Trude Maurer
- Published in print:
- 2005
- Published Online:
- January 2010
- ISBN:
- 9780195171648
- eISBN:
- 9780199871346
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195171648.003.0022
- Subject:
- History, European Early Modern History
This chapter shows that toward the end of the Weimar Republic the Jewish school system became an institution of protection against antisemitism and of strengthening Jewish consciousness. As the Nazis ...
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This chapter shows that toward the end of the Weimar Republic the Jewish school system became an institution of protection against antisemitism and of strengthening Jewish consciousness. As the Nazis blocked this advancement by limiting access to secondary schools and higher education and strove to lower the Jewish level of education, Jews turned more toward their own history and culture, while preparing for emigration and also attempting not to lose sight of “general” history and culture.Less
This chapter shows that toward the end of the Weimar Republic the Jewish school system became an institution of protection against antisemitism and of strengthening Jewish consciousness. As the Nazis blocked this advancement by limiting access to secondary schools and higher education and strove to lower the Jewish level of education, Jews turned more toward their own history and culture, while preparing for emigration and also attempting not to lose sight of “general” history and culture.
Rong MA
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9789622092020
- eISBN:
- 9789882207288
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622092020.003.0009
- Subject:
- Society and Culture, Asian Studies
The development of knowledge—which also includes social sciences, humanities, sciences, and technology—is found to be associated with the development of human societies. Several different forms of ...
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The development of knowledge—which also includes social sciences, humanities, sciences, and technology—is found to be associated with the development of human societies. Several different forms of education are utilized so that knowledge may be disseminated and passed on to future generations. Education—a product of cultural, economic, and social development—also plays an integral role in the major indicators of social development. The rapid economic development of industrialized countries since the 1960s is often attributed to how the entire society is enabled with access to basic education. As such, modernization may be perceived to be achieved through modern education. This chapter concentrates mainly on the Tibet Autonomous Region's education through looking into education before 1952, analyzing school system development, and addressing various issues for educational development.Less
The development of knowledge—which also includes social sciences, humanities, sciences, and technology—is found to be associated with the development of human societies. Several different forms of education are utilized so that knowledge may be disseminated and passed on to future generations. Education—a product of cultural, economic, and social development—also plays an integral role in the major indicators of social development. The rapid economic development of industrialized countries since the 1960s is often attributed to how the entire society is enabled with access to basic education. As such, modernization may be perceived to be achieved through modern education. This chapter concentrates mainly on the Tibet Autonomous Region's education through looking into education before 1952, analyzing school system development, and addressing various issues for educational development.
William E. Ellis
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780813129778
- eISBN:
- 9780813135724
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813129778.003.0001
- Subject:
- History, American History: 20th Century
Much has been written about the early exploration, settlement, and conquest of Kentucky. From the earliest days of settlement in “Kentucke”, there were children to be educated. Elementary, or ...
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Much has been written about the early exploration, settlement, and conquest of Kentucky. From the earliest days of settlement in “Kentucke”, there were children to be educated. Elementary, or grammar, school education began early. The academy system presented failed because there were too few academies created, and they were not always situated in the right places. Also the land grant academy system utterly failed to create the funding necessary for an adequate elementary and secondary public school system statewide. The most positive outcome of the land grant system is that several of the more successful academies evolved into colleges. If public education in Kentucky in the first third of the nineteenth century, particularly in the more rural counties, lagged behind education in the rest of the nation, there were some signs of progressivism with the chartering of state-supported schools for the deaf and the blind. The school law of 1838 established numerous standards, both positive and negative, that guided public school education in the commonwealth for more than a century.Less
Much has been written about the early exploration, settlement, and conquest of Kentucky. From the earliest days of settlement in “Kentucke”, there were children to be educated. Elementary, or grammar, school education began early. The academy system presented failed because there were too few academies created, and they were not always situated in the right places. Also the land grant academy system utterly failed to create the funding necessary for an adequate elementary and secondary public school system statewide. The most positive outcome of the land grant system is that several of the more successful academies evolved into colleges. If public education in Kentucky in the first third of the nineteenth century, particularly in the more rural counties, lagged behind education in the rest of the nation, there were some signs of progressivism with the chartering of state-supported schools for the deaf and the blind. The school law of 1838 established numerous standards, both positive and negative, that guided public school education in the commonwealth for more than a century.
