Two Diverse Studies of the Arts CollegeThe College and Society: Proposals for Changes in the American Plan of Higher Education. Ernest Hatch WilkinsThe Liberal Arts College: Based upon Surveys of Thirty-Five Colleges Related to the Methodist Episcopal Church. Floyd W. Reeves

1932 ◽  
Vol 40 (10) ◽  
pp. 787-788
Author(s):  
J. J. Oppenheimer
1972 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
J. R. Jacob

In November 1842, La Roy Sunderland, Orange Scott and Jotham Horton, leading abolitionists and ministers, withdrew from the Methodist Episcopal Church. The first issue of the True Wesleyan, Scott's anti-slavery newspaper, published an announcement of their withdrawal and their reasons for deciding to do so. They could no longer serve a church that condoned slavery and that scarcely permitted delegates to its conferences to raise the issue there. The three dissenters saw what they regarded as the high-handed tactics of the bishops in preventing conferences from considering anti-slavery resolutions as resting upon ‘the assumptions of Rome’! This act of withdrawal and the formation of the wesleyan Methodist Church die following May came after a six years' struggle between the radical abolitionists within the Church and their more conservative brethren, principally the bishops, who had stifled discussion of the slavery issue in order to preserve the Church as a national entity. This Wesleyan schism is a token of the change that is the subject of this essay.


2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.


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