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Literacy Instruction and Acquisition in a Cultural Context
An experienced teacher of reading and writing and an award-winning historian, E. Jennifer Monaghan brings to vibrant life the process of learning to read and write in colonial America. Ranging throughout the colonies from New Hampshire to Georgia, she examines the instruction of girls and boys, Native Americans and enslaved Africans, the privileged and the poor, revealing the sometimes wrenching impact of literacy acquisition on the lives of learners. For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write. As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms. Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.
Enjeux et perspectives
Le XXe siècle a été le théâtre d’une formidable expansion des institutions universitaires. Les auteurs se penchent sur l’histoire de ces « universités nouvelles » qui se présentaient, de façon consciente et intentionnelle, en rupture avec les institutions anciennes.
Sites of Rhetorical Education in Nineteenth-Century Black America
Liberating Language identifies experiences of nineteenth-century African Americans—categorized as sites of rhetorical education—that provided opportunities to develop effective communication and critical text-interpretation skills. Author Shirley Wilson Logan considers how nontraditional sites, which seldom involved formal training in rhetorical instruction, proved to be effective resources for African American advancement.
Logan traces the ways that African Americans learned lessons in rhetoric through language-based activities associated with black survival in nineteenth-century America, such as working in political organizations, reading and publishing newspapers, maintaining diaries, and participating in literary societies. According to Logan, rhetorical training was manifested through places of worship and military camps, self-education in oratory and elocution, literary societies, and the black press. She draws on the experiences of various black rhetors of the era, such as
Frederick Douglass, Frances Harper, Fanny Coppin, Charles Chesnutt, Ida B. Wells, and the lesser-known Oberlin-educated Mary Virginia Montgomery, Virginia slave preacher "Uncle Jack," and former slave "Mrs. Lee."
Liberating Language addresses free-floating literacy, a term coined by scholar and writer Ralph Ellison, which captures the many settings where literacy and rhetorical skills were acquired and developed, including slave missions, religious gatherings, war camps, and even cigar factories. In Civil War camp- sites, for instance, black soldiers learned to read and write, corresponded with the editors of black newspapers, edited their own camp-based papers, and formed literary associations.
Liberating Language outlines nontraditional means of acquiring rhetorical skills and demonstrates how African Americans, faced with the lingering consequences of enslavement and continuing oppression, acquired rhetorical competence during the late eighteenth century and throughout the nineteenth century.
Au Québec, la formation universitaire en administration publique s’est développée dans les années 1960, au cours de la Révolution tranquille. Avant cette période clé de l’histoire de la province, les universités manifestaient peu d’intérêt pour cette forme d’éducation, jusqu’à ce qu’un jeune ministre du nom de René Lévesque entreprenne des démarches afin que les administrateurs publics soient formés à l’administration.Cet ouvrage examine, depuis l’initiative de Lévesque jusqu’aux années 2000, comment les relations établies entre l’État québécois et les universités autour de la formation des administrateurs ont mené à l’établissement du Management Public comme approche dominante de l’étude de l’administration publique. L’étude, à la fois sociologique et historique, repose sur des archives analysées ici pour la première fois. L’École des hautes études commerciales de Montréal, le Département de science politique de l’Université Laval et, bien sûr, l’École nationale d’administration publique se retrouvent parmi les acteurs clés de cette vague de modernisation de la formation des administrateurs québécois.Spécialistes de la gestion publique et fonctionnaires trouveront dans ce livre une contribution unique à la compréhension de l’évolution de la formation du gestionnaire public québécois. Ceux et celles intéressés par la sociologie de l’enseignement supérieur y verront un nouvel aspect du développement des domaines d’études appliqués dans les universités du Québec.
This volume offers original studies on the subject of medieval education, not only in the formal academicsense typical of schools and universities but also in a broader cultural sense that includes law, liturgy, and the new religious orders of the high Middle Ages. Its essays explore the transmission of knowledge during the middle ages in various kinds of educational communities, including schools, scriptoria, universities, and workshops.
The Paradox of Educated Women in the Early American Republic
In Mere Equals, Lucia McMahon narrates a story about how a generation of young women who enjoyed access to new educational opportunities made sense of their individual and social identities in an American nation marked by stark political inequality between the sexes. McMahon's archival research into the private documents of middling and well-to-do Americans in northern states illuminates educated women's experiences with particular life stages and relationship arcs: friendship, family, courtship, marriage, and motherhood. In their personal and social relationships, educated women attempted to live as the "mere equals" of men. Their often frustrated efforts reveal how early national Americans grappled with the competing issues of women's intellectual equality and sexual difference.
