40,819 research outputs found
MUSIC Records, Box 1, Folder 3, Freedom Day School, May 18, 1964, and Public School Boycott, October 1965
No full textThis folder contains archival materials of the Milwaukee United School Integration Committee related to “Freedom Day School” on May 18, 1964, and to student boycotts of segregated schools in 1965
MUSIC Records, Box 1, Folder 2, Curricula and Lessons for Freedom School
No full textThis folder contains schedules, curricula, and lessons for the Freedom Day School sponsored by the Milwaukee United School Integration Committee (MUSIC)
Catholic schools in English speaking Cameroon and their educational outcomes
No full textWhilst the main purpose of education is a matter for political debate, there is broad consensus that it is about the acquisition of knowledge and understanding, the development of responsible attitudes and the preparation of young people for later life and wider society (Bigger and Brown, 1999). Thus, schools, as the places where the majority of young people are formally educated (McGilchrist et al., 2004), are concerned with more than just the acquisition of knowledge. Their ultimate objective in a democratic society must be to facilitate the social, academic and identity development of young people (Verma and Pumfrey, 1988) while contributing to their personal and collective happiness (Noddings, 2003). Using a cross-sectional, mixed-methods approach with 10 secondary schools from three main school types, this study investigates how well Catholic schools in English speaking Cameroon are achieving these educational outcomes for their students. The results show that even though Catholic schools have had a longstanding reputation for achieving the highest overall academic attainment, Presbyterian schools have recently performed better on this measure. The cluster of Catholic schools which have consistently produced outstanding results have perhaps perpetuated theperception that Catholic schools are still the highest performing. Catholic schools appear to fare better than ‘government’ and ‘lay private’ schools at promoting non-academic outcomes such as nurturing the spiritual development of pupils, preparing pupils for life after school, promoting the common good of society and promoting community cohesion, but appear to fail to provide to the same extent upward social mobility for poor pupils, which is an important claim for Catholic education in the literature. This research, the first of its kind in Cameroon, should enable the Church and state authorities to engage in a properly informed way in a national debate about the contribution of Catholic schools to the education system and to society. In addition, contrary to the negative literature about faith schools generally, this study shows Catholic education to be fertile ground for cultivating the democratic potential of schools (Parker, 2008) which can only be welcome news in a country enmeshed in corruption and splintered along tribal, cultural and religious line
We Will Teach what Democracy Really Means by Living Democratically Within Our Own Schools: Lessons From the Personal Experience of Teachers Who Taught in the Mississippi Freedom Schools
Get PDFBalancing freedom of religion with anti-discrimination legislation: a comparative study of religiously affiliated law schools
No full textThe purpose of this thesis is to investigate how freedom of religion rights are balanced with anti-discrimination laws in legal education by first examining selected religiously affiliated law schools, and then questioning why and how faith-based law schools exist in predominately secular Western democracies. Evidently, there are inconsistencies in the raison d’ệtre and operations of religiously affiliated law schools across Australia, Canada, and the United States. There are 47 religiously affiliated law schools in the United States of America, with two in Australia and none in Canada. How the religiously affiliated law schools operate and distinguish themselves differs greatly, despite the fact that all law schools in the three different countries teach the law in a common law system, have similar common core legal subjects, and aim to achieve similar outcomes for students (ie, provide them with the qualifications and skills necessary to eventually practise law). This comparative study will analyse the distinct constitutional and legislative approaches of the different countries examined, all of which have a federal internal governance system in common, and, in addition to utilising a comparative research methodology, a doctrinal research methodology will also be applied to answer the distinct research questions posed. In the end, the research will reveal how existing religiously affiliated law schools reconcile traditions of faith, service, and (for the most part) Christian values within a predominately secular university education system. It will also answer the question of why Canada remains the only country examined in this study that continues to exist without a religiously affiliated law school
Acting, accidents and performativity: challenging the hegemonic good student in secondary schools
Get PDFCurrent educational practice tends to ascribe a limiting vision of the good student as one who is well behaved, performs well in assessments and demonstrates values in keeping with dominant expectations. This paper argues that this vision of the good student is antithetical to the lived experience of students as they negotiate their positionality within complex power games in secondary schools. Student voices in focus group research nominate six rationales of the good student that inform their ‘performances’ of the good student. Understanding the multiplicity and dynamism of the good student is an educational imperative as schools seek to meet the changing needs of society in the new millennium
An analysis of the Concept of Freedom and its Implications for Educational Theory and Practice in Egypt, 1805-2000
Get PDFThe current study attempts to analyse the learners' right to freedom in education in order to determine the nature and content of their education. This analysis will be in relation to the philosophy of education in Egypt to improve the efficiency of the educational system. In this sense the aims of the study can be determined as follows: first to propose a theoretical framework of freedom in education in relation to its meaning, conditions, restrictions and
value, secondly, to develop this theoretical framework of education based on freedom so that it suits Egyptian society, can improve the efficiency of the educational system through the idea of freedom, and thirdly, to identify the difficulties and challenges that might
confront the claim to freedom in education in Egypt.
