Kevin McDonough and Walter Feinberg (eds)
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199253661
- eISBN:
- 9780191601972
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199253668.001.0001
- Subject:
- Political Science, Political Theory
The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational ...
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The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational rights when liberalism’s concern to protect and promote children’s autonomy conflicts with the desire to maintain communal integrity; whether, given the advances made by the forces of globalization, the liberal–democratic state can morally justify its traditional purpose of forging a cohesive national identity or whether increasing globalization has rendered this educational aim obsolete and morally corrupt; and whether liberal education should instead seek to foster a sense of global citizenship, even if doing so would suppress patriotic identification. In addressing these and many other questions, the volume examines the theoretical and practical issues at stake between nationalists, multiculturalists, and cosmopolitans in the field of education. The 15 essays included (which were originally presented at a symposium on ‘Collective Identities and Cosmopolitan Values: Group Rights and Public Education in Liberal–Democratic Societies’, held in Montreal from June 22 to 25, 2000), and an introductory essay by the editors, provide a genuine, productive dialogue between political and legal philosophers and educational theorists. The essays are arranged in three parts: I: Cosmopolitanism, Liberalism and Common Education (six chapters); II: Liberalism and Traditionalist Education (four chapters); and III: Liberal Constraints on Traditionalist Education (five chapters).Less
The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational rights when liberalism’s concern to protect and promote children’s autonomy conflicts with the desire to maintain communal integrity; whether, given the advances made by the forces of globalization, the liberal–democratic state can morally justify its traditional purpose of forging a cohesive national identity or whether increasing globalization has rendered this educational aim obsolete and morally corrupt; and whether liberal education should instead seek to foster a sense of global citizenship, even if doing so would suppress patriotic identification. In addressing these and many other questions, the volume examines the theoretical and practical issues at stake between nationalists, multiculturalists, and cosmopolitans in the field of education. The 15 essays included (which were originally presented at a symposium on ‘Collective Identities and Cosmopolitan Values: Group Rights and Public Education in Liberal–Democratic Societies’, held in Montreal from June 22 to 25, 2000), and an introductory essay by the editors, provide a genuine, productive dialogue between political and legal philosophers and educational theorists. The essays are arranged in three parts: I: Cosmopolitanism, Liberalism and Common Education (six chapters); II: Liberalism and Traditionalist Education (four chapters); and III: Liberal Constraints on Traditionalist Education (five chapters).
Karin Fischer
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780719091964
- eISBN:
- 9781526115379
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091964.003.0006
- Subject:
- Sociology, Education
Chapter 5 analyses structural developments and the place of religion in the current Irish education system. It also gives an overview of contemporary debates on the denominational and segregated ...
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Chapter 5 analyses structural developments and the place of religion in the current Irish education system. It also gives an overview of contemporary debates on the denominational and segregated nature of the system. Despite significant religious decline (both in terms of numbers and social influence), the Catholic Church has managed to retain control over the vast majority of Irish schools. While it is now prepared to accept the transfer of some schools to other patrons, it has in the main tried to maintain its influence, developing a discourse of inclusiveness. Teacher and parent organisations and other educational actors have been voices for change (with public opinion polls also showing support for significant change), in contrast to the political mainstream. Even if there have been differences of political inflexion, with an attempt since 2010 at encouraging a diversification of patrons in the name of ‘parental choice’, the Irish State has kept to its historical role as funder of schools managed by private patrons, the current result being a perpetuation of the system along with a relative increase in the number of Educate Together schools especially, raising the issue of a new form of segregation.Less
Chapter 5 analyses structural developments and the place of religion in the current Irish education system. It also gives an overview of contemporary debates on the denominational and segregated nature of the system. Despite significant religious decline (both in terms of numbers and social influence), the Catholic Church has managed to retain control over the vast majority of Irish schools. While it is now prepared to accept the transfer of some schools to other patrons, it has in the main tried to maintain its influence, developing a discourse of inclusiveness. Teacher and parent organisations and other educational actors have been voices for change (with public opinion polls also showing support for significant change), in contrast to the political mainstream. Even if there have been differences of political inflexion, with an attempt since 2010 at encouraging a diversification of patrons in the name of ‘parental choice’, the Irish State has kept to its historical role as funder of schools managed by private patrons, the current result being a perpetuation of the system along with a relative increase in the number of Educate Together schools especially, raising the issue of a new form of segregation.