Alton Hornsby
- Published in print:
- 2009
- Published Online:
- September 2011
- ISBN:
- 9780813032825
- eISBN:
- 9780813038537
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032825.003.0009
- Subject:
- History, African-American History
This chapter focuses on the quest for education by black Atlantans. Like other African Americans who were awarded greater freedoms after the civil war, the black Atlantans recognized the significance ...
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This chapter focuses on the quest for education by black Atlantans. Like other African Americans who were awarded greater freedoms after the civil war, the black Atlantans recognized the significance of education. Recognizing the potent power of education, black leaders made education and learning the top priority of their racial agenda. However, despite these efforts, in the middle of the twentieth century, the black writings, essays, and studies revealed that black education was still separated and unequal. By 1950, the black leaders of Atlanta decided to sue for equality, but not for the elimination of the system of dual schooling. This action was amended in 1952, when African Americans argued that segregated schools were inherently unequal. They asked for a unitary school system but their case was later dismissed for lack of prosecution. After 1954, the Atlanta Board of Education passed a case for abolishing the dual school system but the case was treated by the board with laxity. On January 1958, a lawsuit known as Calhoun v. Latimer was filed, it was decided that the segregation schemes in schools were unlawful. The most significant result of the white reaction to desegregation was white flight. These reactions provided an unintended opportunity for African Americans to become the majority population in the city and for black elected officials to control the government of the city for generations to come.Less
This chapter focuses on the quest for education by black Atlantans. Like other African Americans who were awarded greater freedoms after the civil war, the black Atlantans recognized the significance of education. Recognizing the potent power of education, black leaders made education and learning the top priority of their racial agenda. However, despite these efforts, in the middle of the twentieth century, the black writings, essays, and studies revealed that black education was still separated and unequal. By 1950, the black leaders of Atlanta decided to sue for equality, but not for the elimination of the system of dual schooling. This action was amended in 1952, when African Americans argued that segregated schools were inherently unequal. They asked for a unitary school system but their case was later dismissed for lack of prosecution. After 1954, the Atlanta Board of Education passed a case for abolishing the dual school system but the case was treated by the board with laxity. On January 1958, a lawsuit known as Calhoun v. Latimer was filed, it was decided that the segregation schemes in schools were unlawful. The most significant result of the white reaction to desegregation was white flight. These reactions provided an unintended opportunity for African Americans to become the majority population in the city and for black elected officials to control the government of the city for generations to come.
Theodore Zeldin
- Published in print:
- 1977
- Published Online:
- March 2012
- ISBN:
- 9780198221258
- eISBN:
- 9780191678424
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198221258.003.0005
- Subject:
- History, European Modern History
The mark by which one could recognise a Frenchman was often not so much his appearance but something much deeper and much subtler: the way he used language, the way he thought, the way he argued. ...
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The mark by which one could recognise a Frenchman was often not so much his appearance but something much deeper and much subtler: the way he used language, the way he thought, the way he argued. This was by no means true of all Frenchmen and the traditional generalisation about their being logical or ‘Cartesian’ cannot be accepted at its face value, but it points to a genuine idiosyncrasy, which requires explanation. The institution which specialised in developing, instilling, and defending these qualities was the secondary school system. What the schools taught was assimilated with varying degrees of comprehension, and much speech and writing attempting to conform to their noble ideals was only a parody of it: they could never fully approve of the mediocrity they engendered. Their claim, that they contributed to increasing clarity, must be judged by studying how Frenchmen behaved in practice. The prestige of rhetoric and philosophy also led to some paradoxical and unexpected consequences. Precisely because their methods could be dogmatic, they stimulated fecund rebellion: they produced not just conformity but also innovation, and sociology, for example, was one of the children of the rebellion against philosophy.Less
The mark by which one could recognise a Frenchman was often not so much his appearance but something much deeper and much subtler: the way he used language, the way he thought, the way he argued. This was by no means true of all Frenchmen and the traditional generalisation about their being logical or ‘Cartesian’ cannot be accepted at its face value, but it points to a genuine idiosyncrasy, which requires explanation. The institution which specialised in developing, instilling, and defending these qualities was the secondary school system. What the schools taught was assimilated with varying degrees of comprehension, and much speech and writing attempting to conform to their noble ideals was only a parody of it: they could never fully approve of the mediocrity they engendered. Their claim, that they contributed to increasing clarity, must be judged by studying how Frenchmen behaved in practice. The prestige of rhetoric and philosophy also led to some paradoxical and unexpected consequences. Precisely because their methods could be dogmatic, they stimulated fecund rebellion: they produced not just conformity but also innovation, and sociology, for example, was one of the children of the rebellion against philosophy.
