Derrick E. White
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781469652443
- eISBN:
- 9781469652467
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469652443.001.0001
- Subject:
- History, African-American History
Black college football began during the nadir of African American life after the Civil War. The first game occurred in 1892, a little less than four years before the Supreme Court ruled segregation ...
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Black college football began during the nadir of African American life after the Civil War. The first game occurred in 1892, a little less than four years before the Supreme Court ruled segregation legal in Plessy v. Ferguson. In spite of Jim Crow segregation, Black colleges produced some of the best football programs in the country. They mentored young men who became teachers, preachers, lawyers, and doctors--not to mention many other professions--and transformed Black communities. But when higher education was integrated, the programs faced existential challenges as predominately white institutions steadily set about recruiting their student athletes and hiring their coaches. Blood, Sweat, and Tears explores the legacy of Black college football, with Florida A&M’s Jake Gaither as its central character, one of the most successful coaches in its history. A paradoxical figure, Gaither led one of the most respected Black college football programs, yet many questioned his loyalties during the height of the civil rights movement.
Among the first broad-based histories of Black college athletics, Derrick E. White’s sweeping story complicates the heroic narrative of integration and grapples with the complexities and contradictions of one of the most important sources of Black pride in the twentieth century.Less
Black college football began during the nadir of African American life after the Civil War. The first game occurred in 1892, a little less than four years before the Supreme Court ruled segregation legal in Plessy v. Ferguson. In spite of Jim Crow segregation, Black colleges produced some of the best football programs in the country. They mentored young men who became teachers, preachers, lawyers, and doctors--not to mention many other professions--and transformed Black communities. But when higher education was integrated, the programs faced existential challenges as predominately white institutions steadily set about recruiting their student athletes and hiring their coaches. Blood, Sweat, and Tears explores the legacy of Black college football, with Florida A&M’s Jake Gaither as its central character, one of the most successful coaches in its history. A paradoxical figure, Gaither led one of the most respected Black college football programs, yet many questioned his loyalties during the height of the civil rights movement.
Among the first broad-based histories of Black college athletics, Derrick E. White’s sweeping story complicates the heroic narrative of integration and grapples with the complexities and contradictions of one of the most important sources of Black pride in the twentieth century.
Rita Nikolai and Christian Ebner
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199599431
- eISBN:
- 9780191731518
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199599431.003.0009
- Subject:
- Business and Management, Knowledge Management
In recent years, Germany, Austria, and Switzerland have adopted different strategies to increase permeability between dual vocational training and higher education. Germany relies on the ...
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In recent years, Germany, Austria, and Switzerland have adopted different strategies to increase permeability between dual vocational training and higher education. Germany relies on the consideration of occupational competencies for higher education admission, while Switzerland and Austria have introduced double-qualification certificates that enable the simultaneous acquisition of a vocational degree and a higher education entrance qualification. Two points may be identified as the motivation for the reform impulse leading to the introduction of double qualifications in Switzerland and Austria. The first is the lack of attractiveness of the dual training system to most qualified young people; the second is the availability of attractive alternatives, such as the general upper secondary school system in Switzerland and the attractive full-time school-based VET options available in Austria. In Germany, the dual training system is already attractive to qualified young people; hence, there is less competition between the dual training system and other educational courses at upper secondary level.Less
In recent years, Germany, Austria, and Switzerland have adopted different strategies to increase permeability between dual vocational training and higher education. Germany relies on the consideration of occupational competencies for higher education admission, while Switzerland and Austria have introduced double-qualification certificates that enable the simultaneous acquisition of a vocational degree and a higher education entrance qualification. Two points may be identified as the motivation for the reform impulse leading to the introduction of double qualifications in Switzerland and Austria. The first is the lack of attractiveness of the dual training system to most qualified young people; the second is the availability of attractive alternatives, such as the general upper secondary school system in Switzerland and the attractive full-time school-based VET options available in Austria. In Germany, the dual training system is already attractive to qualified young people; hence, there is less competition between the dual training system and other educational courses at upper secondary level.
F. S. L. LYONS
- Published in print:
- 2010
- Published Online:
- March 2012
- ISBN:
- 9780199583744
- eISBN:
- 9780191702365
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199583744.003.0006
- Subject:
- History, British and Irish Modern History
This chapter focuses on the developing crisis in Ireland during the period from 1907 to 1914. It explains that while the watershed period of 1903–07 was deeply inimical to the solution of Ireland's ...
