David Albert Jones
- Published in print:
- 2007
- Published Online:
- September 2007
- ISBN:
- 9780199213009
- eISBN:
- 9780191707179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199213009.003.0009
- Subject:
- Religion, Church History
This chapter investigates the third key role of clergy: to teach and deepen people's knowledge about the Christian faith. It explores the evidence for the clergy's activity in instructing children in ...
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This chapter investigates the third key role of clergy: to teach and deepen people's knowledge about the Christian faith. It explores the evidence for the clergy's activity in instructing children in the Christian faith by means of catechizing, and in promoting and managing charity schools, Sunday schools and, in the early 19th century — National Schools. It also considers the evidence for their teaching adults by means of distributing tracts, establishing parochial libraries, and preaching sermons. The evidence of the approach of parish clergy to preaching is examined.Less
This chapter investigates the third key role of clergy: to teach and deepen people's knowledge about the Christian faith. It explores the evidence for the clergy's activity in instructing children in the Christian faith by means of catechizing, and in promoting and managing charity schools, Sunday schools and, in the early 19th century — National Schools. It also considers the evidence for their teaching adults by means of distributing tracts, establishing parochial libraries, and preaching sermons. The evidence of the approach of parish clergy to preaching is examined.
Arieh Bruce Saposnik
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195331219
- eISBN:
- 9780199868100
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195331219.003.0005
- Subject:
- Religion, Judaism
This chapter begins with the centrality of the Hebrew language in the creation of the Yishuv's culture. Aside from the goal of establishing linguistic unity in a multilingual reality, the language ...
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This chapter begins with the centrality of the Hebrew language in the creation of the Yishuv's culture. Aside from the goal of establishing linguistic unity in a multilingual reality, the language was also deemed critical in molding the character of Palestine's “Hebrews”—the men and women who were to constitute the new nation. Accent and mannerism were considered reflections of central elements of the new culture, shaping new masculinities and femininities and placing the Hebrews in their new “Oriental” environment. Educational institutions, new popular songs, journalism, fashion, theater, and more were all enlisted in the effort to fashion a new Hebrew‐speaking person in a national Hebrew public sphere. Rooted in part in Jewish mystical tradition in which Hebrew was deemed a cosmically creative force, the Hebrew language emerges as a leading tool in the formation of the nation.Less
This chapter begins with the centrality of the Hebrew language in the creation of the Yishuv's culture. Aside from the goal of establishing linguistic unity in a multilingual reality, the language was also deemed critical in molding the character of Palestine's “Hebrews”—the men and women who were to constitute the new nation. Accent and mannerism were considered reflections of central elements of the new culture, shaping new masculinities and femininities and placing the Hebrews in their new “Oriental” environment. Educational institutions, new popular songs, journalism, fashion, theater, and more were all enlisted in the effort to fashion a new Hebrew‐speaking person in a national Hebrew public sphere. Rooted in part in Jewish mystical tradition in which Hebrew was deemed a cosmically creative force, the Hebrew language emerges as a leading tool in the formation of the nation.
Stephen J. Ball
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9781861349200
- eISBN:
- 9781447303756
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861349200.001.0001
- Subject:
- Sociology, Economic Sociology
Education is a key political issue, and is seen as a crucial factor in ensuring economic productivity and competitiveness. This book offers an analysis of the flood of government initiatives and ...
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Education is a key political issue, and is seen as a crucial factor in ensuring economic productivity and competitiveness. This book offers an analysis of the flood of government initiatives and policies that have been introduced over the past 20 years, including Beacon Schools, the Academies programme, parental choice, Foundation Schools, faith schools, and teaching standards. It looks at the politics of these policy interventions and how they have changed the face of education.Less
Education is a key political issue, and is seen as a crucial factor in ensuring economic productivity and competitiveness. This book offers an analysis of the flood of government initiatives and policies that have been introduced over the past 20 years, including Beacon Schools, the Academies programme, parental choice, Foundation Schools, faith schools, and teaching standards. It looks at the politics of these policy interventions and how they have changed the face of education.
Genevieve Siegel-Hawley
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627830
- eISBN:
- 9781469627854
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627830.003.0004
- Subject:
- Education, History of Education
Using primary and secondary sources like newspaper articles, school board minutes, policy reports, interviews and books, this chapter outlines key school desegregation characteristics of Richmond, ...