Burnis R. Morris
- Published in print:
- 2017
- Published Online:
- May 2019
- ISBN:
- 9781496814074
- eISBN:
- 9781496814111
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814074.003.0005
- Subject:
- History, American History: 20th Century
The practice of modern public relations during the early 20th century is reviewed alongside Woodson’s publicity activities. Details of Woodson’s public-education program and PR style are revealed ...
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The practice of modern public relations during the early 20th century is reviewed alongside Woodson’s publicity activities. Details of Woodson’s public-education program and PR style are revealed through his correspondence with Luther P. Jackson, a Virginia State College history professor, collaborator, and fundraiser for Woodson’s cause. Woodson’s last known letter was mailed to Jackson and dated two days before he died in Washington. Woodson’s command of public relations methods also is demonstrated through examination of two of his most acclaimed legacies—The Journal of Negro History and Negro History Week—in public-relations contexts that sought and won press support.Less
The practice of modern public relations during the early 20th century is reviewed alongside Woodson’s publicity activities. Details of Woodson’s public-education program and PR style are revealed through his correspondence with Luther P. Jackson, a Virginia State College history professor, collaborator, and fundraiser for Woodson’s cause. Woodson’s last known letter was mailed to Jackson and dated two days before he died in Washington. Woodson’s command of public relations methods also is demonstrated through examination of two of his most acclaimed legacies—The Journal of Negro History and Negro History Week—in public-relations contexts that sought and won press support.
Sarah M. Stitzlein
- Published in print:
- 2017
- Published Online:
- June 2017
- ISBN:
- 9780190657383
- eISBN:
- 9780190692568
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780190657383.001.0001
- Subject:
- Psychology, Social Psychology, Developmental Psychology
Not only is the future of our public schools in jeopardy, so is our democracy. Public schools are central to a flourishing democracy, where children learn how to deliberate and solve problems ...
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Not only is the future of our public schools in jeopardy, so is our democracy. Public schools are central to a flourishing democracy, where children learn how to deliberate and solve problems together, build shared identities, and come to value justice and liberty. As citizen support for public schools wanes, our democratic way of life is at risk. While we often hear about the poor performance of students and teachers, the current educational crisis is at heart not about accountability, but rather about citizen responsibility. Yet citizens increasingly do not feel that public schools are our schools, that we have influence over them or responsibility for their outcomes. Citizens have become watchdogs of public institutions largely from the perspective of consumers, without seeing ourselves as citizens who compose the public of public institutions. Accountability becomes more about finding fault with and placing blame on our schools and teachers, rather than about taking responsibility as citizens for shaping our expectations of schools, determining the criteria we use to measure their success, or supporting schools in achieving those goals. This book sheds light on recent shifts in education and citizenship, helping the public to understand not only how schools now work, but also how citizens can take an active role in shaping them. It provides citizens with tools, habits, practices, and knowledge necessary to support schools. It offers a vision of how we can cultivate citizens who will continue to support public schools and thereby keep democracy strong.Less
Not only is the future of our public schools in jeopardy, so is our democracy. Public schools are central to a flourishing democracy, where children learn how to deliberate and solve problems together, build shared identities, and come to value justice and liberty. As citizen support for public schools wanes, our democratic way of life is at risk. While we often hear about the poor performance of students and teachers, the current educational crisis is at heart not about accountability, but rather about citizen responsibility. Yet citizens increasingly do not feel that public schools are our schools, that we have influence over them or responsibility for their outcomes. Citizens have become watchdogs of public institutions largely from the perspective of consumers, without seeing ourselves as citizens who compose the public of public institutions. Accountability becomes more about finding fault with and placing blame on our schools and teachers, rather than about taking responsibility as citizens for shaping our expectations of schools, determining the criteria we use to measure their success, or supporting schools in achieving those goals. This book sheds light on recent shifts in education and citizenship, helping the public to understand not only how schools now work, but also how citizens can take an active role in shaping them. It provides citizens with tools, habits, practices, and knowledge necessary to support schools. It offers a vision of how we can cultivate citizens who will continue to support public schools and thereby keep democracy strong.
Nicole Nguyen
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816698264
- eISBN:
- 9781452955209
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816698264.001.0001
- Subject:
- Education, Educational Policy and Politics
By traveling through daily life at the school, A Curriculum of Fear investigates how students and school staff made sense of, negotiated, and contested the intense focus on national security, ...