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This chapter focuses on the developing crisis in Ireland during the period from 1907 to 1914. It explains that while the watershed period of 1903–07 was deeply inimical to the solution of Ireland's problems by a process of benevolent legislation, the following fourteen years seemed to point in the opposite direction. The chapter highlights the accomplishments of Augustine Birrell in the field of social reform and in having the Irish Universities Act enacted in 1908. It also discusses the activities of the Ulster Volunteers during this period.Less
This chapter focuses on the developing crisis in Ireland during the period from 1907 to 1914. It explains that while the watershed period of 1903–07 was deeply inimical to the solution of Ireland's problems by a process of benevolent legislation, the following fourteen years seemed to point in the opposite direction. The chapter highlights the accomplishments of Augustine Birrell in the field of social reform and in having the Irish Universities Act enacted in 1908. It also discusses the activities of the Ulster Volunteers during this period.
George Worlasi Kwasi Dor
- Published in print:
- 2014
- Published Online:
- September 2014
- ISBN:
- 9781617039140
- eISBN:
- 9781621039952
- Item type:
- book
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781617039140.001.0001
- Subject:
- Music, Ethnomusicology, World Music
More than twenty universities and twenty other colleges in North America (USA and Canada) offer performance courses on West African ethnic dance drumming. Since its inception in 1964 at both UCLA and ...
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More than twenty universities and twenty other colleges in North America (USA and Canada) offer performance courses on West African ethnic dance drumming. Since its inception in 1964 at both UCLA and Columbia, West African drumming and dance has gradually developed into a vibrant campus subculture in North America. The dances most practiced in the American academy come from the ethnic groups Ewe, Akan, Ga, Dagbamba, Mande, and Wolof, thereby privileging dances mostly from Ghana, Togo, Benin, Senegal, Mali, Guinea, and Burkina Faso. This strong presence of a world music ensemble in the diaspora has captured and engaged the interest of scholars, musicians, dancers, and audiences. In the first-ever ethnographic study of West African drumming and dance in North American universities the author documents and acknowledges ethnomusicologists, ensemble directors, students, administrators, and academic institutions for their key roles in the histories of their respective ensembles. Dor collates and shares perspectives including debates on pedagogical approaches that may be instructive as models for both current and future ensemble directors and reveals the multiple impacts that participation in an ensemble or class offers students. He also examines the interplay among historically situated structures and systems, discourse, and practice, and explores the multiple meanings that individuals and various groups of people construct from this campus activity. The study will be of value to students, directors, and scholars as an ethnographic study and as a text for teaching relevant courses in African music, African studies, ethnomusicology/world music, African diaspora studies, and other related disciplines.Less
More than twenty universities and twenty other colleges in North America (USA and Canada) offer performance courses on West African ethnic dance drumming. Since its inception in 1964 at both UCLA and Columbia, West African drumming and dance has gradually developed into a vibrant campus subculture in North America. The dances most practiced in the American academy come from the ethnic groups Ewe, Akan, Ga, Dagbamba, Mande, and Wolof, thereby privileging dances mostly from Ghana, Togo, Benin, Senegal, Mali, Guinea, and Burkina Faso. This strong presence of a world music ensemble in the diaspora has captured and engaged the interest of scholars, musicians, dancers, and audiences. In the first-ever ethnographic study of West African drumming and dance in North American universities the author documents and acknowledges ethnomusicologists, ensemble directors, students, administrators, and academic institutions for their key roles in the histories of their respective ensembles. Dor collates and shares perspectives including debates on pedagogical approaches that may be instructive as models for both current and future ensemble directors and reveals the multiple impacts that participation in an ensemble or class offers students. He also examines the interplay among historically situated structures and systems, discourse, and practice, and explores the multiple meanings that individuals and various groups of people construct from this campus activity. The study will be of value to students, directors, and scholars as an ethnographic study and as a text for teaching relevant courses in African music, African studies, ethnomusicology/world music, African diaspora studies, and other related disciplines.
John W. Boyer
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226242514
- eISBN:
- 9780226242651
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226242651.003.0006
- Subject:
- Education, History of Education
This chapter explores the work of two very important University presidents, Lawrence Kimpton and Edward Levi, in their attempts to rebuild the University after the Hutchins era. Kimpton found himself ...