In the new nation, a pioneering society, pushing westward and unmooring itself from established institutions, often enlisted women's labor outside the home and in areas that we would deem public. Yet, as a matter of law, women lacked most rights of citizenship and this subordination was authorized by an ideology of sexual difference. What women and men said about education, how they valued it, and how they used it to place themselves and others within social hierarchies is a highly useful way to understand the ongoing negotiation between equality and difference. In public documents, "difference" overwhelmed "equality," because the formal exclusion of women from political activity and from economic parity required justification. McMahon tracks the ways in which this public disparity took hold in private communications. By the 1830s, separate and gendered spheres were firmly in place. This was the social and political heritage with which women's rights activists would contend for the rest of the century.
Academic Freedom and Liberalism at UNC
Established in 1789, the University of North Carolina is the oldest public university in the nation. UNC’s reputation as one of the South’s leading institutions has drawn some of the nation’s leading educators and helped it become a model of the modern American university. However, the school’s location in the country’s most conservative region presented certain challenges during the early 1900s, as new ideas of academic freedom and liberalism began to pervade its educational philosophy. This innovative generation of professors defined themselves as truth-seekers whose work had the potential to enact positive social change; they believed it was their right to choose and cultivate their own curriculum and research in their efforts to cultivate intellectual and social advancement. In To Carry the Truth: Academic Freedom at UNC, 1920–1941, Charles J. Holden examines the growth of UNC during the formative years between the World Wars, focusing on how the principle of academic freedom led to UNC’s role as an advocate for change in the South.
Masculinity and the Idea of Boyhood in Postwar Ontario, 1945–1960
Ontario Boys explores the preoccupation with boyhood in Ontario during the immediate postwar period, 1945–1960. It argues that a traditional version of boyhood was being rejuvenated in response to a population fraught with uncertainty, and suffering from insecurity, instability, and gender anxiety brought on by depression-era and wartime disruptions in marital, familial, and labour relations, as well as mass migration, rapid postwar economic changes, the emergence of the Cold War, and the looming threat of atomic annihilation. In this sociopolitical and cultural context, concerned adults began to cast the fate of the postwar world onto children, in particular boys.
In the decade and a half immediately following World War II, the version of boyhood that became the ideal was one that stressed selflessness, togetherness, honesty, fearlessness, frank determination, and emotional toughness. It was thought that investing boys with this version of masculinity was essential if they were to grow into the kind of citizens capable of governing, protecting, and defending the nation, and, of course, maintaining and regulating the social order.
Drawing on a wide variety of sources, Ontario Boys demonstrates that, although girls were expected and encouraged to internalize a “special kind” of citizenship, as caregivers and educators of children and nurturers of men, the gendered content and language employed indicated that active public citizenship and democracy was intended for boys. An “appropriate” boyhood in the postwar period became, if nothing else, a metaphor for the survival of the nation.
Crime, Campus, and Community
On the basis of extensive on-site research, Karen G. Weiss offers a case study of crime victimization at an American "party school" that reverberates beyond a single campus. She argues that today's party school--usually a large public university with a big sports program and an active Greek life--represents a unique environment that nurtures and rewards extreme drinking, which in turn increases the risks of victimization and normalizes bad behavior of students who are intoxicated. Weiss shows why so many students voluntarily place themselves at risk, why so few crimes are reported to police, and why victims often shrug off their injuries and other negative consequences as the acceptable cost of admission to a party.
Andrew J. Kirkendall provides a transnational, archives-based study of Brazilian Paulo Freire (1921-1997), a major Third World (as it was called in that era--now known as the developing world or even the global South) intellectual and shaper of international literacy education during the Cold War. The study serves as both the first-ever political biography of the man and an examination of the politics of literacy in Latin America and beyond in the Cold War period. Throughout the twentieth-century, when governments of many political stripes embraced literacy education as a crucial element of efforts to fuel economic growth, political inclusion, and international development, Freire pioneered a highly influential, internationally adopted “consciousness raising” approach featuring mass literacy education campaigns that sought to engage, in a political fashion, the illiterate. Freire’s often controversial campaigns--which aroused the suspicion of the U.S. government and lead to his exile from Brazil for sixteen years--played transformative roles in many places, helping to build, overthrow, and reform governments from Brazil and Chile to Nicaragua and newly independent Portuguese African countries. His pedogogical ideas were influential in the United States, as well.