Mervyn Murch
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781447345947
- eISBN:
- 9781447345992
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447345947.003.0013
- Subject:
- Sociology, Marriage and the Family
This chapter considers how the Caplanian approach might in time become embedded in a whole school system committed to a child's wellbeing and resilient mental health. The first part outlines policy ...
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This chapter considers how the Caplanian approach might in time become embedded in a whole school system committed to a child's wellbeing and resilient mental health. The first part outlines policy and practice proposals, and looks further at how this approach to primary prevention should be applied not only in state schools but in the context of private boarding schools as well. The second part considers its potential application in the context of child-related litigation in family courts. The third part touches on its relevance to child and adolescent mental health services, and argues for the development of a broader consultative preventive mental health approach to augment and complement their specialist therapeutic intervention.Less
This chapter considers how the Caplanian approach might in time become embedded in a whole school system committed to a child's wellbeing and resilient mental health. The first part outlines policy and practice proposals, and looks further at how this approach to primary prevention should be applied not only in state schools but in the context of private boarding schools as well. The second part considers its potential application in the context of child-related litigation in family courts. The third part touches on its relevance to child and adolescent mental health services, and argues for the development of a broader consultative preventive mental health approach to augment and complement their specialist therapeutic intervention.
Thomas J. Nechyba
- Published in print:
- 2003
- Published Online:
- February 2013
- ISBN:
- 9780226355337
- eISBN:
- 9780226355344
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226355344.003.0006
- Subject:
- Economics and Finance, Behavioural Economics
This chapter discusses the factors to consider in introducing a school choice program in multidistrict public school systems. It highlights the importance of modeling the current school system ...
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This chapter discusses the factors to consider in introducing a school choice program in multidistrict public school systems. It highlights the importance of modeling the current school system realistically before attempting to predict the effects of school choice, and provides evidence on the link between housing and school consumption and the impact that private schools can have by severing this link. The analysis reveals that under the most pessimistic assumptions, increasing school choice may lead to surprisingly small declines in average public school quality and in the overall level of inequality in the system, whereas it may yield substantial gains under more optimistic assumptions.Less
This chapter discusses the factors to consider in introducing a school choice program in multidistrict public school systems. It highlights the importance of modeling the current school system realistically before attempting to predict the effects of school choice, and provides evidence on the link between housing and school consumption and the impact that private schools can have by severing this link. The analysis reveals that under the most pessimistic assumptions, increasing school choice may lead to surprisingly small declines in average public school quality and in the overall level of inequality in the system, whereas it may yield substantial gains under more optimistic assumptions.
William E. Ellis
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780813129778
- eISBN:
- 9780813135724
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813129778.003.0009
- Subject:
- History, American History: 20th Century
This chapter explores the reforms brought about through the Kentucky Education Reform Act and the changes that occurred in higher education from the Patton years to the near present. Education in ...
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This chapter explores the reforms brought about through the Kentucky Education Reform Act and the changes that occurred in higher education from the Patton years to the near present. Education in Kentucky in the latter decades of the twentieth century could not help but change, owing to the forces both within the state and beyond that pushed for reform. In the early twenty-first century, Kentucky appeared to have the most integrated public school system in the nation. Public higher education in Kentucky, under the leadership of the Council on Higher Education from the mid-1980s into the 1990s, continued to search for a better way to fund an increasingly expensive system. The year 2006 may have been a high-water mark early in the new century for public higher education in Kentucky. As it has happened throughout the history of Kentucky, education moves forward in fits and starts, regressing during difficult economic times or because of indifference by the citizens of the state.Less
This chapter explores the reforms brought about through the Kentucky Education Reform Act and the changes that occurred in higher education from the Patton years to the near present. Education in Kentucky in the latter decades of the twentieth century could not help but change, owing to the forces both within the state and beyond that pushed for reform. In the early twenty-first century, Kentucky appeared to have the most integrated public school system in the nation. Public higher education in Kentucky, under the leadership of the Council on Higher Education from the mid-1980s into the 1990s, continued to search for a better way to fund an increasingly expensive system. The year 2006 may have been a high-water mark early in the new century for public higher education in Kentucky. As it has happened throughout the history of Kentucky, education moves forward in fits and starts, regressing during difficult economic times or because of indifference by the citizens of the state.