To achieve these aims the study contains seven chapters, an introduction, a conclusion and appendix that are necessary to achieve its aims and answer its questions. The introduction discusses the general outline of the study and the major issues, questions, aims, methodology and plan of the study. The main aim of chapter one is to analyse the concept of freedom in western and Islamic thought to build a theoretical framework of the meaning of freedom, its conditions and value, which is necessary and important to construct a theoretical framework of the meaning, conditions and value of freedom in education for
learners at school level. Chapter two aims to construct a theoretical framework of freedom in education that will depend on the analysis of the concept of freedom made in chapter one. This analysis will deal with the implications of freedom in education with respect to its conditions, restrictions and value in education. Through this analysis, chapter two aims also to analyse and examine the learners' rights to be free regarding their education. To have a
complete theoretical framework of freedom in education, chapter three discusses other implications with respect to restrictions which might limit learners' freedom by being
subject to state authority.
Chapter four investigates and analyses freedom in educational theory and practice in the history of Egypt from 1805 to 1991, whereas chapter five focuses on the period from 1992 to 2000. Following the analysis of the concept of freedom and its implications in education that will be made in the first five chapters, it would be sensible to construct a framework of educational theory based on freedom that, on one hand, should suite the Egyptian context in chapter six, on the other hand, that guarantees a range of freedom that allows learners and
society derive benefit from its value in education. Having proposed a framework of a theory of education based on freedom that suits the Egyptian context to improve the
efficiency of its educational system chapter seven will discover and examine the conditions and difficulties which need to be considered for the successful implementation of freedom in education. Also, the study will attempt to give some suggestions that might help to reduce the gap between the educational situation, its circumstances and the conditions that must be satisfied for the successful implementation of freedom in education
The toughest battleground: schools
Get PDFOver four decades ago, Milton Friedman published Capitalism and Freedom (Friedman 1962). This insightful little book traveled across a broad range of important topics collected around the theme of how government can best operate within a free society. The message was expanded two decades later in Free to Choose (Friedman and Friedman 1980). At the time, the battle of the ideas introduced by these books was being waged by nations, nations that were willing to contemplate war over how societies should be organized. As we look back on how the world has changed since then, I wonder if anybody guessed that changing the schools would be the most difficult subject taken on. It is useful to look at what progress has been made, what evidence exists on the topic, and what the future might hold in the area of education. The simple question is: Why are the schools tougher to crack than the walls of the Communist bloc?Education ; School choice
Capitalism vs. freedom
No full text"For years, we've been taught that capitalism is good for freedom. Dominant right-wing talk radio hosts to this day recommend "libertarian" classics like Hayek's Road to Serfdom and Friedman's Capitalism and Freedom that claim markets free us, and this picture still dominates the schools and the political spectrum. Well get bent, one percent, because Rob Larson's Capitalism vs. Freedom: The Toll Road to Serfdom puts big business under a microscope. This book debunks the conservative classics while demonstrating that the marketplace has its own great centers of power, which the libertarian tradition itself claims is a limit to freedom. In fact, Larson illustrates how capitalism fails both this and other concepts of human liberty, not just failing to establish a right to a share of society's production, but also leaving us subject to the great power plays of the one percent's corporate property."--Publisher's descriptio
Curriculum Wars and Cold War Politics: The Struggle for Academic Freedom in Higher Education
Get PDFDuring the early 1960s, in the formative years of Florida\u27s newest university, the University of South Florida located in Tampa, the Florida Investigative Committee in true McCarthy-era style, set up its Star Chamber interviews with students and others at local motels near the University. The purpose of these interviews was to ferret out information about university administrators and instructors which would point to either their innocence or their guilt in terms of communist party membership, homosexuality, or the teaching of atheism. After an exhaustive process which left the intellectual community on Florida\u27s West Coast shaken and dismayed at what it collectively believed was a misguided mission and waste of taxpayer dollars, academic communities in other university towns throughout Florida responded with outrage over the intrusion of politicians and perceived anti-intellectuals into the business of higher education. Some had already run the investigative committee\u27s gauntlet, others likely feared they would follow. In what could have resulted in the sudden demise of the infant university, its leaders and faculty emerged from the experience, not as victors, but rather as survivors of a bitter battle over academic freedom. This study serves to fill the growing body of research on the McCarthy era and its influence on education. It will cover as a case study the entire struggle of the university over the issue of academic freedom and the attempts of well-meaning citizens to control what is taught and in what way it is taught at the most sacred of investigative places—the university
- …