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This chapter explores the work of two very important University presidents, Lawrence Kimpton and Edward Levi, in their attempts to rebuild the University after the Hutchins era. Kimpton found himself facing a major crisis in undergraduate enrolments that would negatively impact the next 50 years of the University’s history, severe budgetary pressures, and major problems with the Hyde Park neighbourhood. He initiated important solutions to all three dilemmas, and his supporters insisted that he had quite literally “saved” the University. Edward Levi, sought to rebuild the faculty luster and intellectual capital of the University, using the lavish resources of the Ford Foundation, and initiated a major revision of the organizational structure of the College, seeking to heal the wounds and eliminate the curricular tensions that had emerged between the Divisional and College faculties in the 1940s and 1950s. When Levi left office in 1976, the University still faced serious challenges in its demographic makeup (an undergraduate college far too small to sustain its large, distinguished arts and sciences faculty) and in its financial resource base (still overly-reliant on foundation as opposed to private philanthropy) that would shape the presidencies of Hanna Gray and Hugo Sonnenschein in the 1980s and 1990s.Less
This chapter explores the work of two very important University presidents, Lawrence Kimpton and Edward Levi, in their attempts to rebuild the University after the Hutchins era. Kimpton found himself facing a major crisis in undergraduate enrolments that would negatively impact the next 50 years of the University’s history, severe budgetary pressures, and major problems with the Hyde Park neighbourhood. He initiated important solutions to all three dilemmas, and his supporters insisted that he had quite literally “saved” the University. Edward Levi, sought to rebuild the faculty luster and intellectual capital of the University, using the lavish resources of the Ford Foundation, and initiated a major revision of the organizational structure of the College, seeking to heal the wounds and eliminate the curricular tensions that had emerged between the Divisional and College faculties in the 1940s and 1950s. When Levi left office in 1976, the University still faced serious challenges in its demographic makeup (an undergraduate college far too small to sustain its large, distinguished arts and sciences faculty) and in its financial resource base (still overly-reliant on foundation as opposed to private philanthropy) that would shape the presidencies of Hanna Gray and Hugo Sonnenschein in the 1980s and 1990s.
Christopher Harvie
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780199510177
- eISBN:
- 9780191700972
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199510177.003.0002
- Subject:
- History, British and Irish Modern History
With the passing of the Universities Tests Act of 1871, William Gladstone’s involvement in the politics of Oxford University diminished. Attempts by dons, Liberal and Conservative alike, to involve ...
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With the passing of the Universities Tests Act of 1871, William Gladstone’s involvement in the politics of Oxford University diminished. Attempts by dons, Liberal and Conservative alike, to involve him in the outcome of the Royal Commission into university and college finances, which he had set up in October of that year under the Duke of Cleveland, awoke little response. Demitting the Liberal leadership on January 13, 1875, almost a year after his government fell on February 17, 1874, Gladstone became preoccupied with his Homeric studies; further stimulated by Heinrich Schliemann’s excavations in Asia Minor, he issued the results of his researches throughout 1876 in the Contemporary Review. Shortly, more urgent news from that quarter was to reactivate his political energies in the Eastern Question agitation. Although he intervened in the Oxford and Cambridge Bill debates in 1877, speaking in favour of George Goschen’s amendment to remove clerical restrictions on fellowships — this was narrowly lost, 138 to 147 — the fate of Oxford was now marginal to his interests.Less
With the passing of the Universities Tests Act of 1871, William Gladstone’s involvement in the politics of Oxford University diminished. Attempts by dons, Liberal and Conservative alike, to involve him in the outcome of the Royal Commission into university and college finances, which he had set up in October of that year under the Duke of Cleveland, awoke little response. Demitting the Liberal leadership on January 13, 1875, almost a year after his government fell on February 17, 1874, Gladstone became preoccupied with his Homeric studies; further stimulated by Heinrich Schliemann’s excavations in Asia Minor, he issued the results of his researches throughout 1876 in the Contemporary Review. Shortly, more urgent news from that quarter was to reactivate his political energies in the Eastern Question agitation. Although he intervened in the Oxford and Cambridge Bill debates in 1877, speaking in favour of George Goschen’s amendment to remove clerical restrictions on fellowships — this was narrowly lost, 138 to 147 — the fate of Oxford was now marginal to his interests.
John Coolahan
- Published in print:
- 2003
- Published Online:
- October 2011
- ISBN:
- 9780198217527
- eISBN:
- 9780191678240
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198217527.003.0025
- Subject:
- History, British and Irish Modern History
In Ireland, the history of higher education in the twentieth century falls into a number of distinct periods. The first period corresponds to the years following the passing of the Irish Universities ...
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In Ireland, the history of higher education in the twentieth century falls into a number of distinct periods. The first period corresponds to the years following the passing of the Irish Universities Act of 1908 down to the Anglo-Irish treaty of 1921. A second period dates from the treaty to the end of the Second World War in 1945. The postwar years to 1959 mark another era. A fourth period, from about 1960 to the early 1980s, was a time of great expansion and development. During the first three periods, the fortunes of the individual universities are followed within the general political and economic context. During the final era, higher education became much more diversified, greater public attention was focused on the issues, and the developments are best dealt with in a general, trans-institutional way.Less
In Ireland, the history of higher education in the twentieth century falls into a number of distinct periods. The first period corresponds to the years following the passing of the Irish Universities Act of 1908 down to the Anglo-Irish treaty of 1921. A second period dates from the treaty to the end of the Second World War in 1945. The postwar years to 1959 mark another era. A fourth period, from about 1960 to the early 1980s, was a time of great expansion and development. During the first three periods, the fortunes of the individual universities are followed within the general political and economic context. During the final era, higher education became much more diversified, greater public attention was focused on the issues, and the developments are best dealt with in a general, trans-institutional way.