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Using primary and secondary sources like newspaper articles, school board minutes, policy reports, interviews and books, this chapter outlines key school desegregation characteristics of Richmond, Louisville, Charlotte and Chattanooga. The differing school district boundary line arrangements are emphasized alongside a discussion of how those configurations developed. The chapter also explores how similar early school desegregation histories in each of the metros gave way to very different approaches in later years. Major policy shifts are highlighted, and an overview of limited efforts in two of the metros to address housing segregation in conjunction with school segregation is provided.Less
Using primary and secondary sources like newspaper articles, school board minutes, policy reports, interviews and books, this chapter outlines key school desegregation characteristics of Richmond, Louisville, Charlotte and Chattanooga. The differing school district boundary line arrangements are emphasized alongside a discussion of how those configurations developed. The chapter also explores how similar early school desegregation histories in each of the metros gave way to very different approaches in later years. Major policy shifts are highlighted, and an overview of limited efforts in two of the metros to address housing segregation in conjunction with school segregation is provided.
Edwin L. Battistella
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195367126
- eISBN:
- 9780199867356
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195367126.003.0008
- Subject:
- Linguistics, English Language
Chapter Eight begins a survey of other popular self‐improvements products that drew on the same advertising themes and social anxieties as Cody's course.
Chapter Eight begins a survey of other popular self‐improvements products that drew on the same advertising themes and social anxieties as Cody's course.
Edwin L. Battistella
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195367126
- eISBN:
- 9780199867356
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195367126.003.0014
- Subject:
- Linguistics, English Language
This chapter takes up the emergence of correspondence education as a means of serving workers and others to whom traditional university education was unavailable.
This chapter takes up the emergence of correspondence education as a means of serving workers and others to whom traditional university education was unavailable.
Brian K. Pennington
- Published in print:
- 2005
- Published Online:
- July 2005
- ISBN:
- 9780195166552
- eISBN:
- 9780199835690
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195166558.003.0002
- Subject:
- Religion, Hinduism
This chapter examines the genesis of the missionary movement in Great Britain and the strategies for proselytization adopted by upper class, evangelical Christianity. Situated at the center of ...
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This chapter examines the genesis of the missionary movement in Great Britain and the strategies for proselytization adopted by upper class, evangelical Christianity. Situated at the center of colonial power, such figures as William Wilberforce and Hannah More helped launch a comprehensive evangelization of Britain and India alike that employed the benighted pagan and vulgar factory laborer as reflections of one another, particularly in Sunday school literature. Such an approach clearly illustrates how modern forms of colonial encounter took place not along avenues of diffusion between metropole and colony, but under an umbrella of power relations and signs shared by those in Britain and India who would be mutually transformed by the experience. Missionaries for such groups as the Church Missionary Society viewed the working classes of Britain not only as sources of income and energy, but also as targets of the very proselytization they were preparing for India. The Church of England’s own struggle to address and accommodate the working poor marginalized by industrialization and high-church polity accounts for much of the style and scope of its missionary societies.Less
This chapter examines the genesis of the missionary movement in Great Britain and the strategies for proselytization adopted by upper class, evangelical Christianity. Situated at the center of colonial power, such figures as William Wilberforce and Hannah More helped launch a comprehensive evangelization of Britain and India alike that employed the benighted pagan and vulgar factory laborer as reflections of one another, particularly in Sunday school literature. Such an approach clearly illustrates how modern forms of colonial encounter took place not along avenues of diffusion between metropole and colony, but under an umbrella of power relations and signs shared by those in Britain and India who would be mutually transformed by the experience. Missionaries for such groups as the Church Missionary Society viewed the working classes of Britain not only as sources of income and energy, but also as targets of the very proselytization they were preparing for India. The Church of England’s own struggle to address and accommodate the working poor marginalized by industrialization and high-church polity accounts for much of the style and scope of its missionary societies.
Michelle A. Purdy
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781469643496
- eISBN:
- 9781469643519
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469643496.001.0001
- Subject:
- History, African-American History
When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the ...
