Journal of Curriculum Studies Research
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Grappling With Gender, Religion, and Higher Education in the South: Mary Sharp College from Its Founding Through the Civil War
Full text linkThis article offers a case study of how regional, gender, and religious ideals collided at one Tennessee women’s college during the antebellum and Civil War eras. Mary Sharp College, founded by Baptists in 185, strongly advocated for women’s education that equaled the contemporary men’s institutions. Local factors relating to religion and education contributed to the creation of Mary Sharp College. Tennessee Baptists founded the college as a replacement for more informal education of women and made the school the first women’s college in the U.S. to require Latin and Greek. Two key early figures tied to college, the Vermont-born Graves brothers. James Robinson Graves, a Baptist pastor and editor of The Tennessee Baptist, provided advertising for the college; Zuinglius Calvin Graves, a Baptist educator, gave it direction. J. R. and Z. C. Graves combined southern identity, gender ideology, and Baptist piety to produce a unique form of higher education for women. Although the Graves brothers saw the home and family as the proper place for southern white women, they still believed in the necessity of a rigorous education. Mary Sharp built up faith and southern character in women and prepared them for their chief service to society: motherhood. When the Civil War came, despite their own northern connections and divided loyalties in Tennessee, the Graves brothers and their college fully supported the Confederacy. Despite the college’s supposedly secure location, an occupation by the Union army led the school to close in 1863 and remain closed until 1866, when it reopened as a much weaker school but as one firmly committed both to educated female piety and to the “Lost Cause.
Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms
Full text linkNowadays, many classrooms are content-based and, therefore, disadvantage students from gaining lifelong skills that could support them in their future endeavours. This study proposed transformational teaching as a veritable strategy for effective classrooms where teaching and learning are taken beyond content delivery. This theory enables teachers/instructors/lecturers to promote expressive change that could lead to life-changing experiences among students. The study answers the following question: How can transformational teaching be presented as a stimulative teaching strategy for effective classrooms. The study is located within the transformative paradigm and designed with concept analysis, where the principles of transformational teaching are conceptualised and analysed using thematic analysis. The study was implemented by exploring the theory, its assumptions, and the connections between the theory and classroom activities. The study found that when effectively implemented in the classrooms, transformational teaching will enhance students’ lifelong learning experiences and contribute to a productive society. The study further recommends that teachers and students adopt transformational principles/strategies in curriculum facilitation (in the teaching and learning activities).  
Paideia and Israel Education
Full text linkEducative processes must account for content, learners, teachers, and contexts in order for it have meaning for learners. Seen through the lens of the reflective practitioner, this paideia considers models of general education, the relationship between vision and praxis, and their implications on Israel education. Contained herein are a set of core principles and ideas, pedagogic practices, and aspirations connected to Israeli and Jewish history, people, and their expansive canon of text allowing for the acquisition of values, content, and skills for all learners – students and teachers alike – to explore what their personal relationship with Israel entails
Loyola University New Orleans College of Law: A History
Full text linkMaria Isabel Medina's chronicle of Loyola University New Orleans College of Law examines the prominent Jesuit institution across its hundred-year history, from its founding in 1914 through the first decade of the twenty-first century. With a mission to make the legal profession attainable to Catholics, and other working-class persons, Loyola's law school endured the hardships of two world wars, the Great Depression, the tumult of the civil rights era, and the aftermath of Hurricane Katrina to emerge as a leader in legal education in the state.Exploring the history of the college within a larger examination of the legal profession in New Orleans and throughout Louisiana, Medina provides details on Loyola's practical and egalitarian approach to education. As a result of the school's principled focus, Loyola was the first law school in the state to offer a law school clinic, develop a comprehensive program of legal-skills training, and to voluntarily integrate African Americans into the student body.The transformative milestones of Loyola University New Orleans College of Law parallel pivotal points in the history of the Crescent City, demonstrating how local culture and environment can contribute to the longevity of an academic institution and making Loyola University New Orleans College of Law a valuable contribution to the study of legal education
Paths from Spiritual Support to College Self-Efficacy in Southeastern Christian and Southeastern Public University Students
Full text linkUsing a modified portion of Lent’s (2004) normative model of life satisfaction, this study assessed the role spiritual models play in Southeastern Christian university students’ and Southeastern public university students’ traits of spirituality, mindfulness, forgiveness, and hope, and the associations these traits had with college self-efficacy. Additionally, this study proposed perspective-taking as a moderator of the association between environmental support from spiritual models and spirituality, mindfulness, forgiveness, and hope, such that college students high in perspective-taking would understand and internalize traits of models rather than only imitating the spiritual practices of the model. Participants (n = 384) in this one-time survey study were recruited from a Southeaster Christian university and a Southeastern public university. Results of the paths show spirituality, mindfulness, forgiveness, and hope mediated the association between environmental support from spiritual models and college self-efficacy, but perspective-taking did not moderate associations from environmental support from spiritual models to the mediators. These findings supported the modified portion of Lent’s (2004) normative model of life satisfaction which states that environmental support, including support given by spiritual models, enhanced the development of healthy traits such as spirituality, mindfulness, forgiveness, and hope. In turn, the healthy traits were associated with increased college self-efficacy