Jonathan S. Coley
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781469636221
- eISBN:
- 9781469636238
- Item type:
- book
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469636221.001.0001
- Subject:
- History, American History: 20th Century
Although the LGBT movement has made rapid gains in the United States, LGBT people continue to face discrimination in faith communities. In this book, sociologist Jonathan S. Coley documents why and ...
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Although the LGBT movement has made rapid gains in the United States, LGBT people continue to face discrimination in faith communities. In this book, sociologist Jonathan S. Coley documents why and how student activists mobilize for greater inclusion at Christian colleges and universities. Drawing on interviews with student activists at a range of Christian institutions of higher learning, Coley shows that students, initially drawn to activism because of their own political, religious, or LGBT identities, are forming direct action groups that transform university policies, educational groups that open up campus dialogue, and solidarity groups that facilitate their members’ personal growth. He also shows how these LGBT activists apply their skills and values after graduation in subsequent political campaigns, careers, and family lives, potentially serving as change agents in their faith communities for years to come. Coley’s findings shed light on a new frontier of LGBT activism and challenge prevailing wisdom about the characteristics of activists, the purpose of activist groups, and ultimately the nature of activism itself. For more information about this project’s research methodology and theoretical grounding, please visit http://jonathancoley.com/bookLess
Although the LGBT movement has made rapid gains in the United States, LGBT people continue to face discrimination in faith communities. In this book, sociologist Jonathan S. Coley documents why and how student activists mobilize for greater inclusion at Christian colleges and universities. Drawing on interviews with student activists at a range of Christian institutions of higher learning, Coley shows that students, initially drawn to activism because of their own political, religious, or LGBT identities, are forming direct action groups that transform university policies, educational groups that open up campus dialogue, and solidarity groups that facilitate their members’ personal growth. He also shows how these LGBT activists apply their skills and values after graduation in subsequent political campaigns, careers, and family lives, potentially serving as change agents in their faith communities for years to come. Coley’s findings shed light on a new frontier of LGBT activism and challenge prevailing wisdom about the characteristics of activists, the purpose of activist groups, and ultimately the nature of activism itself. For more information about this project’s research methodology and theoretical grounding, please visit http://jonathancoley.com/book
Gary Motteram, Gillian Forrester, Sue Goldrick, and Angela McLachlan
- Published in print:
- 2007
- Published Online:
- September 2011
- ISBN:
- 9789622098671
- eISBN:
- 9789882206861
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098671.003.0012
- Subject:
- Society and Culture, Asian Studies
This chapter examines the management of the complexities of e-learning courseware in the context of the Developing e-Learning for Teachers (DEfT) project, a two-year collaboration between the School ...
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This chapter examines the management of the complexities of e-learning courseware in the context of the Developing e-Learning for Teachers (DEfT) project, a two-year collaboration between the School of Networked Education (SNE) at the Beijing Normal University (BNU) and the Worldwide Universities Network (WUN) in Great Britain. It evaluates the practicalities of developing collaborative working relationships, explores the sociocultural dimension of a number of the project's small cultures, and uses the Activity Theory and Boundary Crossing as theoretical frameworks to explain how the complexities of e-learning courseware production can be effectively managed.Less
This chapter examines the management of the complexities of e-learning courseware in the context of the Developing e-Learning for Teachers (DEfT) project, a two-year collaboration between the School of Networked Education (SNE) at the Beijing Normal University (BNU) and the Worldwide Universities Network (WUN) in Great Britain. It evaluates the practicalities of developing collaborative working relationships, explores the sociocultural dimension of a number of the project's small cultures, and uses the Activity Theory and Boundary Crossing as theoretical frameworks to explain how the complexities of e-learning courseware production can be effectively managed.
Toby E. Huff
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781474455893
- eISBN:
- 9781474480604
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474455893.003.0002
- Subject:
- Political Science, Political Theory
The economic crisis of the EU in 2007-9 needs to be seen against the backdrop of Europe as a civilisational entity. It has withstood the challenges of hundreds of years, including religious ...