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By traveling through daily life at the school, A Curriculum of Fear investigates how students and school staff made sense of, negotiated, and contested the intense focus on national security, terrorism, and their militarized responsibilities to the nation. Drawing from critical scholarship on school militarization, neoliberal school reform, the impact of the global war on terror on everyday life in the U.S., and the political uses of fear, this book maps the social, political, and economic contexts that gave rise to the school’s Homeland Security program and its popularity. Ultimately, as the first ethnography of a high school Homeland Security program, this book traces how Milton was not only “under siege”—shaped by the new normal imposed by the global war on terror—it actively prepared for the siege itself.Less
By traveling through daily life at the school, A Curriculum of Fear investigates how students and school staff made sense of, negotiated, and contested the intense focus on national security, terrorism, and their militarized responsibilities to the nation. Drawing from critical scholarship on school militarization, neoliberal school reform, the impact of the global war on terror on everyday life in the U.S., and the political uses of fear, this book maps the social, political, and economic contexts that gave rise to the school’s Homeland Security program and its popularity. Ultimately, as the first ethnography of a high school Homeland Security program, this book traces how Milton was not only “under siege”—shaped by the new normal imposed by the global war on terror—it actively prepared for the siege itself.
Nicole Nguyen
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816698264
- eISBN:
- 9781452955209
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816698264.003.0002
- Subject:
- Education, Educational Policy and Politics
The first chapter locates Milton High School within national efforts to install militarized regimes of discipline in public education through the corporate takeover of schools, wage war under the ...
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The first chapter locates Milton High School within national efforts to install militarized regimes of discipline in public education through the corporate takeover of schools, wage war under the banner of national security, and draw young people into the war-making business through fear by examining the genealogies of neoliberal school reform, zero-tolerance school policies, school militarization, and fear in U.S. politics. Knitting these strands together lends itself to an understanding of how the Milton school staff thought about the shifting purposes of education, the needs of their students, and the role of national security in their daily lives.Less
The first chapter locates Milton High School within national efforts to install militarized regimes of discipline in public education through the corporate takeover of schools, wage war under the banner of national security, and draw young people into the war-making business through fear by examining the genealogies of neoliberal school reform, zero-tolerance school policies, school militarization, and fear in U.S. politics. Knitting these strands together lends itself to an understanding of how the Milton school staff thought about the shifting purposes of education, the needs of their students, and the role of national security in their daily lives.
Jonathan A. Knee
- Published in print:
- 2016
- Published Online:
- January 2019
- ISBN:
- 9780231179287
- eISBN:
- 9780231543330
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231179287.003.0002
- Subject:
- Business and Management, Corporate Governance and Accountability
The IPO of Edison Schools in 1999 was the culmination of building optimism about the potential to transform public education for the better. Edison represented the powerful proposition that a private ...
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The IPO of Edison Schools in 1999 was the culmination of building optimism about the potential to transform public education for the better. Edison represented the powerful proposition that a private company could deliver better public schools for less money, leaving taxpayers, investors and children better off. The messianic force behind Edison was Chris Whittle. It failed spectacularly as did widely publicized ventures before and since. The story of Whittle’s ability to continue to raise money from sophisticated individual, institutional and corporate investors over more than twenty years to pursue his educational vision is remarkable on many levels. Following the twenty year trail of unhappy investors in Whittle’s various educational efforts reveals much about K-12 business models and the suspension of disbelief in educational matters by the otherwise sophisticated.Less
The IPO of Edison Schools in 1999 was the culmination of building optimism about the potential to transform public education for the better. Edison represented the powerful proposition that a private company could deliver better public schools for less money, leaving taxpayers, investors and children better off. The messianic force behind Edison was Chris Whittle. It failed spectacularly as did widely publicized ventures before and since. The story of Whittle’s ability to continue to raise money from sophisticated individual, institutional and corporate investors over more than twenty years to pursue his educational vision is remarkable on many levels. Following the twenty year trail of unhappy investors in Whittle’s various educational efforts reveals much about K-12 business models and the suspension of disbelief in educational matters by the otherwise sophisticated.
