The public school monopoly: a critical analysis of education and the state in American society

1985 ◽  
Vol 4 (2) ◽  
pp. 145-146
Author(s):  
Charles S. Benson
Keyword(s):  
Public School ◽  
Critical Analysis ◽  
The State ◽  
The Public ◽  
American Society

scholarly journals "PEASANTRY IS OUR HOPE AND STRENGTH": THE AGRARIAN DISCOURSE OF PRE-REVOLUTIONARY JOURNALISM OF M. HRUSHEVSKY

2021 ◽  
pp. 180-198
Author(s):  
Viktoria Telvak ◽  
Serhii Kornovenko
Keyword(s):  
Public School ◽  
Critical Analysis ◽  
Agrarian Reform ◽  
Interdisciplinary Approach ◽  
Comprehensive Analysis ◽  
Vicious Circle ◽  
Writing Style ◽  
Systematic Analysis ◽  
The Public ◽  
Methodological Basis

Summary. The purpose of the research is to comprehensively analyse the agrarian discourse of pre-revolutionary journalism of M. Hrushevsky. The methodological basis is an interdisciplinary approach with particular emphasis on the structural-functional systematic analysis of historiographical facts and the method of critical analysis of documentary material. The scientific novelty of the article lies in the attempt to comprehensively analyse M. Hrushevsky’s appeal to peasantry in his journalism of the late XIX – early XX centuries. Conclusions. The conducted historiographical analysis has shown that the pre-revolutionary journalism of M. Hrushevsky focused on peasants and the most important problems of their lives. In his various texts, the scholar reveals himself as an insightful observer of all aspects of peasant life on both sides of Zbruch. This comprehensive analysis provided Hrushevsky with arguments for numerous socio-cultural initiatives (Ukrainization of the public school, agrarian reform, the launch of projects aimed at the peasant audience, etc.) designed break the vicious circle of patriarchal traditions and feudal prohibitions and guide peasants towards modernization. At the same time, the trusting and serious tone of the historian in his appeals to his reader, his encouragement take destiny into their hands make Hrushevsky’s writing style so distinct. Due to such peasant-oriented rhetoric, M. Hrushevsky’s ideas had a significant impact on the Ukrainians of his time and largely became the basis for agricultural legislation during the War for independence.

Education

2020 ◽  
pp. 259-264
Author(s):  
Danny M. Adkison ◽  
Lisa McNair Palmer
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Educational Opportunity ◽  
The State ◽  
Board Of Education ◽  
Equal Educational Opportunity ◽  
The Public ◽  
Compulsory Attendance ◽  
State Board Of Education

This chapter addresses Article XIII of the Oklahoma constitution, which concerns education. Section 1 mandates establishment and maintenance of a public school system but does not guarantee an equal educational opportunity in the sense of equal expenditures of money for each and every pupil in the state. Section 2 states that “the Legislature shall provide for the establishment and support of institutions for the care and education of persons within the state who are deaf, deaf and mute, or blind.” Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966. Section 4 states that “the Legislature shall provide for the compulsory attendance at some public or other school, unless other means of education are provided.” Section 5 grants power to the State Board of Education to supervise the instruction in public schools. Section 6 provides for the establishment of a uniform system of textbooks to be used in the public schools, making it clear that the books must be free to students.

scholarly journals A posição dos professores sobre o Ensino Religioso numa escola pública de Ensino Fundamental em Pinheiro-MA

2021 ◽  
pp. 127
Author(s):  
JACIMARA SARGES ABREU ◽  
JOSÉ BENEVIDES QUEIROZ
Keyword(s):  
Public School ◽  
Public Education ◽  
Religious Education ◽  
The State ◽  
Normative Documents ◽  
The Public ◽  
Methodological Research ◽  
Research Procedure