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The economic crisis of the EU in 2007-9 needs to be seen against the backdrop of Europe as a civilisational entity. It has withstood the challenges of hundreds of years, including religious conflicts, revolutions, fascist takeovers, depression-level economic downturns and transnational wars. During the same time it created unique sociocultural, political, economic and legal innovations that have put Europe in a position of high standing that can hardly be imagined outside Europe prior to the 20th century. Foremost among those innovations is the legal revolution of the European Middle Ages that laid the institutional foundations for new structures such as universities, cities and towns, charitable organizations, private and professional corporations, constitutionalism and parliamentary democracy. These same institutional structures paved the way for the rise of a public sphere, a free press, the scientific revolution, and later the economic revolution of modern capitalism.Less
The economic crisis of the EU in 2007-9 needs to be seen against the backdrop of Europe as a civilisational entity. It has withstood the challenges of hundreds of years, including religious conflicts, revolutions, fascist takeovers, depression-level economic downturns and transnational wars. During the same time it created unique sociocultural, political, economic and legal innovations that have put Europe in a position of high standing that can hardly be imagined outside Europe prior to the 20th century. Foremost among those innovations is the legal revolution of the European Middle Ages that laid the institutional foundations for new structures such as universities, cities and towns, charitable organizations, private and professional corporations, constitutionalism and parliamentary democracy. These same institutional structures paved the way for the rise of a public sphere, a free press, the scientific revolution, and later the economic revolution of modern capitalism.
Ruth Bush
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781789620665
- eISBN:
- 9781789623666
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.3828/liverpool/9781789620665.003.0004
- Subject:
- History, Imperialism and Colonialism
This essay demonstrates the need to unpack the colonial and postcolonial history of the Sorbonne in order to better understand this institution’s symbolic meanings and in turn their epistemic ...
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This essay demonstrates the need to unpack the colonial and postcolonial history of the Sorbonne in order to better understand this institution’s symbolic meanings and in turn their epistemic implications for francophone universities on the African continent. The contribution explores these issues through analysis of two speeches by Léopold Sédar Senghor (one given at the Sorbonne, the other at the inauguration of the University of Dakar) and the landmark event of Cheikh Anta Diop’s viva at the Sorbonne in January 1960. Underpinning the discussion is a defense of humanistic concepts of education, borrowed and adapted by Senghor from Michel de Montaigne.Less
This essay demonstrates the need to unpack the colonial and postcolonial history of the Sorbonne in order to better understand this institution’s symbolic meanings and in turn their epistemic implications for francophone universities on the African continent. The contribution explores these issues through analysis of two speeches by Léopold Sédar Senghor (one given at the Sorbonne, the other at the inauguration of the University of Dakar) and the landmark event of Cheikh Anta Diop’s viva at the Sorbonne in January 1960. Underpinning the discussion is a defense of humanistic concepts of education, borrowed and adapted by Senghor from Michel de Montaigne.
Eva Del Soldato
- Published in print:
- 2022
- Published Online:
- May 2022
- ISBN:
- 9780197267295
- eISBN:
- 9780191965128
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197267295.003.0009
- Subject:
- Philosophy, History of Philosophy
In 1643 the professor of rhetoric Paganino Gaudenzi (1595-1649) published in Pisa a work entitled De philosophiae apud Romanos initio et progressu. Though it concerns ancient philosophy, in ...
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In 1643 the professor of rhetoric Paganino Gaudenzi (1595-1649) published in Pisa a work entitled De philosophiae apud Romanos initio et progressu. Though it concerns ancient philosophy, in it Gaudenzi was mainly interested in critiquing the cultural battles of his own day, such as the proper teaching of Plato’s and Aristotle’s philosophies, by rejecting the harmony between the two thinkers. Gaudenzi resolved these issues, which bitterly divided many early modern writers, in a celebration of speculative pluralism. The article argues for the general coherence of Gaudenzi’s philosophical program, while discussing the decline of the comparatio genre to a mere pedagogical tool.Less
In 1643 the professor of rhetoric Paganino Gaudenzi (1595-1649) published in Pisa a work entitled De philosophiae apud Romanos initio et progressu. Though it concerns ancient philosophy, in it Gaudenzi was mainly interested in critiquing the cultural battles of his own day, such as the proper teaching of Plato’s and Aristotle’s philosophies, by rejecting the harmony between the two thinkers. Gaudenzi resolved these issues, which bitterly divided many early modern writers, in a celebration of speculative pluralism. The article argues for the general coherence of Gaudenzi’s philosophical program, while discussing the decline of the comparatio genre to a mere pedagogical tool.
Randall Curren and Charles Dorn
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780226552255
- eISBN:
- 9780226552422
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226552422.003.0007
- Subject:
- Education, Philosophy and Theory of Education
Chapter 6 addresses global civic education as a focus of higher education. It aims to overcome widely perceived tensions between patriotism and international cooperation and skepticism about the idea ...