Burnis R. Morris
- Published in print:
- 2017
- Published Online:
- May 2019
- ISBN:
- 9781496814074
- eISBN:
- 9781496814111
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496814074.003.0001
- Subject:
- History, American History: 20th Century
This chapter discusses Carter G. Woodson’s early years and influences that allowed him to prevail against heavy odds. His world view was heavily influenced by the teachings of his illiterate father, ...
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This chapter discusses Carter G. Woodson’s early years and influences that allowed him to prevail against heavy odds. His world view was heavily influenced by the teachings of his illiterate father, who gave the young Woodson his moral bearings. He read newspapers to his father and other illiterates he encountered in the West Virginia coalfields, and the newspapers contributed to his intellectual development and understanding of issues involving politics and economics. These experiences in Appalachia, before even his first train ride and education at Harvard, laid the foundation for the public-education program Woodson developed for preserving and promoting African American history.Less
This chapter discusses Carter G. Woodson’s early years and influences that allowed him to prevail against heavy odds. His world view was heavily influenced by the teachings of his illiterate father, who gave the young Woodson his moral bearings. He read newspapers to his father and other illiterates he encountered in the West Virginia coalfields, and the newspapers contributed to his intellectual development and understanding of issues involving politics and economics. These experiences in Appalachia, before even his first train ride and education at Harvard, laid the foundation for the public-education program Woodson developed for preserving and promoting African American history.
Camille Walsh
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781469638942
- eISBN:
- 9781469638959
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469638942.001.0001
- Subject:
- History, African-American History
In the United States, it is quite common to lay claim to the benefits of society by appealing to “taxpayer citizenship”--the idea that, as taxpayers, we deserve access to certain social services like ...
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In the United States, it is quite common to lay claim to the benefits of society by appealing to “taxpayer citizenship”--the idea that, as taxpayers, we deserve access to certain social services like a public education. Tracing the genealogy of this concept, this book shows how tax policy and taxpayer identity were built on the foundations of white supremacy and intertwined with ideas of whiteness in civil rights law and constitutional law. From the origins of unequal public school funding after the Civil War and the history of African American families resisting segregated taxation through school desegregation cases from Brown v. Board of Education to San Antonio v. Rodriguez in the 1970s, this study spans over a century of racial injustice, dramatic courtroom clashes, and white supremacist backlash to collective justice claims.
Incorporating letters from everyday individuals as well as the private notes of Supreme Court justices as they deliberated, this legal history reveals how the idea of a “taxpayer” identity contributed to the contemporary crises of public education, racial disparity, and income inequality.Less
In the United States, it is quite common to lay claim to the benefits of society by appealing to “taxpayer citizenship”--the idea that, as taxpayers, we deserve access to certain social services like a public education. Tracing the genealogy of this concept, this book shows how tax policy and taxpayer identity were built on the foundations of white supremacy and intertwined with ideas of whiteness in civil rights law and constitutional law. From the origins of unequal public school funding after the Civil War and the history of African American families resisting segregated taxation through school desegregation cases from Brown v. Board of Education to San Antonio v. Rodriguez in the 1970s, this study spans over a century of racial injustice, dramatic courtroom clashes, and white supremacist backlash to collective justice claims.
Incorporating letters from everyday individuals as well as the private notes of Supreme Court justices as they deliberated, this legal history reveals how the idea of a “taxpayer” identity contributed to the contemporary crises of public education, racial disparity, and income inequality.
Damien M. Sojoyner
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816697533
- eISBN:
- 9781452955230
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816697533.001.0001
- Subject:
- Education, Educational Policy and Politics
First Strike is an ambitious project that utilizes a multi-method approach to gain insight into the confluence between public education and prison. It takes an unique perspective and delves into the ...
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First Strike is an ambitious project that utilizes a multi-method approach to gain insight into the confluence between public education and prison. It takes an unique perspective and delves into the root causes of an ever-expansive prison system and disastrous educational policy. First Strike intervenes in a spirited public discussion on the relation of education policies and budgets, the rise of mass incarceration and permutations of racism. Policy makers, school districts and local governments have long known that there is a relationship between high incarceration rates and school failure. First Strike is the first book that demonstrates how and why that connection exists and shows in what ways school districts, cities and states have been complicit and can reverse a disturbing and needless trend.Less
First Strike is an ambitious project that utilizes a multi-method approach to gain insight into the confluence between public education and prison. It takes an unique perspective and delves into the root causes of an ever-expansive prison system and disastrous educational policy. First Strike intervenes in a spirited public discussion on the relation of education policies and budgets, the rise of mass incarceration and permutations of racism. Policy makers, school districts and local governments have long known that there is a relationship between high incarceration rates and school failure. First Strike is the first book that demonstrates how and why that connection exists and shows in what ways school districts, cities and states have been complicit and can reverse a disturbing and needless trend.
