teaching of creationism into bills; and pastors and school board members squabbling in front of the national media that descends into their small town. The majority of participants, however, have been, and still are, average people, and Haught expertly portrays these passionate citizens and the sense of moral duty that drives each of them.
Given a social climate where the teaching of evolution continues to sharply divide neighbors and communities, Going Ape is a must-read for anyone concerned with the future of public education.
Reminiscences of Alumnae, Mississippi State College for Women
Golden Days includes twenty oral histories of women who graduated from Mississippi State College for Women (now Mississippi University for Women) at least fifty years ago. From Mary Ellen Weathersby Pope's (1926) description of a teaching career beginning just before the 1927 Delta flood to Juanita McCown Hight's (1934) account of campus conversations with violinist Jascha Heifetz and writer/adventurer Richard Halliburton, these stories illustrate the profound influence of the nation's first public college for women on the lives of the storytellers. Vivid reminiscences about life on campus recall a different world of blue uniforms, rigid rules, and demanding faculty.
Even after many decades, these women still clearly remember particular teachers who inspired and pushed them to succeed, midnight dormitory pranks played on long-suffering "social advisers," and the spring Zouave marching drills directed by the indomitable Emma Ody Pohl. Whether they graduated in 1926 or 1956, there is a common thread running through these memories: an appreciation for academic life, strong leadership, cultural experiences that enriched lives, a recognition that the university gave self-confidence to pursue unusual or difficult careers, and a gratitude for remarkable friendships which have lasted a lifetime.
The Southern Women's Institute of Mississippi University for Women provides a foundation for research and inclusive outreach through the study of women in both traditional and non-traditional roles. The Institute's research focuses on the history of MUW and the position women hold in the culture and foundation of the South both today and in the future.