Janet G. Hudson
- Published in print:
- 2009
- Published Online:
- September 2011
- ISBN:
- 9780813125022
- eISBN:
- 9780813135182
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125022.003.0012
- Subject:
- History, African-American History
As South Carolina's illiteracy rate was at 20 percent, the state was revealed to be as the second most illiterate in America. Also, it was important to note that three out of four adults in the state ...
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As South Carolina's illiteracy rate was at 20 percent, the state was revealed to be as the second most illiterate in America. Also, it was important to note that three out of four adults in the state were not even able to finish elementary education. Both the black and white reformers believed that the state's poverty, dependence on cotton agriculture, and insufficient state services was compounded by the undereducated and the illiterate population as well as the public school system. As such, education reform remained as one of the fundamental goals of the reformers. Educated black leaders believed that better education would serve as a means for gaining greater opportunities for achieving economic independence for the African Americans while white reformers believed that other reforms may be accelerated through raising education and lessening illiteracy. This chapter focuses on the means for obtaining resources to support educational reform.Less
As South Carolina's illiteracy rate was at 20 percent, the state was revealed to be as the second most illiterate in America. Also, it was important to note that three out of four adults in the state were not even able to finish elementary education. Both the black and white reformers believed that the state's poverty, dependence on cotton agriculture, and insufficient state services was compounded by the undereducated and the illiterate population as well as the public school system. As such, education reform remained as one of the fundamental goals of the reformers. Educated black leaders believed that better education would serve as a means for gaining greater opportunities for achieving economic independence for the African Americans while white reformers believed that other reforms may be accelerated through raising education and lessening illiteracy. This chapter focuses on the means for obtaining resources to support educational reform.
Julia Wrigley
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199778386
- eISBN:
- 9780199332588
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199778386.003.0009
- Subject:
- Sociology, Urban and Rural Studies
This chapter discusses the public school systems of Los Angeles and New York. The huge public school systems of New York and Los Angeles rank first and second in the nation in size, with New York ...
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This chapter discusses the public school systems of Los Angeles and New York. The huge public school systems of New York and Los Angeles rank first and second in the nation in size, with New York serving just under a million students and Los Angeles counting close to 700,000. The two districts' political paths differed in the early twenty-first century, with Los Angeles operating on a more inchoate level, while Mayor Michael Bloomberg established firm control over the New York City school system. By 2011, their paths began to converge, with each under leadership strongly influenced by a national school reform movement supercharged by private wealth, federal power, and an ascendant ideology of accountability, school choice, and reliance on standardized tests. In New York and Los Angeles, Washington, DC, and many state capitals, reformers battled teachers unions over how teachers would be evaluated, how bonuses would be assigned, and how teachers would be fired.Less
This chapter discusses the public school systems of Los Angeles and New York. The huge public school systems of New York and Los Angeles rank first and second in the nation in size, with New York serving just under a million students and Los Angeles counting close to 700,000. The two districts' political paths differed in the early twenty-first century, with Los Angeles operating on a more inchoate level, while Mayor Michael Bloomberg established firm control over the New York City school system. By 2011, their paths began to converge, with each under leadership strongly influenced by a national school reform movement supercharged by private wealth, federal power, and an ascendant ideology of accountability, school choice, and reliance on standardized tests. In New York and Los Angeles, Washington, DC, and many state capitals, reformers battled teachers unions over how teachers would be evaluated, how bonuses would be assigned, and how teachers would be fired.
Janet G. Hudson
- Published in print:
- 2009
- Published Online:
- September 2011
- ISBN:
- 9780813125022
- eISBN:
- 9780813135182
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125022.003.0013
- Subject:
- History, African-American History
In grasping the power of white supremacy, it is important to examine carefully how the whites exercised power and determine the various methods in which the manipulative potential of white supremacy ...