Karen M. Inouye (ed.)
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780804795746
- eISBN:
- 9781503600560
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804795746.003.0006
- Subject:
- History, American History: 20th Century
Chapter Five examines the value of a college degree, taking as its focus the recipients of retroactive diplomas awarded to Nikkei who were wrongly forced from high schools and institutions of higher ...
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Chapter Five examines the value of a college degree, taking as its focus the recipients of retroactive diplomas awarded to Nikkei who were wrongly forced from high schools and institutions of higher education after the bombing of Pearl Harbor. Well into their 80s and 90s, these individuals stand to gain nothing material or economic from such action, and yet they have pursued it vigorously. No less important, so have a number of activists, most notably Mary Kitagawa, who helped persuade the University of British Columbia to award degrees to students it had expelled in 1942. The value of education, this chapter argues, lies less in its economic or even intellectual promise than in its political and social potential, particularly when thought of in terms of embodiment.Less
Chapter Five examines the value of a college degree, taking as its focus the recipients of retroactive diplomas awarded to Nikkei who were wrongly forced from high schools and institutions of higher education after the bombing of Pearl Harbor. Well into their 80s and 90s, these individuals stand to gain nothing material or economic from such action, and yet they have pursued it vigorously. No less important, so have a number of activists, most notably Mary Kitagawa, who helped persuade the University of British Columbia to award degrees to students it had expelled in 1942. The value of education, this chapter argues, lies less in its economic or even intellectual promise than in its political and social potential, particularly when thought of in terms of embodiment.
Nicole Nguyen
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816698264
- eISBN:
- 9781452955209
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816698264.003.0004
- Subject:
- Education, Educational Policy and Politics
The third chapter details the social and historical contexts of Milton High School that gave rise to its Homeland Security program. Based on Milton’s earlier school reform efforts aimed at preparing ...
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The third chapter details the social and historical contexts of Milton High School that gave rise to its Homeland Security program. Based on Milton’s earlier school reform efforts aimed at preparing poor and working class youth of color for the technical workforce, the school eventually narrowed its focus to issues of, and jobs related to, national security.Less
The third chapter details the social and historical contexts of Milton High School that gave rise to its Homeland Security program. Based on Milton’s earlier school reform efforts aimed at preparing poor and working class youth of color for the technical workforce, the school eventually narrowed its focus to issues of, and jobs related to, national security.
Vicky Long
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780719085819
- eISBN:
- 9781781706404
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085819.003.0001
- Subject:
- History, History of Science, Technology, and Medicine
The introduction outlines the approach adopted within the book, and the main lines of argument, explaining why the decision has been taken to focus on healthcare professionals’ efforts to educate the ...
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The introduction outlines the approach adopted within the book, and the main lines of argument, explaining why the decision has been taken to focus on healthcare professionals’ efforts to educate the public, rather than public opinion. Analysing recent British mental health anti-stigma campaigns, the introduction identifies common characteristics in terms of messages, objectives and difficulties encountered. It contextualises the book’s approach in relation to recent debates as to how the history of psychiatry and mental healthcare should be written, and provides a brief overview of key pieces of legislation which affected mental healthcare in the period under study. The introduction outlines how the plurality of groups working within the field of mental health, wielding divergent levels of power and status, affected discourses. A brief analysis of the concepts of stigma and discrimination is provided.Less
The introduction outlines the approach adopted within the book, and the main lines of argument, explaining why the decision has been taken to focus on healthcare professionals’ efforts to educate the public, rather than public opinion. Analysing recent British mental health anti-stigma campaigns, the introduction identifies common characteristics in terms of messages, objectives and difficulties encountered. It contextualises the book’s approach in relation to recent debates as to how the history of psychiatry and mental healthcare should be written, and provides a brief overview of key pieces of legislation which affected mental healthcare in the period under study. The introduction outlines how the plurality of groups working within the field of mental health, wielding divergent levels of power and status, affected discourses. A brief analysis of the concepts of stigma and discrimination is provided.
