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Expanding Access through Nationally Competitive Awards
All In helps readers navigate the ultra-competitive world of national and international scholarships. It combines the perspectives of scholarship foundation leaders, who have an insider’s view of the selection process, and experienced advisors, who provide guidance on how to assist students effectively as they approach applications and interviews. The collection also emphasizes the importance of engaging a diverse group of students, institutions, and programs in the process as well as expanding the educational experience for students as they apply. Several of the essays in the book grew out of the 2011 National Association of Fellowships Advisors conference entitled “Broadening Opportunities, Encouraging Diversity.”
A Legacy of Greatness, The Demands of Transcendence
On December 4, 1906, on Cornell University’s campus, seven black men founded one of the greatest and most enduring organizations in American history. Alpha Phi Alpha Fraternity Inc. has brought together and shaped such esteemed men as Martin Luther King Jr., Cornel West, Thurgood Marshall, Wes Moore, W. E. B. DuBois, Roland Martin, and Paul Robeson. “Born in the shadow of slavery and on the lap of disenfranchisement,” Alpha Phi Alpha—like other black Greek-letter organizations—was founded to instill a spirit of high academic achievement and intellectualism, foster meaningful and lifelong ties, and racially uplift those brothers who would be initiated into its ranks. In Alpha Phi Alpha, Gregory S. Parks, Stefan M. Bradley, and other contributing authors analyze the fraternity and its members’ fidelity to the founding precepts set forth in 1906. They discuss the identity established by the fraternity at its inception, the challenges of protecting the image and brand, and how the organization can identify and train future Alpha men to uphold the standards of an outstanding African American fraternity. Drawing on organizational identity theory and a diverse array of methodologies, the authors raise and answer questions that are relevant not only to Alpha Phi Alpha but to all black Greek-letter organizations.
De l'École Regionale de Diourbel a lUniversite de Paris (1945-1960
The struggle for independence and the unity of African countries was at its peak during the period between 1945 and 1960. These testing times turned out to be the formative years of the young Amady Aly Dieng, and set the stage for an eventful life of commitment and challenges of all sorts for someone who ñ along with other young African students, many of whom later became leaders of their respective countries ñ integrated the leadership of student organizations in France, honing his militant skills at the forefront of the intellectual and political struggle for independence and the unity of the nascent sovereign nations. Amady Aly Diengís memoirs are primarily meant to inspire young Africans toward taking action towards true independence and development. These memoirs reflect the historic evolution of youth militancy in Africa and are to serve as an inspiration to leaders of Africa today and tomorrow.
De lUniversite de Paris a mon retour au Senegal (1960-1967)
The advent of formal independence in former French colonies in Black Africa meant the dawn of a new era: the struggle against neocolonialism. African students rallying around this struggle became new strangers and targets for expulsion out of France. The French government of the time resorted, therefore, to massive expulsions against their labour and political organizations. The implementation in 1956 of the Loi-cadre Gaston Defferre ñ meant to divide up Black Africa under French dominion ñ and the ensuing explosion of the two great AOF and AEF federations along with the cancellation of scholarship federal commissions will considerably weaken the FÈdÈration des Ètudiants díAfrique noire en France (FEANF) [African Student Federation in France] in favour of territorial sections. This meant that African governments were to take charge of their own students. In turn, the former used their embassies and scholarship territorial commissions to squelch those student organizations that were hostile to their collaboration with the French authorities. Among the repressive strategies were the cancellation of scholarships and grants to hotels and residences that were reserved for their students (La Maison de la CÙte díIvoire, du Gabon, de la Haute Volta, du Congo, díAOF), the creation of pro-government associations such as that of the Senegalese Progressive Union (UPS), the Student Movement for the African and Malagasy Organization (MEOCAM), and the National Union for Students of CÙte díIvoire (UNECI). This marked the beginning of the decline of the FÈdÈration des Ètudiants díAfrique noire en France (FEANF). The worm had entered the fruit of unity with the implementation of the Loi-cadre.
Government and Faith-Based Schools and Social Agencies
This is a time of far-reaching change and debate in American education and social policy, spurred in part by a rediscovery that civil-society institutions are often better than government at meeting human needs. As Charles Glenn shows in this book, faith-based schools and social agencies have been particularly effective, especially in meeting the needs of the most vulnerable. However, many oppose providing public funds for religious institutions, either on the grounds that it would threaten the constitutional separation of church and state or from concern it might dilute or secularize the distinctive character of the institutions themselves. Glenn tackles these arguments head on. He builds a uniquely comprehensive and persuasive case for faith-based organizations playing a far more active role in American schools and social agencies. And, most importantly, he shows that they could do so both while receiving public funds and while striking a workable balance between accountability and autonomy.
Glenn is ideally placed to make this argument. A leading expert on international education policies, he was for many years the director of urban education and civil rights for the Massachusetts Department of Education, and also serves as an Associate Minister of inner-city churches in Boston. Glenn draws on all his varied experience here as he reviews the policies and practices of governments in the United States and Europe as they have worked with faith-based schools and also with such social agencies as the Salvation Army and Teen Challenge. He seeks to answer key theoretical and practical questions: Why should government make greater use of faith-based providers? How could they do so without violating First Amendment limits? What working relationships protect the goals and standards both of government and of the organizations that the government funds? Glenn shows that, with appropriate forms of accountability and a strong commitment to a distinctive vision of service, faith-based organizations can collaborate safely with government, to their mutual benefit and that of those they serve. This is a major contribution to one of the most important topics in political and social debate today.
Vol. 125 (1980) through current issue
For 150 years, the American Annals of the Deaf, has been a professional journal dedicated to quality in education and in related services for children and adults who are deaf and hard of hearing. The Annals publishes articles about deaf education and recent research into trends and issues in the field of deafness.
Surveying higher education from the colonial era through the mid-twentieth century, Rudolph explores a multitude of issues from the financing of institutions and the development of curriculum to the education of women and blacks, the rise of college athletics, and the complexities of student life. In his foreword to this new edition, John Thelin assesses the impact that Rudolph's work has had on higher education studies. The new edition also includes a bibliographic essay by Thelin covering significant works in the field that have appeared since the publication of the first edition.
At a time when our educational system as a whole is under intense scrutiny, Rudolph's seminal work offers an important historical perspective on the development of higher education in the United States.