 Este artigo aborda o tema Ensino Religioso na educação pública brasileira. Tem-se como objetivo descrever o posicionamento dos professores sobre a presença do Ensino Religioso na Escola Pública Municipal Pesquisada (EPMP), em Pinheiro, município do estado do Maranhão. Para isso, optou-se pelo estudo de caso, como procedimento metodológico de pesquisa, e as entrevistas, como instrumento para a coleta de dados. Ressalta-se que, dos 14 professores da EPMP, definidos para as entrevistas, apenas 11 responderam às questões. A partir dos dados coletados, constatou-se que as posições dos professores sobre o Ensino Religioso na escola pública de Ensino Fundamental não são baseadas no princípio da laicidade, da diversidade, da pluralidade de ideias, de opiniões, de crenças. As visões são “limitadas” e controversas, bem como transgridem as leis, as resoluções e os documentos normativos que fundamentam o Ensino Religioso.Palavras-chave: Ensino Religioso. Educação. Laicidade. Escolas.Teachers’ position on Religious Education in a public school in Pinheiro-MA ABSTRACTThis article tackles the theme of Religious Education in Brazilian public education. It have to describe the position of teachers on the presence of Religious Education in the Municipal Public Researched School (EPMP), in Pinheiro, a municipality in the state of Maranhão. For the analysis of this municipal public school, opted for it case study, as a methodological research procedure and, the interviews, as an instrument for the collection of dates. Stand out that, of the 14 teachers of the EPMP, defined for the interviews, only 11 answered the questions. From of the dates collected, the research found that teachers' positions on Religious Education in the public school are not based on the principle of secularity, diversity, plurality of ideas, opinions, beliefs. The views are “limited” and controversial, as well as violating laws, resolutions and normative documents, which substantiate Religious Education.Keywords: Religious Education. Education. Secularity. Schools.

scholarly journals A Educação do Campo na rede pública de ensino do estado do Tocantins, Brasil (1999-2013)

2020 ◽  
Vol 28 ◽  
pp. 54
Author(s):  
Cícero Da Silva ◽  
Letícia Brito de Oliveira Suarte ◽  
Rosângela Ribeiro de Sousa Leitão
Keyword(s):  
Rural Education ◽  
Public School ◽  
School System ◽  
Public Policies ◽  
The State ◽  
Public School System ◽  
The Public ◽  
Brazilian Government ◽  
Data Source

This paper analyzes public policies for rural education developed by State Secretariat of Education and Culture (SEDUC-TO) in the state of Tocantins, Brazil. The research is bibliographical and documentary nature, and has as main data source documents such as projects, reports, and spreadsheets of the SEDUC-TO and others available on official agency sites, such as projects, edicts, regulations, resolutions, decrees, and laws. The results showed that the main programs of the Brazilian government to the Rural Education were developed in the public school system of the state of Tocantins from 1999 to 2013, although they are characterized as occasional actions.

A Review on the Safety of Journalists in Turkey

2020 ◽  
pp. 148-171
Author(s):  
Bora Ataman ◽  
Barış Çoban ◽  
Özlem Erkmen
Keyword(s):  
Social Media ◽  
Mass Media ◽  
Critical Analysis ◽  
The State ◽  
The Public ◽  
The Government ◽  
Coup Attempt

In the neoliberal media autocracy of Turkey, mass media are propaganda tools rather than the public watchdogs. The coup attempt in 2016 gave the government additional power to institutionalise this regime. Critical journalists have become the enemies of the state and suffered from threats from various sources. This attack on critical journalism is increasing alongside the deepening of the democracy crises, positioning journalists as victims. This study argues that bridging the fields of journalism safety and victimology would benefit journalists. Therefore, a critical analysis of reports on journalism safety, opponent journalists' social media posts, and related news was performed in order to discuss the possibility and advantages of bridging this gap to help journalists deal with victimisation. The findings demonstrate the acceptance of journalists as a new subject for victims' rights might activate new mechanisms of protection for them. This means searching for new rights can contribute to their physical, mental, and moral recovery.