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When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools or independent schools, the most prestigious of private schools, opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known The Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly re-creates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.Less
When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools or independent schools, the most prestigious of private schools, opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known The Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly re-creates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.
Maia Bloomfield Cucchiara
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780226016658
- eISBN:
- 9780226016962
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226016962.001.0001
- Subject:
- Education, Educational Policy and Politics
Discuss real estate with any young family and the subject of schools is certain to come up—in fact, it will likely be a crucial factor in determining where that family lives. Not merely institutions ...
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Discuss real estate with any young family and the subject of schools is certain to come up—in fact, it will likely be a crucial factor in determining where that family lives. Not merely institutions of learning, schools have increasingly become a sign of a neighborhood’s vitality, and city planners have ever more explicitly promoted “good schools” as a means of attracting more affluent families to urban areas, a dynamic process that the author critically examines in this book. Focusing on Philadelphia’s Center City Schools Initiative, she shows how education policy makes overt attempts to prevent, or at least slow, middle-class flight to the suburbs. Navigating complex ethical terrain, the author balances the successes of such policies in strengthening urban schools and communities against the inherent social injustices they propagate—the further marginalization and disempowerment of lower-class families. By asking what happens when affluent parents become “valued customers,” the book uncovers a problematic relationship between public institutions and private markets, where the former are used to leverage the latter to effect urban transformations.Less
Discuss real estate with any young family and the subject of schools is certain to come up—in fact, it will likely be a crucial factor in determining where that family lives. Not merely institutions of learning, schools have increasingly become a sign of a neighborhood’s vitality, and city planners have ever more explicitly promoted “good schools” as a means of attracting more affluent families to urban areas, a dynamic process that the author critically examines in this book. Focusing on Philadelphia’s Center City Schools Initiative, she shows how education policy makes overt attempts to prevent, or at least slow, middle-class flight to the suburbs. Navigating complex ethical terrain, the author balances the successes of such policies in strengthening urban schools and communities against the inherent social injustices they propagate—the further marginalization and disempowerment of lower-class families. By asking what happens when affluent parents become “valued customers,” the book uncovers a problematic relationship between public institutions and private markets, where the former are used to leverage the latter to effect urban transformations.
Jacqueline Baxter
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781447326021
- eISBN:
- 9781447326229
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447326021.001.0001
- Subject:
- Law, Criminal Law and Criminology
What impact have the unprecedented and rapid changes to the structure of education in England had on school governors and policy makers? And what effect has the intensifying media and regulatory ...
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What impact have the unprecedented and rapid changes to the structure of education in England had on school governors and policy makers? And what effect has the intensifying media and regulatory focus had on volunteer school governors? Jacqueline Baxter takes the 2014 ‘Trojan Horse’ scandal, in which it was alleged that governors at 25 Birmingham schools were involved in the ‘Islamisation’ of secular state schools, as a focus point to examine the pressures and challenges in the current system. Informed by her twenty years’ experience as a school governor, she considers both media analysis and policy as well as the implications for the future of a democratic system of education in England.Less
What impact have the unprecedented and rapid changes to the structure of education in England had on school governors and policy makers? And what effect has the intensifying media and regulatory focus had on volunteer school governors? Jacqueline Baxter takes the 2014 ‘Trojan Horse’ scandal, in which it was alleged that governors at 25 Birmingham schools were involved in the ‘Islamisation’ of secular state schools, as a focus point to examine the pressures and challenges in the current system. Informed by her twenty years’ experience as a school governor, she considers both media analysis and policy as well as the implications for the future of a democratic system of education in England.
Chester E. Finn and Andrew E. Scanlan
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9780691178721
- eISBN:
- 9780691185828
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691178721.003.0007
- Subject:
- Education, Higher and Further Education
This chapter explores the Advanced Placement (AP) program in suburban school districts. Even as urban centers like Fort Worth and New York typify today's livelier venues for AP expansion, the program ...
