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The Education of the Court Nobility, 1580-1715
Focusing on the highest-ranking segment of the nobility, Mark Motley examines why a social group whose very essence was based on hereditary status would need or seek instruction and training for its young. As the "warrior nobility" adopted the courtly life epitomized by Versailles--with its code of etiquette and sensitivity to language and demeanor--education became more than a vehicle for professional training. Education, Motley argues, played both the conservative role of promoting assertions of "natural" superiority appropriate to a hereditary aristocracy, and the more dynamic role of fostering cultural changes that helped it maintain its power in a changing world.
Based on such sources as family papers and correspondence, memoirs, and pedagogical treatises, this book explores education as it took place in the household, in secondary schools and riding academies, and at court and in the army. It shows how such education combined deference and solidarity, language and knowledge, and ceremonial behavior and festive disorder. In so doing, this work contends that education was an integral part of the aristocracy's response to absolutism in the French monarchy.
Originally published in 1990.
The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
The first full-scale history of the creation, growth, and ultimate decline of the dominant twentieth-century model for American Jewish education Samson Benderly inaugurated the first Bureau of Jewish Education in 1910 amid a hodgepodge of congregational schools, khayders, community Talmud Torahs, and private tutors. Drawing on the theories of Johann Pestalozzi, Herbert Spencer, and John Dewey, and deriving inspiration from cultural Zionism, Benderly sought to modernize Jewish education by professionalizing the field, creating an immigrant-based, progressive supplementary school model, and spreading the mantra of community responsibility for Jewish education. With philanthropist Jacob Schiff and influential laymen financing his plans, Benderly realized that his best hope for transforming the educational landscape nationwide was to train a younger generation of teachers, principals, and bureau leaders. These young men became known collectively as the “Benderly Boys,” who, from the 1920s to the 1970s, were the dominant force in Jewish education—both formal and informal—in the United States.
An Illustrated History
The motto of Berea College is “God has made of one blood all peoples of the earth,” a phrase underlying Berea’s 150-year commitment to egalitarian education. The first interracial and coeducational undergraduate institution in the South, Berea College is well known for its mission to provide students the opportunity to work in exchange for a tuition-free quality education. The founders believed that participation in manual labor blurred distinctions of class; combined with study and leisure, it helped develop independent, industrious, and innovative graduates committed to serving their communities. These values still hold today as Berea continues its legendary commitment to equality, diversity, and cultural preservation and, at the same time, expands its mission to include twenty-first-century concerns, such as ecological sustainability. In Berea College: An Illustrated History, Shannon H. Wilson unfolds the saga of one of Kentucky’s most distinguished institutions of higher education, centering his narrative on the eight presidents who have served Berea. The college’s founder, John G. Fee, was a staunch abolitionist and believer in Christian egalitarianism who sought to build a college that “would be to Kentucky what Oberlin was to Ohio, antislavery, anti-caste, anti-rum, anti-sin.” Indeed, the connection to Oberlin is evident in the college’s abolitionist roots and commitment to training African American teachers, preachers, and industrial leaders. Black and white students lived, worked, and studied together in interracial dorms and classrooms; the extent of Berea’s reformist commitment is most evident in an 1872 policy allowing interracial dating and intermarriage among its student body. Although the ratio of black to white students was nearly equal in the college’s first twenty years, this early commitment to the education of African Americans was shattered in 1904, when the Day Law prohibited the races from attending school together. Berea fought the law until it lost in the U.S. Supreme Court in 1908 but later returned to its commitment to interracial education in 1950, when it became the first undergraduate college in Kentucky to admit African Americans. Berea’s third president, William Goodell Frost, shifted attention toward “Appalachian America” during the interim, and this mission to reach out to Appalachians continues today. Wilson also chronicles the creation of Berea’s many unique programs designed to serve men and women in Kentucky and beyond. A university extension program carried Berea’s educational opportunities into mountain communities. Later, the New Opportunity School for Women was set up to help adult women return to the job market by offering them career workshops, job experience on campus, and educational and cultural enrichment opportunities. More recently, the college developed the Black Mountain Youth Leadership Program, designed to reduce the isolation of African Americans in Appalachia and encourage cultural literacy, academic achievement, and community service. Berea College explores the culture and history of one of America’s most unique institutions of higher learning. Complemented by more than 180 historic photographs, Wilson’s narrative documents Berea’s majestic and inspiring story.
Parts of Berry's history have achieved legendary status--the story, for example, of how Martha Berry was inspired to start a school after visiting with poor mountain children in her log cabin. Ouida Dickey and Doyle Mathis separate myth from fact as they address Berry's traditions, controversies, and triumphs and relate important developments at Berry to wider events in Georgia and Appalachia.
As Berry graduates and career-long members of its faculty and staff, Dickey and Mathis themselves are part of the Berry tradition. Their meticulous research draws on a rich trove of documents to reveal a story that surpasses many of the familiar and beloved tales connected to the school. Berry's enviable standing--as a model for work-study colleges nationwide, as a place intimately tied to the cultural life of its region, as a choice recipient of philanthropy--makes this new book important to historians, scholars of higher education, and thousands of Berry students, faculty, and alumni.
