Author: American Normal School Association,National Education Association of the United States,National Education Association of the United States. Meeting,National Education Association of the United States. Representative Assembly,National Educational Association (U.S.),National Educational Association (U.S.). Meeting,National Teachers' Association (U.S.)
Author: Guenter Lewy
Publisher: Oxford University Press
View: 9775From a height of almost 100,000 members during the Depression, when politicians, workers, and intellectuals were drawn into its orbit, the American Communist Party has descended into irrelevance and isolation, failing even to run a presidential candidate in 1988. Indeed, as Guenter Lewy writes in this critical account of American Communism, despite decades of feverish activity and ferocious discipline, it was a cause doomed to fail from the very beginning. In The Cause that Failed, Lewy offers an incisive narrative of the American Communist Party from the days of John Reed to the advent of glasnost. He traces its origins and development, underscoring how its devotion to Moscow and inflexible Marxist ideology isolated it from the American scene--in fact, most of its first members were Eastern European immigrants. During the left wing tide of the Depression the Communist Party reached the peak of its influence, as it joined labor unions and progressive organizations in a "Popular Front." But Lewy reveals the deceptive, antidemocratic, self-defeating tactics the Communists pursued even then, as they manipulated front organizations, seized control of political parties, peace groups, and labor unions, and enforced political conformity among members and sympathizers. He follows the Party through its inexorable decline in the succeeding decades, up to its current position as one of the last Stalinist parties left in a world of glasnost and perestroika. Lewy also provides a sharply critical discussion of the encounter between Communism and liberal and mainstream America. He examines such groups as the ACLU and SANE, arguing that the years when these organizations were tolerant toward Communists were also the times when they neglected their original purpose in favor of partisan causes. He shows how Communists have manipulated well-meaning citizens in the peace movement and in Wallace's 1948 Progressive Party presidential campaign. One of the great ills Americans suffer, he writes, is an overreaction to McCarthyism--an atmosphere of anti-anticommunism--which blinds them to the wrongs wrought by international Communism and makes them ignore the deceptive role played by the American Communist Party, which even today still keeps eighty percent of its membership secret. The Cause that Failed presents an intensively researched and trenchantly argued historical analysis of Communism in America. Guenter Lewy's provocative account provides a new understanding of Communism's machinations in U.S. politics, and how Americans from across the political spectrum have responded to its challenge.
Author: Mary Hayden,Jeff Thompson,Jack Levy
View: 1726''The editors of the SAGE Handbook of Research in International Education have brought together an impressive array of scholars whose cutting edge research addresses the growing field of international education, from the experiences of K-12 schools around the world to the field of teacher education. This book raises important questions and should be read by a broad audience' - Kenneth Cushner, Executive Director of International Affairs and Professor of Education, Kent State University 'The editors of this admirable handbook have set out to produce a report on international education. Their consummate success in doing so gives those of us working in the field a new and invaluable resource. The editors may be academics but this is a book largely written by, about and for those whose job it is to teach ''internationally''. No-one working in international education will fail to be provoked, challenged or inspired by the compelling arguments advanced within this authoritative volume' - Peter MacKenzie, Principal, Hiroshima International School 'The book is well organized in carefully integrated sections and chapters and the references alone are a valuable bibliographical tool. An indispensable work highly recommended for education reference collections and the libraries of individual researchers' - J.B.Thomas, Emeritus Professor of Educational Studies, Loughborough University Interest in the field of international education has never been more intense than at present. There are a rapidly increasing number of schools worldwide set up specifically to meet the demands of those parents who, through their own professional activities, wish to have their sons and daughters educated in schools that offer programmes based on international values. Such schools have embraced the promotion of international education as one of their major goals and, consequently, an increasing number of organisations currently offer curricula that claim to be international in nature. Such global movements have created a parallel increase in the incorporation of forms of international education within national school systems throughout the world. This has resulted in wider forms of collaboration between schools in the public and private sectors, nationally and internationally, generating a much more substantial base of professional experience in the implementation of schemes for international education than had previously existed. This book analyses the origins, contributions and interpretations of international education. The authors identify approaches to research that will progress our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Content includes: - A historical overview of the ways in which the term "international education" has been interpreted - The theoretical interpretation of international education in its current context - International education in practice: exploration of the issues in terms of students, curricula, pedagogies and organising formal institutions - Conceptual challenges for international education in the future This handbook is an essential resource for those who are involved in the practice and academic study of international education. It will be of particular interest to researchers and teachers in universities, governmental and private curriculum development agencies, examination authorities, administrators and teachers in schools. 'This volume is another valuable SAGE contribution to the expanding literature on international education. Not all handbooks are described as essential reading but this one will be, and will become an indispensable work of reference highly recommended for education libraries (both academic and governmental) and for the bookshelves of individual researchers and all involved in international education...the three editors and their fellow authors can take a collective pride in having given us an excellent volume which very successfully completes a chronological and theoretical journey through the issues, practices and future questions presented by international research and practice in international education' - Journal of Research in International Education
Transplanting Hegel, 1860-1925
Author: Dorothy G. Rogers
Publisher: A&C Black
View: 5880This is the first book about the women of the early American idealist movement in philosophy and a chapter is devoted to the life, practical work, and philosophical ideas of each of them.