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Chapter 6 addresses global civic education as a focus of higher education. It aims to overcome widely perceived tensions between patriotism and international cooperation and skepticism about the idea of global citizenship and the possibility of global civic friendship. It argues that global civic education is needed both to prepare students for global cooperation in a world of global interdependence, and as a foundation for the legitimacy of the terms of international governance. The formative goal of such education is to prepare global citizens who (1) possess understanding, capabilities, and virtues conducive to living well together as members of a cooperative global community; (2) are engaged in global constitutional activity exhibiting such understanding, capabilities, and virtues; and (3) are connected to one another by bonds of global civic friendship. The chapter envisions these attributes, activities, and bonds as grounded in a liberal arts curriculum and established largely through participation in global service projects. The form of civic education defended is a globalized version of the Progressive Era’s “community civics” model, and the chapter concludes with the proposal that global and community-based problem-focused learning be bridged by regional initiatives that address the problems of rural communities left behind by economic globalization.Less
Chapter 6 addresses global civic education as a focus of higher education. It aims to overcome widely perceived tensions between patriotism and international cooperation and skepticism about the idea of global citizenship and the possibility of global civic friendship. It argues that global civic education is needed both to prepare students for global cooperation in a world of global interdependence, and as a foundation for the legitimacy of the terms of international governance. The formative goal of such education is to prepare global citizens who (1) possess understanding, capabilities, and virtues conducive to living well together as members of a cooperative global community; (2) are engaged in global constitutional activity exhibiting such understanding, capabilities, and virtues; and (3) are connected to one another by bonds of global civic friendship. The chapter envisions these attributes, activities, and bonds as grounded in a liberal arts curriculum and established largely through participation in global service projects. The form of civic education defended is a globalized version of the Progressive Era’s “community civics” model, and the chapter concludes with the proposal that global and community-based problem-focused learning be bridged by regional initiatives that address the problems of rural communities left behind by economic globalization.
Brian D. Bunk
- Published in print:
- 2021
- Published Online:
- January 2022
- ISBN:
- 9780252043888
- eISBN:
- 9780252052781
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5622/illinois/9780252043888.003.0003
- Subject:
- Sociology, Sport and Leisure
Football had been played for centuries in Great Britain but did not make a perfect transition to European North America. The sport took on different meanings within colonial society. The game ...
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Football had been played for centuries in Great Britain but did not make a perfect transition to European North America. The sport took on different meanings within colonial society. The game developed as an informal one played by young people. This chapter shows that the link between football and childhood had lasting impacts on the development of the sport in the United States. Unlike baseball, which by the 1850s had moved beyond its childish origins, football remained a kid’s game throughout the nineteenth century. The expansion of educational facilities meant that boys took the game with them to schools and colleges. Initially, football at these institutions emphasized a kicking form of the game, but the influence of rugby-style rules led to a shift toward carrying the ball. A desire for intercollegiate competition encouraged the development of a common version of the game, one that became known as intercollegiate football.Less
Football had been played for centuries in Great Britain but did not make a perfect transition to European North America. The sport took on different meanings within colonial society. The game developed as an informal one played by young people. This chapter shows that the link between football and childhood had lasting impacts on the development of the sport in the United States. Unlike baseball, which by the 1850s had moved beyond its childish origins, football remained a kid’s game throughout the nineteenth century. The expansion of educational facilities meant that boys took the game with them to schools and colleges. Initially, football at these institutions emphasized a kicking form of the game, but the influence of rugby-style rules led to a shift toward carrying the ball. A desire for intercollegiate competition encouraged the development of a common version of the game, one that became known as intercollegiate football.
Rod Earle and James Mehigan (eds)
- Published in print:
- 2019
- Published Online:
- September 2020
- ISBN:
- 9781447353065
- eISBN:
- 9781447353089
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447353065.003.0008
- Subject:
- Sociology, Education
Drawing on critical social theory and arguments that prison is a profoundly misunderstood institution only loosely related to trends in crime, Earle and Mehigan write against the grain of celebrating ...
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Drawing on critical social theory and arguments that prison is a profoundly misunderstood institution only loosely related to trends in crime, Earle and Mehigan write against the grain of celebrating the successes of prison education. Anchored in the radical scholarship of OU social science, they seek to extend criticism of imprisonment beyond its reform and toward abolition. Questions of race, racism and colonial patterns of inclusion and exclusion drive an argument that demands a more qualified enthusiasm for prison education.Less
Drawing on critical social theory and arguments that prison is a profoundly misunderstood institution only loosely related to trends in crime, Earle and Mehigan write against the grain of celebrating the successes of prison education. Anchored in the radical scholarship of OU social science, they seek to extend criticism of imprisonment beyond its reform and toward abolition. Questions of race, racism and colonial patterns of inclusion and exclusion drive an argument that demands a more qualified enthusiasm for prison education.