Vicky Long
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780719085819
- eISBN:
- 9781781706404
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085819.003.0007
- Subject:
- History, History of Science, Technology, and Medicine
This chapter examines the role played by healthcare professionals in the production of British Broadcasting Corporation programming on mental health issues in the mid twentieth century. It outlines ...
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This chapter examines the role played by healthcare professionals in the production of British Broadcasting Corporation programming on mental health issues in the mid twentieth century. It outlines debates regarding the factors which shape media coverage and the capacity of television to influence public opinion before examining the Corporation’s growing interest in mental health issues. The chapter focuses on ‘The Hurt Mind’, the first television show broadcast in Britain in 1956 which was devoted to mental illness. Shaped by the views of William Sargant, the main consultant for the series, the programmes sought to reduce public fear surrounding mental illness by informing the audience of ‘the facts’. In practice, however, the series offered a rather one-dimensional analysis of the problems posed by mental illness which precluded debate and did little to alleviate public concerns regarding electroconvulsive therapy and psychosurgery. Analysis of the making of this programme illustrates how the relative power of different organisations in the field of mental health affected their capacity to influence the media.Less
This chapter examines the role played by healthcare professionals in the production of British Broadcasting Corporation programming on mental health issues in the mid twentieth century. It outlines debates regarding the factors which shape media coverage and the capacity of television to influence public opinion before examining the Corporation’s growing interest in mental health issues. The chapter focuses on ‘The Hurt Mind’, the first television show broadcast in Britain in 1956 which was devoted to mental illness. Shaped by the views of William Sargant, the main consultant for the series, the programmes sought to reduce public fear surrounding mental illness by informing the audience of ‘the facts’. In practice, however, the series offered a rather one-dimensional analysis of the problems posed by mental illness which precluded debate and did little to alleviate public concerns regarding electroconvulsive therapy and psychosurgery. Analysis of the making of this programme illustrates how the relative power of different organisations in the field of mental health affected their capacity to influence the media.
Vicky Long
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780719085819
- eISBN:
- 9781781706404
- Item type:
- book
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085819.001.0001
- Subject:
- History, History of Science, Technology, and Medicine
Challenging the assumption that the stigma attached to mental illness stems from public ignorance and irresponsible media coverage, this book examines mental healthcare workers’ efforts to educate ...
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Challenging the assumption that the stigma attached to mental illness stems from public ignorance and irresponsible media coverage, this book examines mental healthcare workers’ efforts to educate the public in Britain between 1870 and 1970. It covers a period which saw the polarisation of madness and sanity give way to a belief that mental health and illness formed a continuum, and in which segregative care within the asylum began to be displaced by the policy of community care. The book argues that the representations of mental illness conveyed by psychiatrists, nurses and social workers were by-products of professional aspirations, economic motivations and perceptions of the public, sensitive to shifting social and political currents. Sharing the stigma of their patients, many healthcare workers sought to enhance the prestige of psychiatry by emphasising its ability to cure acute and minor mental disorder. However, this strategy exacerbated the stigma attached to severe and enduring mental health problems. Indeed, healthcare workers occasionally fuelled the stereotype of the violent, chronically-ill male patient in an attempt to protect their own interests. Drawing on service users’ observations, the book contends that current campaigns, which conflate diverse experiences under the label mental illness, risk trivialising the difficulties facing people who live with severe and enduring mental disturbance, and fail to address the political, economic and social factors which fuel discrimination.Less
Challenging the assumption that the stigma attached to mental illness stems from public ignorance and irresponsible media coverage, this book examines mental healthcare workers’ efforts to educate the public in Britain between 1870 and 1970. It covers a period which saw the polarisation of madness and sanity give way to a belief that mental health and illness formed a continuum, and in which segregative care within the asylum began to be displaced by the policy of community care. The book argues that the representations of mental illness conveyed by psychiatrists, nurses and social workers were by-products of professional aspirations, economic motivations and perceptions of the public, sensitive to shifting social and political currents. Sharing the stigma of their patients, many healthcare workers sought to enhance the prestige of psychiatry by emphasising its ability to cure acute and minor mental disorder. However, this strategy exacerbated the stigma attached to severe and enduring mental health problems. Indeed, healthcare workers occasionally fuelled the stereotype of the violent, chronically-ill male patient in an attempt to protect their own interests. Drawing on service users’ observations, the book contends that current campaigns, which conflate diverse experiences under the label mental illness, risk trivialising the difficulties facing people who live with severe and enduring mental disturbance, and fail to address the political, economic and social factors which fuel discrimination.
