Issues in African Academic Language Programming in the U.S.

1997 ◽  
Vol 25 (1) ◽  
pp. 23-28
Author(s):  
David J. Dwyer
Keyword(s):  
World Wide ◽  
National Level ◽  
National Defense ◽  
Language Programs ◽  
Higher Education Act ◽  
National Defense Education Act ◽  
Colonial Legacy ◽  
Title Vi ◽  
The Us ◽  
Education Act

Support for academic African language programs (ALPs) in the US began at the national level with the National Defense Education Act of 1958 (renamed the Higher Education Act of 1965). The goal of this legislation was to establish a world-wide language and area studies knowledge base that could be called upon in the event of conflict, but in addition it has provided generations of students a wealth of knowledge about the less commonly taught languages (LCTLs) and the communities where they are spoken. Although the Africa region’s share of this support has hovered around 12%, its effect has been substantial. For example, based on a world-wide listing of Africanist linguists, approximately half of these specialists live in Africa, with the remainder being equally divided between the countries of Europe and the US, a remarkable fact given that the US has no colonial legacy in Africa. Title VI of this legislation supports a set of National Resource Centers (NRCs) that promote language and area study of a specific region including Africa.

The Foreign Language Program in 1964

PMLA ◽  
1965 ◽  
Vol 80 (2) ◽  
pp. 29-32
Author(s):  
Donald D. Walsh
Keyword(s):  
Foreign Language ◽  
The United States ◽  
Foreign Languages ◽  
Modern Language Association ◽  
National Defense ◽  
Language Program ◽  
Modern Language ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act

Our major activities this year, as in each of the past five years, have been undertaken either with foundation support or through contracts with the United States Office of Education under the National Defense Education Act. In February John Harmon became Director of the Materials Center, changing places with Glen Willbern, who became Director of Research. Under Mr. Willbern's direction and through a government contract we have just completed a survey of modern-foreign-language enrollments in junior and senior colleges as of the fall of 1963. We are currently negotiating several contracts through Title VI of the National Defense Education Act. The first is to gather statistics on offerings and enrollments in all foreign languages in public and non-public secondary schools. The second is to make a survey of current college enrollments in all foreign languages. Since gathering statistics on the classical languages is not a justifiable expenditure of national defense funds, the Modern Language Association will pay out of its own funds the proportion of the total cost needed to gather the facts on Latin and Greek in schools and colleges.

African-Language Study in the 21st Century: Expansion through Collaboration and Technology

2002 ◽  
Vol 30 (2) ◽  
pp. 42-49
Author(s):  
Sandra Sanneh ◽  
Alwiya S. Omar
Keyword(s):  
Foreign Language ◽  
The United States ◽  
African Language ◽  
National Defense ◽  
Or Education ◽  
African Languages ◽  
National Defense Education Act ◽  
Title Vi ◽  
Education Act ◽  
National Resource

The formal study of African languages in U.S. universities began with the passage of the National Defense Education Act (NDEA) in 1958. Title VI of that act supported the establishment of “centers for the teaching of any modern foreign language [that is] needed by the federal government or by business, industry or education” and for which “adequate instruction is not readily available in the United States.” The act also authorized fellowships for those undergoing advanced training in these languages. Over the next two decades, a small number of universities successfully competed for the federal funding from NDEA and subsequent acts that established Foreign Language and Area Studies fellowships and later Title VI National Resource Centers (NRCs) for African studies.

Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958

2016 ◽  
Vol 56 (2) ◽  
pp. 301-330 ◽  
Author(s):  
Brent D. Maher
Keyword(s):  
Higher Education ◽  
Student Loans ◽  
National Defense ◽  
Federal Aid ◽  
Higher Education Act ◽  
National Defense Education Act ◽  
Free Inquiry ◽  
Education Act ◽  
Short Term Investment ◽  
The Cold War

The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty-two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provisions fractured a partnership between progressives who favored general aid to education and conservatives who supported short-term investment for defense purposes. Although debates over the NDEA loyalty requirements seem specific to the Cold War, a close examination of the arguments illuminates their alignment with long-standing ideological conflicts over legitimacy of federal aid to higher education.

The Public Policy Roots of Women's Increasing College Degree Attainment: The National Defense Education Act of 1958 and the Higher Education Act of 1965

2016 ◽  
Vol 30 (1) ◽  
pp. 62-93 ◽  
Author(s):  
Deondra Rose
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Degree Attainment ◽  
Historical Analysis ◽  
National Defense ◽  
College Degree ◽  
Related Case ◽  
Higher Education Act ◽  
National Defense Education Act ◽  
Education Act

How do we explain the steep increase in women's higher educational attainment that began in the mid-twentieth century and has continued, unchecked, in subsequent decades? Although many point to the emergence of feminism and the creation of Title IX in the 1970s as the origins of this trend, I argue that two federal student aid programs—the National Defense Education Act of 1958 and the Higher Education Act of 1965—helped set the stage for women to surpass men as the recipients of bachelor's degrees. Using historical analysis of primary and secondary resources, I present two related case studies that demonstrate the central role that unique political contexts and nondiscriminatory program administration have played in lawmakers' capacity to promote equal opportunity through public policy. This study suggests that women's increasing college degree attainment has important, but frequently overlooked, public policy roots.

The National Defense Education Act, the American Association of University Professors and the dilemma of academic freedom in the mid-twentieth century

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wang Huimin
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Federal Government ◽  
National Defense ◽  
Content Type ◽  
National Defense Education Act ◽  
The Us ◽  
Education Act ◽  
Us Federal Government ◽  
The Cold War

PurposeThis study asks how American institutions of higher education defended the principles of academic freedom (or intellectual autonomy) during the 1950s, even as they became increasingly dependent on the federal government's financial support, their eligibility for which required an oath of political loyalty under the terms of the National Defense Education Act of 1958. Universities whose students or professors resisted the oath faced a dilemma of institutional governance as well as intellectual integrity during the early years of the Cold War.Design/methodology/approachThe study draws on documentary and archival sources, including the Congressional Record, the AAUP Bulletin, student pamphlets, newspapers and other publications of the US federal government, and on secondary sources.FindingsThe author finds that the US federal government began to invest heavily in higher education during the 1950s, but financial support was often accompanied by political oversight. Higher education institutions and their professors struggled to reconcile a sense of responsibility for national service with a desire for academic freedom. The findings show how the federal government treated institutions of higher education and dealt with the issue of academic freedom during the Cold War.Originality/valueThis study draws on a large pool of primary sources and previous research to offer new insights into an enduring ideological tension between academic freedom, public service and financial patronage.

The National Defense Education Act and Exceptional Children

1965 ◽  
Vol 32 (3) ◽  
pp. 172-173
Author(s):  
Morvin A. Wirtz
Keyword(s):  
School Children ◽  
Colleges And Universities ◽  
Instructional Materials ◽  
National Defense ◽  
Paper Briefly ◽  
Exceptional Children ◽  
National Defense Education Act ◽  
Title Iii ◽  
Education Act

Two recent amendments to The National Defense Education Act of 1958 enlarged its scope to include the education of exceptional children. The new Title XI allows colleges and universities to plan institutes in critical subjects for teachers of exceptional children. The amended Title III provides for instructional materials to be used for all school children, including the exceptional. This paper briefly presents the Titles' provisions and indicates those who would be eligible.

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