In Search of the Greek State: A Rejoinder to M.H. Hansen

2004 ◽  
Vol 21 (1-2) ◽  
pp. 107-146 ◽  
Author(s):  
Moshe Berent
Keyword(s):  
Social Life ◽  
Critical Analysis ◽  
Recent Article ◽  
The State ◽  
Doctoral Thesis ◽  
The Public ◽  
Stateless Society

In a collection of articles based on my Cambridge doctoral thesis (1994) I have argued that, contrary to what has been traditionally assumed, the Greek polis was not a State but rather what anthropologists call ‘a stateless society’. The latter is characterized by the absence of ‘government’, that is, an agency which has separated itself out from the rest of social life and which monopolizes the use of violence. In a recent article Mogens Herman Hansen discusses and rejects my notion of the stateless polis. This paper is a rejoinder to Hansen’s criticism and offers critical analysis of the concept of ‘The Greek State’ which has been employed by Hansen and by other ancient historians. Among the questions discussed: To what extent did the polis have amonopoly on violence? To what extent do the relations between the polis and its territory resemble those of (tribal) stateless communities? Could the State/Society distinction be applied to the Greek polis? How is the Greek distinction between the private and the public different from its modern counterpart and how is this difference related to the statelessness of the Greek polis?

Evaluation of the Child With a Learning Disorder

PEDIATRICS ◽  
1976 ◽  
Vol 58 (3) ◽  
pp. 407-409
Author(s):  
Gwendolyn R. Hogan ◽  
Nell J. Ryan
Keyword(s):  
Special Education ◽  
Public School ◽  
Special Education Teachers ◽  
School System ◽  
Mentally Retarded ◽  
The State ◽  
Public School System ◽  
Learning Disorder ◽  
The Public ◽  
Specific Learning

In order to appreciate our approach to the evaluation of a child with a learning disorder it is necessary to provide some background material. The total population of the state of Mississippi consists of 2.2 million people of which 900,000 did not complete high school and 400,000 did not complete grade school. There are no publicly financed kindergartens and no compulsory school attendance laws in this state. Eighty-eight percent of the children who attend school are, however, educated in the public school system. The state is divided into 150 separate school districts and 1,140 special education teachers are provided for the entire state. Of these special education teachers, 1,000 are assigned to classes for the mentally retarded and the remaining 140 teachers provide instruction for children with specific learning disorders. In the Jackson Separate School District which includes the largest metropolitan area in the state there are 27,496 students enrolled in the public school system and of that number 852 students are in special education classes. Of these 852 students in special education, 644 are classified as educable mentally retarded, 100 are classified as trainable mentally retarded, and 108 are classified as having specific learning disabilities. This figure for children with specific learning disabilities is well below the estimated figure of 15% which has been determined by other surveys. The vast majority of children entering the first grade have been exposed to no structured learning situation. Routine testing for school readiness is not done in the public school system. Firstgrade students do receive vision and hearing screening tests which are administered by volunteers through the PTA.

Rising

2017 ◽  
Author(s):  
Arna Bontemps
Keyword(s):  
Public Schools ◽  
Public School ◽  
The State ◽  
Access To Education ◽  
The Public ◽  
Common Schools ◽  
History Of ◽  
The City

This chapter examines the history of Negro achievement in education in Illinois. In January 1825 the Illinois Legislature enacted a law calling for the establishment of common schools in each county of the state. These schools were to be open and free to every class of white citizens between the ages of five and twenty-one years, but it was not until the year 1841 that Negroes were given consideration. In the city of Chicago no discrimination was shown against Negro children in the public schools until 1863, when the council passed an order establishing a separate school for colored children. The first school for Negro children was opened by Miss Rebecca Elliott, who came to Peoria from Cincinnati in 1860. In Cairo, the first public school for Negroes was started in 1853. Also during this period, several churches in Alexander County conducted daily classes that taught readin', writin' and 'rithmetic. This chapter discusses various initiatives to increase Negro access to education in Illinois.

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