Author: Laurence R. Veysey
Publisher: University of Chicago Press
View: 4740The American university of today is the product of a sudden, mainly unplanned period of development at the close of the nineteenth and the beginning of the twentieth centuries. At that time the university, and with it a recognizably modern style of academic life, emerged to eclipse the older, religiously oriented college. Precedents, formal and informal, were then set which have affected the soul of professor, student, and academic administrator ever since. What did the men living in this formative period want the American university to become? How did they differ in defining the ideal university? And why did the institution acquire a form that only partially corresponded with these definitions? These are the questions Mr. Veysey seeks to answer.
Seventh Annual Name Conference
Author: Carl A. Grant
View: 8743The National Association for Multicultural Education (NAME) held its 7th Annual Conference in 1997 with a theme of Daring to Educate for Equity and Excellence: A Multicultural and Bilingual Mandate for the 21st Century. The conference generated scholarship in the form of keynote speeches and conference papers and stimulating discussions among the membership. The conference's southwest location of Albuquerque, New Mexico provided an excellent back drop to discuss the interconnections between multicultural education and bilingual education, as well as provide an opportunity for proponents of both of these important ideas to engage in useful and important discussions. The essays comprised in this book capture much of the written record of the conference. They convey ideas, beliefs, and research findings that were presented at the formal sessions at the conference. Just as with NAME's previous proceedings, it is expected that these proceedings will become not only a written record of the conference but a "live curriculum" to help pre/K through college educators to prepare themselves and those they teach for the 21st century.
Author: William J. Phalen
View: 7346Few topics are as pertinent to the American political scene as immigration. This timely book examines the attitude of American Evangelical Protestants toward European immigration into the United States before the Immigration Act of 1924. Of particular interest are the effects, as seen by evangelicals, that immigration had in the cities, in education, in politics, and in the evangelical quest to win the prohibition of alcohol. It also addresses the rise of the 19th century evangelical’s main ethnic opponent, the Irish immigrant, and the Irish dominance of the American Catholic Church. The text is based largely upon the writings, speeches, and sermons of evangelicalism.
Challenging Hegemonic Epistemologies
Author: João M. Paraskeva
View: 7097This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane.
Fairs, Clubs, and Talent Searches for American Youth, 1918-1958
Author: Sevan G. Terzian
Publisher: Palgrave Macmillan
View: 7292Science fairs, clubs, and talent searches are familiar fixtures in American education, yet little is known about why they began and grew in popularity. In Science Education and Citizenship, Sevan G. Terzian traces the civic purposes of these extracurricular programs for youth over four decades in the early to mid-twentieth century. He argues that Americans' mobilization for World War Two reoriented these educational activities from scientific literacy to national defense — a shift that persisted in the ensuing atomic age and has left a lasting legacy in American science education.
Pedagogy, Self, and Society in North Carolina, 1880-1920
Author: James L. Leloudis
Publisher: Univ of North Carolina Press
View: 4134Schooling the New South deftly combines social and political history, gender studies, and African American history into a story of educational reform. James Leloudis recreates North Carolina's classrooms as they existed at the turn of the century and explores the wide-ranging social and psychological implications of the transition from old-fashioned common schools to modern graded schools. He argues that this critical change in methods of instruction both reflected and guided the transformation of the American South. According to Leloudis, architects of the New South embraced the public school as an institution capable of remodeling their world according to the principles of free labor and market exchange. By altering habits of learning, they hoped to instill in students a vision of life that valued individual ambition and enterprise above the familiar relations of family, church, and community. Their efforts eventually created both a social and a pedagogical revolution, says Leloudis. Public schools became what they are today--the primary institution responsible for the socialization of children and therefore the principal battleground for society's conflicts over race, class, and gender. Southern History/Education/North Carolina
A Social History of Women Teachers in America
Author: Geraldine J. Clifford
Publisher: JHU Press
View: 6380Those Good Gertrudes explores the professional, civic, and personal roles of women teachers throughout American history. Its voice, themes, and findings build from the mostly unpublished writings of many women and their families, colleagues, and pupils. Geraldine J. Clifford studied personal history manuscripts in archives and consulted printed autobiographies, diaries, correspondence, oral histories, interviews—even film and fiction—to probe the multifaceted imagery that has surrounded teaching. This broad ranging, inclusive, and comparative work surveys a long past where schoolteaching was essentially men's work, with women relegated to restricted niches such as teaching rudiments of the vernacular language to young children and socializing girls for traditional gender roles. Clifford documents and explains the emergence of women as the prototypical schoolteachers in the United States, a process apparent in the late colonial period and continuing through the nineteenth century, when they became the majority of American public and private schoolteachers. The capstone of Clifford’s distinguished career and the definitive book on women teachers in America, Those Good Gertrudes will engage scholars in the history of education and women’s history, teachers past, present, and future, and readers with vivid memories of their own teachers.