Gaurav J. Pathania
- Published in print:
- 2018
- Published Online:
- December 2019
- ISBN:
- 9780199488414
- eISBN:
- 9780199097722
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199488414.001.0001
- Subject:
- Sociology, Education
Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted ...
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Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted resistance through critical thinking. The recent wave of student resistance in India has brought the role of the university to the forefront. The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula’s death in Hyderabad Central University, as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India’s longest student movements— the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity-based student movements are primarily cultural movements. As the traditional caste and class analysis becomes redundant to explain such contemporary collective action, the book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.Less
Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted resistance through critical thinking. The recent wave of student resistance in India has brought the role of the university to the forefront. The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula’s death in Hyderabad Central University, as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India’s longest student movements— the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity-based student movements are primarily cultural movements. As the traditional caste and class analysis becomes redundant to explain such contemporary collective action, the book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.
Richard Ansell
- Published in print:
- 2022
- Published Online:
- May 2022
- ISBN:
- 9780197267271
- eISBN:
- 9780191965104
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197267271.003.0004
- Subject:
- History, European Early Modern History
Where histories of the Grand Tour emphasise movement, this chapter places settled learning at the heart of elite travel culture. Indeed, contemporaries only used the word ‘tour’ to describe bounded ...
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Where histories of the Grand Tour emphasise movement, this chapter places settled learning at the heart of elite travel culture. Indeed, contemporaries only used the word ‘tour’ to describe bounded periods of heightened mobility, rather than one’s whole time abroad. It was over months or even years at French, Dutch and German universities and academies that young men acquired the French language and physical exercises for which they had been sent across the Channel. These ‘settlements’ have been greatly underestimated, not least because travellers tended only to keep journals during mobile periods, but they were the bedrock of encounters with the Continent, to which some – but by no means all – travellers added Italian tours. Families blended universities and academies in a mixed economy of education, as they had at home, with these institutions preparing some for onward travel and others for an immediate return. Although historiography is still dominated by the Italian Grand Tour, educational travel between 1650 and 1750 was primarily about pursuing Francophone culture in France or neighbouring territories. The gentry was far more familiar with the Continent than is usually recognised, and the French language and manners far more important aspects of landed culture.Less
Where histories of the Grand Tour emphasise movement, this chapter places settled learning at the heart of elite travel culture. Indeed, contemporaries only used the word ‘tour’ to describe bounded periods of heightened mobility, rather than one’s whole time abroad. It was over months or even years at French, Dutch and German universities and academies that young men acquired the French language and physical exercises for which they had been sent across the Channel. These ‘settlements’ have been greatly underestimated, not least because travellers tended only to keep journals during mobile periods, but they were the bedrock of encounters with the Continent, to which some – but by no means all – travellers added Italian tours. Families blended universities and academies in a mixed economy of education, as they had at home, with these institutions preparing some for onward travel and others for an immediate return. Although historiography is still dominated by the Italian Grand Tour, educational travel between 1650 and 1750 was primarily about pursuing Francophone culture in France or neighbouring territories. The gentry was far more familiar with the Continent than is usually recognised, and the French language and manners far more important aspects of landed culture.
Bob Holman
- Published in print:
- 2001
- Published Online:
- March 2012
- ISBN:
- 9781861343536
- eISBN:
- 9781447301653
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861343536.003.0001
- Subject:
- Social Work, Children and Families
Eleanor Rathbone never had children and never married. She came from a wealthy family and never lived alongside poor ones. Yet Rathbone devoted much of her life to improving the material conditions ...
