A Political Education: Black Politics and Education Reform in Chicago since the 1960s. By Elizabeth Todd-Breland

2019 ◽  
Vol 54 (1) ◽  
pp. 396-398
Author(s):  
Ansley T Erickson
Keyword(s):  
Education Reform ◽  
Black Politics ◽  
Political Education ◽  
Politics And Education ◽  
The 1960S

scholarly journals Table of Contents

2019 ◽  
pp. i-viii
Author(s):  
HSE / RHÉ
Keyword(s):  
Education Reform ◽  
Health Campaigns ◽  
Michel De Certeau ◽  
National Symbols ◽  
Progressive Pedagogy ◽  
Patriotic Education ◽  
History Of ◽  
Politics And Education ◽  
The 1960S ◽  
Public Health Campaigns

James Miles, "Historical Pageantry and Progressive Pedagogy at Canada’s 1927 Diamond Jubilee Celebration," 1–26. Bruce Curtis, "Colonization, Education, and the Formation of Moral Character: Edward Gibbon Wakefield’s A Letter from Sydney," 27–47. Gerald Thomson, "The Determination of the Intellectual Equipment Is Imperative: Mental Hygiene, Problem Children, and the History of the Provincial Child Guidance Clinic of British Columbia, 1932–1958," 48–78. Andrée Dufour, "Le métier d’institutrice indépendante francophone à Montréal, 1869 –1915, "79–89. Book Reviews/Comptes rendus Clermont Barnabé et Pierre Toussaint, L’administration de l’éducation : une perspective historique | Alexandre Beaupré-Lavallée, 91–93. Samira El Atia, dir., L’éducation supérieure et la dualité linguistique dans l’Ouest canadien. Défis et réalités | Phyllis Dalley, 93–96. David Aubin, L’élite sous la mitraille. Les normaliens, les mathématiques et la Grande Guerre 1900–1925 | Mahdi Khelfaoui, 96–98. Daniel Poitras, Expérience du temps et historiographie au XXe siècle — Michel de Certeau, François Furet et Fernand Dumont | Philippe Momège, 98–100. Alexandre Lanoix, Matière à mémoire. Les finalités de l'enseignement de l’histoire du Québec selon les enseignantE | Andrea Mongelós Toledo, 100–102. Roderick J. Barman, editor, Safe Haven: The Wartime Letters of Ben Barman and Margaret Penrose, 1940–1943 | Isabel Campbell, 102–104. Theodore Michael Christou, Progressive Rhetoric and Curriculum: Contested Visions of Public Education in Interwar Ontario | Kurt Clausen, 104–106. Elizabeth Todd-Breland, A Political Education: Black Politics and Education Reform in Chicago since the 1960s | Esther Cyna, 106–108. Christabelle Sethna and Steve Hewitt, Just Watch Us: RCMP Surveillance of the Women’s Liberation Movement in Cold War Canada | Rose Fine-Meyer, 108–110. Brian Titley, Into Silence and Servitude: How American Girls Became Nuns, 1945–1965 | Jacqueline Gresko, 111–112. Randall Curren and Charles Dorn, Patriotic Education in a Global Age and Sam Wineburg, Why Learn History (When It’s Already on Your Phone) | Lindsay Gibson, 113–117. Catherine Carstairs, Bethany Philpott, and Sara Wilmshurst, Be Wise! Be Healthy! Morality and Citizenship in Canadian Public Health Campaigns | Dan Malleck, 117–119. Raymond B. Blake and Matthew Hayday, editors, Celebrating Canada, Volume 2: Commemorations, Anniversaries, and National Symbols | Brenda Trofanenko, 119–121.   2018–2019 Reviewers for HSE-RHÉ / Les examinateurs de la RHÉ pour l’année 2018–2019

The Collegiate Crisis: History, Politics, and Education Policy - Charles J. Sykes, The Hollow Men: Politics and Corruption in Higher Education (Washington, D.C.: Regnery Gateway, 1990. Pp. xii, 356. $19.95).

1992 ◽  
Vol 4 (4) ◽  
pp. 481-485
Author(s):  
Marilyn Tobias
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Liberal Arts ◽  
Late Nineteenth Century ◽  
World War ◽  
Current Crisis ◽  
Basic Principles ◽  
Politics And Education ◽  
Late Nineteenth ◽  
The 1960S

The American academy is in dire straits asserts journalist Charles J. Sykes in The Hollow Men. A largely unheralded “revolution from above,” the author claims, “has robbed higher education of much of its traditional content, while distorting its values and its basic principles” (309). To understand the contemporary academic scene, he continues, is to understand the radicalization of the academy by the left, which had resulted in the intrusion of politics into both scholarship and the classroom, assaults on those who do not accept the “politically correct” line, and a fragmented, incoherent curriculum that trivializes the historic meaning of the liberal arts. While the current “crisis of values” (309) is often traced to the 1960s student movement, Mr. Sykes argues that the roots of the problem also go back to the post–World War II period and perhaps even to the late nineteenth century, when the agreement over “ends” (71) disappeared and “higher education's immune system” was “destroyed” (72).

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