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This chapter explores the Advanced Placement (AP) program in suburban school districts. Even as urban centers like Fort Worth and New York typify today's livelier venues for AP expansion, the program has deep roots in the prosperous suburbs that abut them. Along with elite private schools, upscale suburban high schools were among the program's earliest adopters, and they remain natural habitats for a nationally benchmarked, high-status venture that gives strong students a head start on the college education that they are almost certainly going to get and perhaps an extra advantage in gaining admission to the universities they aspire to. Yet they are also ripe for attention as they struggle with equity and growth issues of their own. The chapter then reviews two well-known yet very different suburban districts: Dublin City Schools in Ohio and Montgomery County Public Schools in Maryland. Both are celebrated as education successes in their states and both boast long and impressive AP track records. Both, however, face distinctive challenges as they seek to serve today's constituents. Their stories illustrate how AP is functioning in places that know it well yet continue to evolve with it.Less
This chapter explores the Advanced Placement (AP) program in suburban school districts. Even as urban centers like Fort Worth and New York typify today's livelier venues for AP expansion, the program has deep roots in the prosperous suburbs that abut them. Along with elite private schools, upscale suburban high schools were among the program's earliest adopters, and they remain natural habitats for a nationally benchmarked, high-status venture that gives strong students a head start on the college education that they are almost certainly going to get and perhaps an extra advantage in gaining admission to the universities they aspire to. Yet they are also ripe for attention as they struggle with equity and growth issues of their own. The chapter then reviews two well-known yet very different suburban districts: Dublin City Schools in Ohio and Montgomery County Public Schools in Maryland. Both are celebrated as education successes in their states and both boast long and impressive AP track records. Both, however, face distinctive challenges as they seek to serve today's constituents. Their stories illustrate how AP is functioning in places that know it well yet continue to evolve with it.
Alan Harding
- Published in print:
- 2003
- Published Online:
- April 2004
- ISBN:
- 9780198263692
- eISBN:
- 9780191601149
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198263694.003.0004
- Subject:
- Religion, Church History
The chapter shows how itinerant preaching served to extend and nurture the work of the Connexion, where the initiative came from in opening new areas of work, how itinerancy was organised (including ...
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The chapter shows how itinerant preaching served to extend and nurture the work of the Connexion, where the initiative came from in opening new areas of work, how itinerancy was organised (including Lady Huntingdon’s personal role in this), and the source of funds for building chapels and running the Connexion. All the main reformed denominations were represented within the Connexion’s congregations; socially they appear to have consisted principally of artisans and small tradesmen. Ministry was supplied by students of Lady Huntingdon’s college, by Anglican clergymen, and occasionally by other established preachers. Other aspects of the Connexion discussed in this chapter include: instances of violent opposition; growing pressure for ministers to settle with congregations; sources of authority within congregations; the development of religious societies within the Connexion; pressures for regular Communion services; the use of the Anglican Prayer Book; the development of the Connexion’s own hymn book; the religious instruction of children; and the number, size, and catchment areas of congregations.Less
The chapter shows how itinerant preaching served to extend and nurture the work of the Connexion, where the initiative came from in opening new areas of work, how itinerancy was organised (including Lady Huntingdon’s personal role in this), and the source of funds for building chapels and running the Connexion. All the main reformed denominations were represented within the Connexion’s congregations; socially they appear to have consisted principally of artisans and small tradesmen. Ministry was supplied by students of Lady Huntingdon’s college, by Anglican clergymen, and occasionally by other established preachers. Other aspects of the Connexion discussed in this chapter include: instances of violent opposition; growing pressure for ministers to settle with congregations; sources of authority within congregations; the development of religious societies within the Connexion; pressures for regular Communion services; the use of the Anglican Prayer Book; the development of the Connexion’s own hymn book; the religious instruction of children; and the number, size, and catchment areas of congregations.
Janet Howarth
- Published in print:
- 2006
- Published Online:
- October 2011
- ISBN:
- 9780199253456
- eISBN:
- 9780191698149
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199253456.003.0010
- Subject:
- History, British and Irish Modern History
This chapter discusses the Anglican contribution to women's education. In England the church had become a major provider of both public secondary and university education for girls and women by the ...