Let Him Use You: Southern Womanism, Utterance, and Saint Katharine Drexel's Educational Philosophy
Full text linkAs a theoretical perspective and methodological tool, Southern Womanism continues the life-long work of Father Cyprian Davis by acknowledging the African roots of Catholicism and the existence of a Afro-Catholic diaspora. This scholarship invites readers into the Afro-Catholic Diaspora where the histories and experiences of Black Catholics are not isolated incidents, whimsical memories, or anecdotal musings. Instead, they are testimonies to the presence of socio-religious agency in the Black Catholic Community. In the Afro-Catholic Diaspora, Mother Katharine is neither hero nor villain; she is a beloved witness of the movement for self-determined Black Catholic education. And, as a witness to this self-determination, Mother Katharine experienced a shift from being a missionary to unchurched black souls to becoming an accomplice to the holistic survival of Black people -- mind, body, spirit
The Challenging and Transformative Implications of Education for Sustainable Development: A Case Study in South Korea
Full text linkSustainable development can be considered one of the biggest global challenges of this era, especially in the domain of education. Hence, this paper presents a case study on how the “Tongyoeng Regional Center for Expertise (Tongyoeng RCE)” has contributed to the practice of Education for Sustainable Development (ESD) and to the reformation of curriculum development process in South Korea. It establishes a cooperative system between formal education and in/non-formal education within an environment of a conservative and exclusive educational system. While focusing on the substantial achievement of Tongyoeng RCE that has transformed the South Korean education system from a “knowledge and grade-centred” Eastern educational regime to a “value and practice centred” one, this study also addresses how the RCE has initiated a “learning society,” that is, decentralized and deregulated educational communities that are more flexible in resolving the unprecedented challenges of globalization. This research emphasizes the implications of education for sustainable development as a challenging and transformative curriculum development process in South Korea
Religion and Higher Education in the American South: Introduction to the Special Issue
Full text linkThis is an introduction to the special issue on religion and higher education in the American South. This special issue features five research articles and a book review that provide telling details about the role religion has played and continues to play in Southern higher education
The First Life Studies Curriculum in the History of the Turkish Republic and the Influence of John Dewey
Full text linkIn accordance with the interests of the country, in an integrated manner with the civilized world, existing institutions and practices have been modernized in the Republican era, in addition to laying the foundations of the institutions and practices in modern Turkey. Important revisions have also been made in the field of education while these foundations were being laid. One of these revisions was the abolition of the 1924 curriculum, which was previously prepared quickly, and was considered not to fully meet the needs of the country, as well as the replacement of the 1926 curriculum. This revision has undoubtedly brought about important changes with it. One of these changes is that a Life Studies course was included in the curriculum for the first time, as a separate pivotal course within the framework of John Dewey’s collective teaching approach. The purpose of this study was to examine the first Life Studies curriculum of the Turkish Republic in terms of goals, content, objectives, skills, values and attitudes. In this study, designed in the qualitative research design, the historical research method was preferred. The data of the study were gathered using document analysis and literature review. The findings obtained were considered to be a tool that would serve the purpose of the research and be analyzed through the descriptive analysis method. According to the results of the research, it was found that the Life Studies course is included in the curriculum as a pivotal course in the first three grades of primary education with an interdisciplinary approach. The content of the curriculum includes numerous objectives, such as learning by doing, field trips, decision-making, communicating, learning rules and preparing the child for life as an entrepreneur
A Ghostly Closure? The Strange History of Brinkley Female College, Nineteenth-Century Spiritualism, and the Terminal Effects of Sensationalist Journalism
Full text linkIn 1871, Brinkley Female College in Memphis, Tennessee, closed due to a ghost story, regional interest in Spiritualism, and sensationalist journalism that harmed the short-lived academy. Spiritualism—a religio-spiritual movement punctuated by medium-guided communications between the living and deceased—was well-followed, though often contested during the nineteenth century. Spiritualism grew in popularity in the American South due to mass deaths resulting from yearly epidemics and the American Civil War. At the same time, sensationalist print media was widespread, and newspaper firms profited from unchecked accounts of Spiritualist seances and supernatural encounters. In the midst of this, higher education had expanded across the state of Tennessee. In the early years of Memphis-based women’s higher education, newspapers stoked interest in the paranormal by publishing unverified events attributed to a local women’s college. Sensationalist, penny-dreadful newspaper accounts influenced public perceptions, caused enrollment decline at Brinkley Female College, and resulted in institutional closure. As such, this case study recounts an unusual catalytic moment within the context of heightened Spiritualistic belief and uncouth journalistic practices. Ultimately, this study seeks to detail the influence of regional religious practices and sensational journalism on institutional termination