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Eleanor Rathbone never had children and never married. She came from a wealthy family and never lived alongside poor ones. Yet Rathbone devoted much of her life to improving the material conditions or poor families by campaigning for children's allowances to be paid directly to their mothers. Before she died, she contributed in the House of Commons to the enactment of the Family Allowances Act of 1945. This chapter looks at how a privileged Victorian woman became a children's champion. Much of its content is drawn from an interview with Margaret Simey, a friend of Rathbone's and now a distinguished elder stateswoman of social reform. The chapter also discusses Rathbone's involvement with the Central Relief Society and the Victoria Women's Settlement, her election as an Independent to Liverpool City Council, her dedication to the nature and effects of poverty on women and children, her role in the Liverpool branch of the Soldiers' and Sailors' Family Association during World War I, and her election to Parliament as the member for the Combined English Universities (a constituency that no longer exists).Less
Eleanor Rathbone never had children and never married. She came from a wealthy family and never lived alongside poor ones. Yet Rathbone devoted much of her life to improving the material conditions or poor families by campaigning for children's allowances to be paid directly to their mothers. Before she died, she contributed in the House of Commons to the enactment of the Family Allowances Act of 1945. This chapter looks at how a privileged Victorian woman became a children's champion. Much of its content is drawn from an interview with Margaret Simey, a friend of Rathbone's and now a distinguished elder stateswoman of social reform. The chapter also discusses Rathbone's involvement with the Central Relief Society and the Victoria Women's Settlement, her election as an Independent to Liverpool City Council, her dedication to the nature and effects of poverty on women and children, her role in the Liverpool branch of the Soldiers' and Sailors' Family Association during World War I, and her election to Parliament as the member for the Combined English Universities (a constituency that no longer exists).
Scott Hamilton
- Published in print:
- 2011
- Published Online:
- July 2012
- ISBN:
- 9780719084355
- eISBN:
- 9781781702338
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719084355.003.0003
- Subject:
- History, Political History
In ‘Outside the Whale’, the text he would place at the beginning of The Poverty of Theory and Other Essays, Edward Palmer Thompson sets out to rescue the W. H. Auden of Spain and his 1930s comrades ...
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In ‘Outside the Whale’, the text he would place at the beginning of The Poverty of Theory and Other Essays, Edward Palmer Thompson sets out to rescue the W. H. Auden of Spain and his 1930s comrades from the condescension of both left and right. Thompson always looked back on 1956 as a crucial year in his political life. He made three contributions to the debate on commitment in Universities and Left Review. In ‘Outside the Whale’, Thompson struggles to wrestle the ‘high ground’ of the 1930s from both the Natopolitans of Britain's literary establishment and the young men and women around Universities and Left Review. Then, it notes that Thompson simplifies the origins and themes of the vast amount of writing Auden's writing before Spain. Because he failed to understand their lives, Thompson was doomed to repeat some of the mistakes of Auden and George Orwell.Less
In ‘Outside the Whale’, the text he would place at the beginning of The Poverty of Theory and Other Essays, Edward Palmer Thompson sets out to rescue the W. H. Auden of Spain and his 1930s comrades from the condescension of both left and right. Thompson always looked back on 1956 as a crucial year in his political life. He made three contributions to the debate on commitment in Universities and Left Review. In ‘Outside the Whale’, Thompson struggles to wrestle the ‘high ground’ of the 1930s from both the Natopolitans of Britain's literary establishment and the young men and women around Universities and Left Review. Then, it notes that Thompson simplifies the origins and themes of the vast amount of writing Auden's writing before Spain. Because he failed to understand their lives, Thompson was doomed to repeat some of the mistakes of Auden and George Orwell.
Wallace Stuart
- Published in print:
- 2006
- Published Online:
- March 2012
- ISBN:
- 9780748611850
- eISBN:
- 9780748653386
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748611850.003.0002
- Subject:
- Society and Culture, Scottish Studies
This chapter discusses John Stuart Blackie's travels on the Continent that took place at a time when the Grand Tour had not fully recovered from the interruption of the Napoleonic Wars, but well ...
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This chapter discusses John Stuart Blackie's travels on the Continent that took place at a time when the Grand Tour had not fully recovered from the interruption of the Napoleonic Wars, but well before it had been replaced by the new era of Thomas Cook's Great Circular Tour for the middle classes. With the Forbes brothers at the University of Göttingen, Blackie matriculated in the Philosophy faculty on 18 May 1829. For Blackie, Göttingen seemed a paragon of academic virtue, compared to the meager routine of the Scottish Universities. After staying in Berlin, the Forbes brothers joined him in his travel to Italy on 25 March 1830. He had become fluent in the Italian language, but beyond this, Italian had nothing to offer someone whose heart was already preoccupied by the Germans.Less
This chapter discusses John Stuart Blackie's travels on the Continent that took place at a time when the Grand Tour had not fully recovered from the interruption of the Napoleonic Wars, but well before it had been replaced by the new era of Thomas Cook's Great Circular Tour for the middle classes. With the Forbes brothers at the University of Göttingen, Blackie matriculated in the Philosophy faculty on 18 May 1829. For Blackie, Göttingen seemed a paragon of academic virtue, compared to the meager routine of the Scottish Universities. After staying in Berlin, the Forbes brothers joined him in his travel to Italy on 25 March 1830. He had become fluent in the Italian language, but beyond this, Italian had nothing to offer someone whose heart was already preoccupied by the Germans.