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This chapter discusses the Anglican contribution to women's education. In England the church had become a major provider of both public secondary and university education for girls and women by the turn of the last century. In the years after the Schools Inquiry Commission, the climate changed in some respects quite significantly. For women's higher education as a whole the change was entirely positive: the eleven years after the Endowed Schools Act of 1869 were the most productive period of the nineteenth-century in the creation of endowed and proprietary girls' schools and women's university colleges. For the church, however, this was a period of stress — of challenge to its monopoly of educational endowments, pressure for undenominational religious teaching and anxiety, in some quarters at least, about the post-Darwinian crisis of faith.Less
This chapter discusses the Anglican contribution to women's education. In England the church had become a major provider of both public secondary and university education for girls and women by the turn of the last century. In the years after the Schools Inquiry Commission, the climate changed in some respects quite significantly. For women's higher education as a whole the change was entirely positive: the eleven years after the Endowed Schools Act of 1869 were the most productive period of the nineteenth-century in the creation of endowed and proprietary girls' schools and women's university colleges. For the church, however, this was a period of stress — of challenge to its monopoly of educational endowments, pressure for undenominational religious teaching and anxiety, in some quarters at least, about the post-Darwinian crisis of faith.
Matthew M. Briones
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691129488
- eISBN:
- 9781400842216
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691129488.003.0007
- Subject:
- History, American History: 20th Century
This chapter examines how the resettlement of West Coast Japanese Americans in the Midwest and Northeast after internment irrevocably transformed the population of Japanese Chicagoans. As both Allan ...
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This chapter examines how the resettlement of West Coast Japanese Americans in the Midwest and Northeast after internment irrevocably transformed the population of Japanese Chicagoans. As both Allan Austin and Gary Okihiro have demonstrated, many young Nisei managed to leave the camps earlier than expected by filing education waivers. They matriculated predominantly at midwestern and East Coast schools, and some of their campmates were recruited for Japanese-language immersion at the Military Intelligence Service Language School, based at Camp Savage, Minnesota. Yet residual delinquency among Nisei bachelors and the lack of children's playgrounds still made the North Side area less than appealing to Nisei families; hence, another critical mass of Japanese Americans congregated on the South Side.Less
This chapter examines how the resettlement of West Coast Japanese Americans in the Midwest and Northeast after internment irrevocably transformed the population of Japanese Chicagoans. As both Allan Austin and Gary Okihiro have demonstrated, many young Nisei managed to leave the camps earlier than expected by filing education waivers. They matriculated predominantly at midwestern and East Coast schools, and some of their campmates were recruited for Japanese-language immersion at the Military Intelligence Service Language School, based at Camp Savage, Minnesota. Yet residual delinquency among Nisei bachelors and the lack of children's playgrounds still made the North Side area less than appealing to Nisei families; hence, another critical mass of Japanese Americans congregated on the South Side.
Genevieve Siegel-Hawley
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9781469627830
- eISBN:
- 9781469627854
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469627830.003.0005
- Subject:
- Education, History of Education
This chapter links the differing city-suburban school district configurations and desegregation histories of Richmond, Charlotte, Louisville and Chattanooga to contemporary patterns of school and ...
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This chapter links the differing city-suburban school district configurations and desegregation histories of Richmond, Charlotte, Louisville and Chattanooga to contemporary patterns of school and housing segregation. U.S. Census and federal school enrollment data is used to analyze key trends in housing and schools. Maps constructed using Geographic Information Systems (GIS) and the visual presentation of different measures of segregation dramatically illustrates the current landscape of school and housing segregation. Most significantly, the chapter shows that metropolitan school desegregation strategies are associated with dramatic declines in both school and housing segregation between 1990 and 2010. The increasingly multiracial nature of school enrollments in the four metros is emphasized, and key policy changes (e.g., the abandonment of school desegregation policies) are linked to increases in levels of school and housing segregation.Less
This chapter links the differing city-suburban school district configurations and desegregation histories of Richmond, Charlotte, Louisville and Chattanooga to contemporary patterns of school and housing segregation. U.S. Census and federal school enrollment data is used to analyze key trends in housing and schools. Maps constructed using Geographic Information Systems (GIS) and the visual presentation of different measures of segregation dramatically illustrates the current landscape of school and housing segregation. Most significantly, the chapter shows that metropolitan school desegregation strategies are associated with dramatic declines in both school and housing segregation between 1990 and 2010. The increasingly multiracial nature of school enrollments in the four metros is emphasized, and key policy changes (e.g., the abandonment of school desegregation policies) are linked to increases in levels of school and housing segregation.
