Alarmed at the growing poverty, illiteracy, class strife, and vulnerability of women after the upheavals of Reconstruction, female activists in Georgia advocated a fair and just system of education as a way of providing economic opportunity for women and the rural and urban poor. Their focus on educational reform transfigured private and public social relations in the New South, as Rebecca S. Montgomery details in this expansive study. The Politics of Education in the New South provides the most complete picture of women's role in expanding the democratic promise of education in the South and reveals how concern about their own status motivated these women to push for reform on behalf of others. Montgomery argues that women's prolonged campaign for educational improvements reflected their concern for distributing public resources more equitably. Middle-class white women in Georgia recognized the crippling effects of discrimination and state inaction, which they came to understand in terms of both gender and class. They subsequently pushed for admission of women to Georgia's state colleges and universities and for rural school improvement, home extension services, public kindergartens, child labor reforms, and the establishment of female-run boarding schools in the mountains of North Georgia. In the process, a distinct female political culture developed that directly opposed the individualism, corruption, and short-sightedness that plagued formal politics in the New South.
This book focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries.
About 20 Christian colleges (they call themselves) are united for this purpose. ... notably the Baptist Wake Forest, the Methodist Trinity and the Presbyterian Davidson colleges, had sought to discredit the University of North Carolina ...
New York: Phelps-Stokes Fund, 1927. Macy, Jesse. Our Government: How It Grew, What It Does, and How It Does It. Boston: Ginn, 1886. ... Meltzer, Milton, ed. In Their Own Words: A History of the American Negro. 3 vols.
This book provides new evidence on teachers unions and their political activities across nations, and offers a foundation for a comparative politics of education.
This book discusses desegregation as a community decision, focusing on case studies from the 1960s. Crain uses comparative techniques based on fifteen northern and southern cities.
This reasoning is similar to March and Olsen's (1989:22) discussion of routines and rules in organizations. They explain: By rules' we mean the routines, procedures, conventions, roles, strategies, organizational forms, and technologies ...
"Contributes to a radical formulation of pedagogy through its revitalization of language, utopianism, and revolutionary message. . . . The book enlarges our vision with each reading, until the meanings become our own.
The guiding policy document was the Bantu Education Act, passed in 1953. This Act, while decisive for education, embodied much of what was criticized about apartheid in general. Under the guise of providing the opportunity for separate ...
KELLY , J. ( 1974 ) Organizational Behavior : An Existential - Systems Approach ( Homewood : Irwin ) . KOUNIN , J. ( 1970 ) Discipline and Group Management in Classrooms ( New York : Holt , Rinehart and Winston ) .
Yoo , Jong Hae [ Yu Chong - hae ) . “ The System of Korean Local Government . ” In Korea under Japanese Colonial Rule : Studies of the Policy and Technique of Japanese Colonialism , ed . Andrew Nahm . Kalamazoo , Mich .