Mark Newman
- Published in print:
- 2018
- Published Online:
- September 2019
- ISBN:
- 9781496818867
- eISBN:
- 9781496818904
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496818867.003.0006
- Subject:
- History, American History: 20th Century
For decades prior to the civil rights movement, most Catholic prelates, clergy and white laity in the South did not perceive or acknowledge any conflict between their commitment to law and order and ...
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For decades prior to the civil rights movement, most Catholic prelates, clergy and white laity in the South did not perceive or acknowledge any conflict between their commitment to law and order and democracy, and the existence of public segregation and the denial of voting rights to most African Americans in the region. By outlawing public school segregation in 1954, the United States Supreme Court’s Brown ruling brought southern state and federal law into conflict and bore directly on Catholic leaders’ concerns about public education, law and order, democracy and the Cold War. When southern state governments took measures designed to thwart Brown’s implementation, or when public school desegregation under federal court order became imminent, diocesan leaders and some lay groups in the areas affected often spoke out in defense of public education and obedience to federal law, and called for acceptance of desegregation. Some Catholics also supported voting rights.Less
For decades prior to the civil rights movement, most Catholic prelates, clergy and white laity in the South did not perceive or acknowledge any conflict between their commitment to law and order and democracy, and the existence of public segregation and the denial of voting rights to most African Americans in the region. By outlawing public school segregation in 1954, the United States Supreme Court’s Brown ruling brought southern state and federal law into conflict and bore directly on Catholic leaders’ concerns about public education, law and order, democracy and the Cold War. When southern state governments took measures designed to thwart Brown’s implementation, or when public school desegregation under federal court order became imminent, diocesan leaders and some lay groups in the areas affected often spoke out in defense of public education and obedience to federal law, and called for acceptance of desegregation. Some Catholics also supported voting rights.
Jenny M. Luke
- Published in print:
- 2018
- Published Online:
- September 2019
- ISBN:
- 9781496818911
- eISBN:
- 9781496818959
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781496818911.003.0009
- Subject:
- Sociology, Health, Illness, and Medicine
With the greatest need for improvements of maternity care in the south, this chapter returns the focus to the southern states. The National Organization of Public Health Nurses acknowledged the vital ...
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With the greatest need for improvements of maternity care in the south, this chapter returns the focus to the southern states. The National Organization of Public Health Nurses acknowledged the vital role African American nurse-midwives played in the public health education of black women and their families and two schools were established, one of which was the Tuskegee School of Nurse-Midwifery in Alabama. Much of the chapter is devoted to the specific training required to be effective in the isolated, poverty stricken communities of the rural south and shows how cultural sensitivity was central to nurse-midwives’ work.Less
With the greatest need for improvements of maternity care in the south, this chapter returns the focus to the southern states. The National Organization of Public Health Nurses acknowledged the vital role African American nurse-midwives played in the public health education of black women and their families and two schools were established, one of which was the Tuskegee School of Nurse-Midwifery in Alabama. Much of the chapter is devoted to the specific training required to be effective in the isolated, poverty stricken communities of the rural south and shows how cultural sensitivity was central to nurse-midwives’ work.
Nicole Nguyen
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9780816698264
- eISBN:
- 9781452955209
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816698264.003.0001
- Subject:
- Education, Educational Policy and Politics
Beginning with an autobiological account, the introduction of A Curriculum of Fear relates the author’s interest in schools featuring specialized Homeland Security program, especially Milton High ...