Julia L. Mickenberg
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195152807
- eISBN:
- 9780199788903
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195152807.003.0003
- Subject:
- History, Cultural History
This chapter explores how proletarian or revolutionary children's literature produced under the aegis of the Communist Party set precedents for popular children's literature produced in the 1940s and ...
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This chapter explores how proletarian or revolutionary children's literature produced under the aegis of the Communist Party set precedents for popular children's literature produced in the 1940s and later by leftists. Building on models imported from the Soviet Union and Europe, as well as literature written early in the 20th century for Socialist Sunday Schools and often incorporating themes, principles, and aesthetics from progressive education, proletarian children's literature was limited in its audience because of its sectarian tone. However, it represents a conscious attempt to make children's literature part of a radical party program, and it often foregrounded scientific, historical, and anti-racist themes that would recur in later, more mainstream work by radicals. The chapter gives particular attention to the magazine of the Communist Young Pioneers, the New Pioneer, which published the work of several individuals who would later become writers or illustrators of popular books for children, among them Syd Hoff (writing here as A. Redfield), Helen Kay, Ben Appel, William Gropper, Myra Page, and Ernest Crichlow. The chapter concludes with a discussion of Popo and Fifina, Children of Haiti, by Langston Hughes and Arna Bontemps, a book that was arguably proletarian in its subject matter but written for a popular audience.Less
This chapter explores how proletarian or revolutionary children's literature produced under the aegis of the Communist Party set precedents for popular children's literature produced in the 1940s and later by leftists. Building on models imported from the Soviet Union and Europe, as well as literature written early in the 20th century for Socialist Sunday Schools and often incorporating themes, principles, and aesthetics from progressive education, proletarian children's literature was limited in its audience because of its sectarian tone. However, it represents a conscious attempt to make children's literature part of a radical party program, and it often foregrounded scientific, historical, and anti-racist themes that would recur in later, more mainstream work by radicals. The chapter gives particular attention to the magazine of the Communist Young Pioneers, the New Pioneer, which published the work of several individuals who would later become writers or illustrators of popular books for children, among them Syd Hoff (writing here as A. Redfield), Helen Kay, Ben Appel, William Gropper, Myra Page, and Ernest Crichlow. The chapter concludes with a discussion of Popo and Fifina, Children of Haiti, by Langston Hughes and Arna Bontemps, a book that was arguably proletarian in its subject matter but written for a popular audience.
Kirsten Schmalenbach
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199595297
- eISBN:
- 9780191595752
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199595297.003.0008
- Subject:
- Law, Constitutional and Administrative Law, Public International Law
In the assessment of challenges against decisions of the European Schools before national courts, this chapter presents evidence that national courts have reacted in different ways when asked to set ...
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In the assessment of challenges against decisions of the European Schools before national courts, this chapter presents evidence that national courts have reacted in different ways when asked to set aside decisions of international organizations that may have immediate legal effect on private parties. Because of the peculiar nature of school decisions, a particularly rich case-law developed in countries where European Schools are located. Subject matters in dispute were the levying of school fees, the denial of a pupil to be admitted to a higher class, and working conditions in the European Schools. Methods of review are both direct and indirect. An illustrative example of indirect review is the 2008 UK Fletcher case in which an unfair dismissal action was reviewed on the basis of domestic legislation alone, but acknowledged the difficulties that might arise within the international legal framework the European Schools operate in.Less
In the assessment of challenges against decisions of the European Schools before national courts, this chapter presents evidence that national courts have reacted in different ways when asked to set aside decisions of international organizations that may have immediate legal effect on private parties. Because of the peculiar nature of school decisions, a particularly rich case-law developed in countries where European Schools are located. Subject matters in dispute were the levying of school fees, the denial of a pupil to be admitted to a higher class, and working conditions in the European Schools. Methods of review are both direct and indirect. An illustrative example of indirect review is the 2008 UK Fletcher case in which an unfair dismissal action was reviewed on the basis of domestic legislation alone, but acknowledged the difficulties that might arise within the international legal framework the European Schools operate in.
Timothy Grose
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9789888528097
- eISBN:
- 9789882204805
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888528097.001.0001
- Subject:
- Education, Educational Policy and Politics
This book describes and theorizes the experiences of Uyghur graduates of the “Xinjiang Class” national boarding school program. These experiences reveal how young, educated Uyghurs strategically and ...