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In grasping the power of white supremacy, it is important to examine carefully how the whites exercised power and determine the various methods in which the manipulative potential of white supremacy was employed and manifested. The complexity and incidence of white supremacy was made evident through the legislative debate on the funding for educational reforms in 1924. In identifying the means utilized to hide the strategies and motives from rivals, it is important to account for the subtle details of the various legislative machinations. The most apparent manifestation of white supremacy remained in how the school system was segregated and how restrictions were intended for black schools. Attaining greater educational opportunity for the whites in South Carolina would thus entail asserting how the funding reforms would threaten white supremacy. This chapter identifies the important events in coming up with an appropriate system that would foster reform.Less
In grasping the power of white supremacy, it is important to examine carefully how the whites exercised power and determine the various methods in which the manipulative potential of white supremacy was employed and manifested. The complexity and incidence of white supremacy was made evident through the legislative debate on the funding for educational reforms in 1924. In identifying the means utilized to hide the strategies and motives from rivals, it is important to account for the subtle details of the various legislative machinations. The most apparent manifestation of white supremacy remained in how the school system was segregated and how restrictions were intended for black schools. Attaining greater educational opportunity for the whites in South Carolina would thus entail asserting how the funding reforms would threaten white supremacy. This chapter identifies the important events in coming up with an appropriate system that would foster reform.
William W. Goldsmith
- Published in print:
- 2016
- Published Online:
- May 2017
- ISBN:
- 9781501704314
- eISBN:
- 9781501706035
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501704314.003.0005
- Subject:
- Sociology, Urban and Rural Studies
This chapter argues that the public school crisis will continue unless the nation moves dramatically to reduce racial segregation of residential areas and to enact policies to reduce class ...
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This chapter argues that the public school crisis will continue unless the nation moves dramatically to reduce racial segregation of residential areas and to enact policies to reduce class distinctions. Equity in public schooling—a fair chance for every child—requires these changes. In the absence of actions to reduce the society's disabling racial class differences, an overall national program of school reform is called for, one that uses federal funding for economic stimulus. Such a reform would also radically rethink the nation's overall approach to public schools. Small successful American experiments suggest possibilities for such reform. Two examples stand out: special schools as parts of larger city school systems, and programs that help city children to attend suburban schools.Less
This chapter argues that the public school crisis will continue unless the nation moves dramatically to reduce racial segregation of residential areas and to enact policies to reduce class distinctions. Equity in public schooling—a fair chance for every child—requires these changes. In the absence of actions to reduce the society's disabling racial class differences, an overall national program of school reform is called for, one that uses federal funding for economic stimulus. Such a reform would also radically rethink the nation's overall approach to public schools. Small successful American experiments suggest possibilities for such reform. Two examples stand out: special schools as parts of larger city school systems, and programs that help city children to attend suburban schools.
David L. Kirp
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199987498
- eISBN:
- 9780199333356
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199987498.003.0005
- Subject:
- Sociology, Education
This chapter considers some of the factors behind the continuously improving school system of Union City, New Jersey. Many districts are run like a loose confederacy, with each principal calling the ...
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This chapter considers some of the factors behind the continuously improving school system of Union City, New Jersey. Many districts are run like a loose confederacy, with each principal calling the shots and each school free to go its own way. What sets Union City apart from the pack is that it has gone beyond this principal-as-savior approach and actually constructed an integrated school system. While there is no romance in this enterprise, the superintendent and his top aides are performing an indispensable role. Behind the scenes, largely invisible to the students, they buttress each school while tying all of them together, setting high expectations for the whole.Less
This chapter considers some of the factors behind the continuously improving school system of Union City, New Jersey. Many districts are run like a loose confederacy, with each principal calling the shots and each school free to go its own way. What sets Union City apart from the pack is that it has gone beyond this principal-as-savior approach and actually constructed an integrated school system. While there is no romance in this enterprise, the superintendent and his top aides are performing an indispensable role. Behind the scenes, largely invisible to the students, they buttress each school while tying all of them together, setting high expectations for the whole.
David L. Kirp
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199987498
- eISBN:
- 9780199333356
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199987498.003.0011
- Subject:
- Sociology, Education
This chapter discusses some of the lessons that can be learned from the Union City school district. Skeptics will dismiss the narrative of Union City's accomplishments as a one-off—a rare and ...