School Boards and the Future of Education Politics
School boards are fighting for their survival. Almost everything that they do is subject to regulations handed down from city councils, state boards of education, legislatures, and courts. As recent mayoral and state takeovers in such cities as Baltimore, Chicago, and New York make abundantly clear, school boards that do not fulfill the expectations of other political players may be stripped of what few independent powers they still retain. Teachers unions exert growing influence over board decision-making processes. And with the passage of the No Child Left Behind Act, the federal government has aggressively inserted itself into matters of local education governance. B esieged is the first full-length volume in many years to systematically examine the politics that surround school boards. A group of highly renowned scholars, relying on both careful case studies and quantitative analyses, examine how school boards fare when they interact with their political superiors, teachers unions, and the public. For the most part, the picture that emerges is sobering: while school boards perform certain administrative functions quite well, the political pressures they face undermine their capacity to institute the wide-ranging school reforms that many voters and local leaders are currently demanding.
Praise for Sam Pickering: "Pickering has all of Thurber's humor, and he writes as well as E. B. White. He writes with passion, wit, and a strange personal note of self-mockery; he is humanely educated, wise, and capable of a wide range of stylistic effects." ----Jay Parini ". . . he writes in the tradition of Montaigne hammering together a ramshackle affair of surprising nooks, crannies and additions-all under the same roof." ---The Oxford American "Pickering has the natural essayist's intimate yet distanced take on the world that combines a devotion to particulars . . . with a near-indifference to the status- and achievement-mongering that marks modern life." ---Publishers Weekly "Pickering writes with the sensitivity and craft of a poet, finding meaning in the commonplace and ordinary." ---Library Journal "Pickering's genre is unique, but I'm not sure anyone else can write this stuff. I can live with that, as long as Pickering himself continues to wend through the forests, classrooms, airports, billiards championships, hometown parades, and his inner world of Tennessee gags and characters." ---Hartford Courant His writing is as unique and recognizable as the music of Mozart, the painting of Picasso, or the poetry of Dickinson. Yet most Americans likely know Sam Pickering, the University of Connecticut English professor, from the movie Dead Poets Society. In the film, Robin Williams plays an idiosyncratic instructor---based on Pickering---who employs some over-the-top teaching methods to keep his subjects fresh and his students learning. Fewer probably know that Pickering is the author of more than 16 books and nearly 200 articles, or that he's inspired thousands of university students to think in new ways. And, while Williams may have captured Pickering's madcap classroom antics, he didn't uncover the other side of the author-Sam Pickering as one of our great American men of letters. The Best of Pickering amply demonstrates Pickering's amazing powers of perception, and gives us insight into the mind of a writer nearly obsessed with turning his back on the conventional trappings of American success-a writer who seems to prefer lying squirrel's-eye-level next to a bed of daffodils in the spring or trespassing on someone else's property to pursue a jaunt through joe-pye weed and goldenrod. Indeed, Pickering's philosophy, at least on paper, may very well be "Now is the only time." If you haven't met Sam Pickering before, prepare to be surprised and delighted by these wry and sometimes self-deprecating essays that are witty and elegant and concrete yet wander widely, and include Pickering's well-trod fictional Southern town of Carthage, Tennessee, full of strange goings-on. This definitive collection of the best of Pickering is a must for Pickering fans and a fine introduction for the uninitiated to one of our greatest men of letters.
A Handbook for Teaching Practice Supervisors
This handbook is designed for those involved in teacher education and the supervision of practical teaching. It will be useful for university tutors on teacher education programmes and mentors in schools, as well as senior staff in schools who are involved in appraisal and evaluation.
Selected Writings on the History of Modern Educational Systems
Advanced reader on the history of education Developments in educational systems worldwide have largely contributed to the modernization and globalization of present-day society. However, in order to fully understand their impact, educational systems must be interpreted against a background of particular situations and contexts. This textbook brings together more than twenty (collaborative) contributions focusing on the two key themes in the work of Marc Depaepe: educationalization and appropriation. Compiled for his international master classes, these selected writings provide not only a thorough introduction to the history of modern educational systems, but also a twenty-five year overview of the work of a well-known pioneer in the field of history of education. Covering the modernization of schooling in Western history, the characteristics and origins of educationalization, the colonial experience in education and the process of appropriation, Between Educationalization and Appropriation will be of great interest to a larger audience of scholars in the social sciences.
Ambivalence, Identity, and the Education of Girls
Arguing for a recognition of the contradictory and ambivalent identifications that both attract and repel those who live the social category “girl,” Marnina Gonick analyzes the discourses and practices defining female sexuality, embodiment, relationship to self and other, material culture, use of social space, and cultural-political agency and power. Based on a school-community project involving collaborative production of a video which tells the stories of several fictional girl characters, Gonick examines the contradictory and textured structure of the discourses available to girls through which their identities are negotiated. Woven throughout the book is the integral concern with the way in which ethnographic writing as a discursive practice is also implicated in the production and signification of social identities for girls.