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This book describes and theorizes the experiences of Uyghur graduates of the “Xinjiang Class” national boarding school program. These experiences reveal how young, educated Uyghurs strategically and selectively embrace elements of the corporate Chinese “Zhonghua minzu” identity in order to stretch the boundaries of a collective Uyghur identity. More specifically, Xinjiang Class students establish cross-regional bonds with Uyghur classmates and non-Xinjiang Class Uyghurs in inner China (neidi) and transnational bonds based on shared faith with foreign Muslims living in Chinese cities. These networks activate and perpetuate a transregional and often transnational ethno-national identity that is regularly communicated through Islamic practice.Less
This book describes and theorizes the experiences of Uyghur graduates of the “Xinjiang Class” national boarding school program. These experiences reveal how young, educated Uyghurs strategically and selectively embrace elements of the corporate Chinese “Zhonghua minzu” identity in order to stretch the boundaries of a collective Uyghur identity. More specifically, Xinjiang Class students establish cross-regional bonds with Uyghur classmates and non-Xinjiang Class Uyghurs in inner China (neidi) and transnational bonds based on shared faith with foreign Muslims living in Chinese cities. These networks activate and perpetuate a transregional and often transnational ethno-national identity that is regularly communicated through Islamic practice.
Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj (eds)
- Published in print:
- 2010
- Published Online:
- March 2016
- ISBN:
- 9780814741405
- eISBN:
- 9780814786550
- Item type:
- book
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741405.001.0001
- Subject:
- Education, Educational Policy and Politics
At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and ...
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At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today's globally linked economies and societies. This book examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence. This book examines some of the best practices in K-12 education in the context of an increasingly interconnected world. The chapters explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.Less
At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today's globally linked economies and societies. This book examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence. This book examines some of the best practices in K-12 education in the context of an increasingly interconnected world. The chapters explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.
Carol Vincent
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781447351955
- eISBN:
- 9781447351993
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447351955.001.0001
- Subject:
- Education, Educational Policy and Politics
What are ‘British values’? Is a shared commitment to a particular set of values possible within a diverse nation? Is such a commitment necessary? If so, what should those values be and how do we pass ...
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What are ‘British values’? Is a shared commitment to a particular set of values possible within a diverse nation? Is such a commitment necessary? If so, what should those values be and how do we pass them on to children? This book investigates the government’s recent requirement that teachers in English schools promote the ‘fundamental British values’ of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. This requirement is part of national counter-extremism policies that now encompass schools and teachers. Drawing on lesson observations and interviews with teachers and other education professionals, in a range of primary and secondary schools, the book explores the different ways in which teachers have reacted to this requirement, and the wider social and political climate in which they do so. The discussion includes themes of nationalism, cohesion, belonging, multiculturalism, and citizenship, how teachers respond to diversity and how they teach values and education for future citizenship. The book investigates the contexts in which the teachers work, their priorities and the constraints upon them, as well as the marginalisation of citizenship education in favour of individual character education. The issues the book addresses around nation, cohesion, diversity and the role of schools in educating future citizens retain a fundamental importance within the current context of global population mobilities, and the growth of populism around the world.Less
What are ‘British values’? Is a shared commitment to a particular set of values possible within a diverse nation? Is such a commitment necessary? If so, what should those values be and how do we pass them on to children? This book investigates the government’s recent requirement that teachers in English schools promote the ‘fundamental British values’ of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. This requirement is part of national counter-extremism policies that now encompass schools and teachers. Drawing on lesson observations and interviews with teachers and other education professionals, in a range of primary and secondary schools, the book explores the different ways in which teachers have reacted to this requirement, and the wider social and political climate in which they do so. The discussion includes themes of nationalism, cohesion, belonging, multiculturalism, and citizenship, how teachers respond to diversity and how they teach values and education for future citizenship. The book investigates the contexts in which the teachers work, their priorities and the constraints upon them, as well as the marginalisation of citizenship education in favour of individual character education. The issues the book addresses around nation, cohesion, diversity and the role of schools in educating future citizens retain a fundamental importance within the current context of global population mobilities, and the growth of populism around the world.