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Beginning with an autobiological account, the introduction of A Curriculum of Fear relates the author’s interest in schools featuring specialized Homeland Security program, especially Milton High School. Based on the author’s fieldwork and rooted in political geography, sociology, and critical education studies, this book examines the inner workings of Milton and its Homeland Security program. As the first ethnography of a U.S. public school with a specialized Homeland Security program, it explores how synchronizing the school with the needs of the national security industry shaped its students understandings of the world and their place in it. Moving messily between scales, this ethnography traces how Milton, by design, undertook the epistemic, political, and emotional work needed to train its students as the next generation of national security workers. By investigating this remaking of Milton, it documents the deep implications of these national security pedagogies on young people’s psyches, social imaginaries, and daily interactions.Less
Beginning with an autobiological account, the introduction of A Curriculum of Fear relates the author’s interest in schools featuring specialized Homeland Security program, especially Milton High School. Based on the author’s fieldwork and rooted in political geography, sociology, and critical education studies, this book examines the inner workings of Milton and its Homeland Security program. As the first ethnography of a U.S. public school with a specialized Homeland Security program, it explores how synchronizing the school with the needs of the national security industry shaped its students understandings of the world and their place in it. Moving messily between scales, this ethnography traces how Milton, by design, undertook the epistemic, political, and emotional work needed to train its students as the next generation of national security workers. By investigating this remaking of Milton, it documents the deep implications of these national security pedagogies on young people’s psyches, social imaginaries, and daily interactions.
Vicky Long
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780719085819
- eISBN:
- 9781781706404
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085819.003.0003
- Subject:
- History, History of Science, Technology, and Medicine
This chapter explores mental healthcare politics, demonstrating the impact of the economic and political climate on professional strategies, and revealing the interconnected fates of different ...
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This chapter explores mental healthcare politics, demonstrating the impact of the economic and political climate on professional strategies, and revealing the interconnected fates of different professional groups. It focuses on psychiatric nurses and psychiatric social workers, examining how these two occupational groups represented mental illness and sought to obtain public support as they attempted to establish a distinct role in the field of mental healthcare. As mental healthcare policy and practice evolved, these occupational groups had to adapt to find a new role. Revealing the challenges facing insecure professional groups who tried to balance their interests with those of their patients, the chapter argues that we need to examine the relative power and status of different occupational groups, and consider efforts to destigmatise mental illness within the context of the broader goals of that occupation.Less
This chapter explores mental healthcare politics, demonstrating the impact of the economic and political climate on professional strategies, and revealing the interconnected fates of different professional groups. It focuses on psychiatric nurses and psychiatric social workers, examining how these two occupational groups represented mental illness and sought to obtain public support as they attempted to establish a distinct role in the field of mental healthcare. As mental healthcare policy and practice evolved, these occupational groups had to adapt to find a new role. Revealing the challenges facing insecure professional groups who tried to balance their interests with those of their patients, the chapter argues that we need to examine the relative power and status of different occupational groups, and consider efforts to destigmatise mental illness within the context of the broader goals of that occupation.
Vicky Long
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9780719085819
- eISBN:
- 9781781706404
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719085819.003.0008
- Subject:
- History, History of Science, Technology, and Medicine
The book concludes that healthcare workers’ efforts to destigmatise mental illness by educating the public were inherently flawed. There was no consensus amongst healthcare workers about what message ...
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The book concludes that healthcare workers’ efforts to destigmatise mental illness by educating the public were inherently flawed. There was no consensus amongst healthcare workers about what message should be imparted to the public, because different professional groups disputed what mental illness was and how it should be treated. Furthermore, healthcare workers’ professional agendas and intra- and inter-professional disputes sometimes conflicted with their desire to destigmatise mental illness. By drawing attention to their success in curing acute patients, healthcare workers inadvertently reinforced the stigma attached to enduring mental health problems. Drawing on service users’ observations and these historical findings, the conclusion evaluates contemporary campaigns such as Time to Change which aim to destigmatise mental illness. It suggests that the focus of such campaigns upon recovery, minor mental health issues and public attitudes is misplaced, and that attention should be drawn to structural discrimination and government policies which curtail the opportunities of people who suffer from severe mental illness.Less
The book concludes that healthcare workers’ efforts to destigmatise mental illness by educating the public were inherently flawed. There was no consensus amongst healthcare workers about what message should be imparted to the public, because different professional groups disputed what mental illness was and how it should be treated. Furthermore, healthcare workers’ professional agendas and intra- and inter-professional disputes sometimes conflicted with their desire to destigmatise mental illness. By drawing attention to their success in curing acute patients, healthcare workers inadvertently reinforced the stigma attached to enduring mental health problems. Drawing on service users’ observations and these historical findings, the conclusion evaluates contemporary campaigns such as Time to Change which aim to destigmatise mental illness. It suggests that the focus of such campaigns upon recovery, minor mental health issues and public attitudes is misplaced, and that attention should be drawn to structural discrimination and government policies which curtail the opportunities of people who suffer from severe mental illness.