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This chapter discusses some of the lessons that can be learned from the Union City school district. Skeptics will dismiss the narrative of Union City's accomplishments as a one-off—a rare and remarkable story that is irrelevant anyplace else. However, three change-minded school systems in Montgomery County, Maryland; Sanger, California; and Aldine, Texas, show otherwise. All three are steadily rewriting the script for poor and minority kids, boosting achievement and closing gaps, relying on strategies as research-tested and securing results as impressive as Union City's. Yet each of the three is missing one or more of the elements that skeptics might claim are the impossible-to-duplicate preconditions of Union City's success—its small size and homogeneity, its money, its political support, and its students raised in a culture of respeto.Less
This chapter discusses some of the lessons that can be learned from the Union City school district. Skeptics will dismiss the narrative of Union City's accomplishments as a one-off—a rare and remarkable story that is irrelevant anyplace else. However, three change-minded school systems in Montgomery County, Maryland; Sanger, California; and Aldine, Texas, show otherwise. All three are steadily rewriting the script for poor and minority kids, boosting achievement and closing gaps, relying on strategies as research-tested and securing results as impressive as Union City's. Yet each of the three is missing one or more of the elements that skeptics might claim are the impossible-to-duplicate preconditions of Union City's success—its small size and homogeneity, its money, its political support, and its students raised in a culture of respeto.
Lisa Levenstein
- Published in print:
- 2009
- Published Online:
- July 2014
- ISBN:
- 9780807832721
- eISBN:
- 9781469605883
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807889985_levenstein.8
- Subject:
- History, African-American History
This chapter examines how working-class African American women retained their deep faith in education as a tool of upward mobility in the face of the racist policies adopted by the Philadelphia ...
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This chapter examines how working-class African American women retained their deep faith in education as a tool of upward mobility in the face of the racist policies adopted by the Philadelphia public school system. Of all the institutions that women approached, the public education system was the most discriminatory and unresponsive, and it played a powerful role in shaping African Americans' future prospects. While civil rights activists sought to eliminate the racial segregation within the school system, most working-class mothers focused their attention on performing the daily labor required to facilitate their children's education. Mothers tried to maintain some limited contact with the schools, even after encountering teachers and principals who viewed them with contempt and blamed them for their children's problems. Some women looked outside of the school system to secure resources that they needed to educate their children. They tried to convince the municipal government to help them address problems in their neighborhoods that impeded their children's successful pursuit of education.Less
This chapter examines how working-class African American women retained their deep faith in education as a tool of upward mobility in the face of the racist policies adopted by the Philadelphia public school system. Of all the institutions that women approached, the public education system was the most discriminatory and unresponsive, and it played a powerful role in shaping African Americans' future prospects. While civil rights activists sought to eliminate the racial segregation within the school system, most working-class mothers focused their attention on performing the daily labor required to facilitate their children's education. Mothers tried to maintain some limited contact with the schools, even after encountering teachers and principals who viewed them with contempt and blamed them for their children's problems. Some women looked outside of the school system to secure resources that they needed to educate their children. They tried to convince the municipal government to help them address problems in their neighborhoods that impeded their children's successful pursuit of education.
Gabriele Ballarino
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9781447316886
- eISBN:
- 9781447316909
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447316886.003.0007
- Subject:
- Political Science, Public Policy
The chapter describes and discusses the Italian school system and school policies since the 90s from the point of view of the welfare state. First, the Italian school is described in comparative ...
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The chapter describes and discusses the Italian school system and school policies since the 90s from the point of view of the welfare state. First, the Italian school is described in comparative perspective, looking at its level of stratification, standardization and vocational specificity. Second, the main policy changes are described, in particular concerning the reform of upper secondary education, the major area of policy change since the late 1990s. Third, the main actors, both collective and individual, are discussed, with focus on teachers, as the main occupational group. Fourth, the equality outcomes of the system are presented, looking at school inequalities related to geography, gender and social class.Less
The chapter describes and discusses the Italian school system and school policies since the 90s from the point of view of the welfare state. First, the Italian school is described in comparative perspective, looking at its level of stratification, standardization and vocational specificity. Second, the main policy changes are described, in particular concerning the reform of upper secondary education, the major area of policy change since the late 1990s. Third, the main actors, both collective and individual, are discussed, with focus on teachers, as the main occupational group. Fourth, the equality outcomes of the system are presented, looking at school inequalities related to geography, gender and social class.
Maurice Crul, Jennifer Holdaway, Helga A.G. de Valk, Norma Fuentes, and Mayida Zaal
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814760949
- eISBN:
- 9780814724354
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814760949.003.0002
- Subject:
- Sociology, Race and Ethnicity
This chapter examines whether school systems in the Netherlands and in the United States are enabling the children of low-status immigrants to enjoy the opportunities available to their native-born ...
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This chapter examines whether school systems in the Netherlands and in the United States are enabling the children of low-status immigrants to enjoy the opportunities available to their native-born peers. To this end, the chapter compares the experience of second-generation Moroccans in Amsterdam and Dominicans in New York City (originally known as New Amsterdam). Drawing on both quantitative and qualitative data, it considers how patterns of academic achievement are distributed across the two groups and how those differences can be explained. In particular, it explores the ways in which immigrant-origin children are tracked onto different educational pathways that have implications for their future trajectories into higher education and the labor market, as well as the resources available to immigrant families in navigating this process.Less
This chapter examines whether school systems in the Netherlands and in the United States are enabling the children of low-status immigrants to enjoy the opportunities available to their native-born peers. To this end, the chapter compares the experience of second-generation Moroccans in Amsterdam and Dominicans in New York City (originally known as New Amsterdam). Drawing on both quantitative and qualitative data, it considers how patterns of academic achievement are distributed across the two groups and how those differences can be explained. In particular, it explores the ways in which immigrant-origin children are tracked onto different educational pathways that have implications for their future trajectories into higher education and the labor market, as well as the resources available to immigrant families in navigating this process.
Moira Hulme, Ian Menter, Jean Murray, and Teresa O’Doherty
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9781447318538
- eISBN:
- 9781447318569
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447318538.003.0013
- Subject:
- Sociology, Education
In the concluding chapter a team of four of the authors-Hulme, Menter, Murray and O'Doherty-consider some of the implications of the analyses from the earlier sections of the book. In particular they ...
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In the concluding chapter a team of four of the authors-Hulme, Menter, Murray and O'Doherty-consider some of the implications of the analyses from the earlier sections of the book. In particular they consider the extent of convergence or divergence between teacher education policy in the five nations and ways in which global forces are acting on each national system. The chapter then goes on to discuss the ways in which teacher education relates to the school systems and may or may not create greater social justice. The links between teacher education and citizenship in contemporary democracies are considered and the chapter concludes by considering the future both for teacher education itself across the nations but also for the future of teacher education research.Less
In the concluding chapter a team of four of the authors-Hulme, Menter, Murray and O'Doherty-consider some of the implications of the analyses from the earlier sections of the book. In particular they consider the extent of convergence or divergence between teacher education policy in the five nations and ways in which global forces are acting on each national system. The chapter then goes on to discuss the ways in which teacher education relates to the school systems and may or may not create greater social justice. The links between teacher education and citizenship in contemporary democracies are considered and the chapter concludes by considering the future both for teacher education itself across the nations but also for the future of teacher education research.
David Turner
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780300189926
- eISBN:
- 9780300213133
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300189926.003.0006
- Subject:
- History, British and Irish Early Modern History
This chapter describes the British public school system from 1902 to 1945. Topics covered include the passage of the Education Act of 1902, which marked the beginning of a massive expansion of ...
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This chapter describes the British public school system from 1902 to 1945. Topics covered include the passage of the Education Act of 1902, which marked the beginning of a massive expansion of secondary state education in England and Wales over the next thirty years; the huge casualties suffered by the public schools during the First World War; growth of boarding schools in the years after the end of the First World War; the impact of the Great Depression on the British economy; the role of public schools in the acquisition of empire; and proposals to turn public schools into semi-state, semi-public schools, which many of the day schools had become by taking the king's shilling and accepting government grants.Less
This chapter describes the British public school system from 1902 to 1945. Topics covered include the passage of the Education Act of 1902, which marked the beginning of a massive expansion of secondary state education in England and Wales over the next thirty years; the huge casualties suffered by the public schools during the First World War; growth of boarding schools in the years after the end of the First World War; the impact of the Great Depression on the British economy; the role of public schools in the acquisition of empire; and proposals to turn public schools into semi-state, semi-public schools, which many of the day schools had become by taking the king's shilling and accepting government grants.
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.
