Conversations in Law and Society: Oral Histories of the Emergence and Transformation of the Movement

2020 ◽  
Vol 16 (1) ◽  
pp. 97-116
Author(s):  
Calvin Morrill ◽  
Lauren B. Edelman ◽  
Yan Fang ◽  
Rosann Greenspan
Keyword(s):  
Law And Society ◽  
Oral Histories ◽  
Political Opportunities ◽  
Research And Teaching ◽  
History Of ◽  
History Of Law ◽  
1960S And 1970S ◽  
History Approach ◽  
The 1960S ◽  
The University

This article uses oral histories of surviving founders to explore the emergence of law and society as a scholarly movement and its transformation to a scholarly field. The oral histories we draw on come from a unique public archive of interviews with founders of law and society titled Conversations in Law and Society, which is maintained by the Center for the Study of Law & Society (CSLS) at the University of California, Berkeley. We supplement and triangulate the CSLS oral histories with published sources that recount the history of law and society research. Our discussion begins with a brief review of the oral history approach and how the CSLS archive was constructed. We draw on the social movements literature to trace the emergence of the law and society field as a scholarly movement, showing how the movement drew strength from the political opportunities of the 1960s and 1970s; the mobilizing structures through which scholars created space for research and training; and the framing processes that crystallized the meanings, identities, and sentiments of the movement. We then present the founders’ perspectives on the characteristics of law and society as it became a scholarly field.While never becoming institutionalized as a discipline in the academy, law and society nonetheless spawned other scholarly movements and continues to influence research and teaching in social science disciplines and in law schools.

Preschools for Science: The Child Study Centre at the University of British Columbia, 1960–1997

2012 ◽  
Vol 52 (1) ◽  
pp. 29-61 ◽  
Author(s):  
Penney Clark ◽  
Mona Gleason ◽  
Stephen Petrina
Keyword(s):  
British Columbia ◽  
Canadian Universities ◽  
University Of Toronto ◽  
University Of British Columbia ◽  
Child Study ◽  
Study Centre ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

Although not entirely neglected, the history of preschool reform and child study in Canada is understudied. Historians have documented the fate of “progressivism” in Canadian schooling through the 1930s along with postwar reforms that shaped the school system through the 1960s. But there are few case studies of child study centers and laboratory schools in Canada, despite their popularity in the latter half of the twentieth century. Histories of child study and child development tend to focus on the well-known Institute of Child Study directed by the renowned William E. Blatz in the Department of Psychology at the University of Toronto (U of T). Yet there were over twenty other child study centers established in Canadian universities during the 1960s and 1970s directed by little-known figures such as Alice Borden and Grace Bredin at the University of British Columbia (UBC).

SIM’s Directions: “Back to the Future”

2016 ◽  
Vol 58 (7) ◽  
pp. 1418-1425 ◽  
Author(s):  
Edwin M. Epstein
Keyword(s):  
Social Sciences ◽  
Social Issues ◽  
Business Organizations ◽  
The Social ◽  
The Future ◽  
Service Award ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

This essay addresses directions for the Social Issues in Management (SIM) Division from the perspective of “Back to the Future.” The author was chair of the SIM Division in 1983 to 1984 and the 1989 recipient of the SIM Division’s Sumner Marcus Distinguished Service Award. The essay reviews the general history of SIM during the 1960s and 1970s in which the University of California, Berkeley, played a key role in organizing conferences. The author explains his approach as an applied empiricist to research concerning SIM. The essentials are power, legitimacy, responsibility, rationality, and values, and understanding how they impact the ongoing day-to-day interactions within, between, and among business organizations, their leadership, and other sectors of society. SIM is a field of diverse inquiry which has been the recipient of perspectives and persons drawn not only from multiple disciplines, particularly from the social sciences, law, and management, but also from the humanities and sciences. SIM is patently multi- and inter-disciplinary.

scholarly journals Badania, herstoria i praca kobiet — od PRL do dziś. Szkic do historii socjologii pracy kobiet

2020 ◽  
Vol 11 ◽  
pp. 151-161
Author(s):  
Iza Desperak ◽  
Martyna Krogulec
Keyword(s):  
Transition Period ◽  
Women's Work ◽  
Women’S Work ◽  
First Results ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
New Research ◽  
The University ◽  
New Phenomena

The article intends to sketch history of sociology of women’s work, and focuses on transition between the Polish People’s Republic and contemporary Poland. It describes main patterns of development of study on women at work, with its peak in the 1960s and 1970s, than marginalization of this subject, and its revival in transition period. The analysis is supported by the first results of Łódź multidisciplinary research project aiming to describe history of women’s work and research on it conducted by the University of Łódź and the Institute of Occupational Medicine. It also includes new research conducted by historians, and its multidisciplinary character is supported by some non-academic participants of the project, including museums and local herstory movement. Łódź has been chosen for its long tradition of feminization of workforce, and great bulk of research on working women, both in the past and during transition period, including new phenomena of unemployment, then feminization of poverty and precarious character of today’s work affecting also women.

scholarly journals Introduction: What Difference Did the Coleman Report Make?

2017 ◽  
Vol 57 (4) ◽  
pp. 570-578 ◽  
Author(s):  
Harvey Kantor ◽  
Robert Lowe
Keyword(s):  
Rhode Island ◽  
History Of Education ◽  
State University ◽  
University Of Utah ◽  
Coleman Report ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
Society Annual ◽  
The University

The Coleman ReportFor this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other's papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe's Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland.

scholarly journals Towards Inclusivity at the University of Warwick

2021 ◽  
Vol 8 (4) ◽  
pp. 34-54
Author(s):  
Lauren Sleight
Keyword(s):  
Oral History ◽  
Race And Ethnicity ◽  
White Male ◽  
Small Sample ◽  
Oral Histories ◽  
History Of Higher Education ◽  
History Of ◽  
The 1960S ◽  
Changing Attitudes ◽  
The University

As part of the Then & Now project, oral histories were collected from staff and alumni about their experiences at the University of Warwick. During these interviews, participants often spoke about their own experiences of inclusion and exclusion at university, often in comparison to the perceived experience of students at university of today. Looking back to earlier decades of the 1960s, 70s, 80s and 90s, those interviewed described the institution as primarily white, male, and middle-class. But, in their oral history testimonies participants reported feeling that that inclusivity at Warwick has undergone a transformation over the last 50 years. This article reviews these interviews and considers what the interviewees’ experiences can add to discussions about inclusivity and accessibility within universities. By focusing on three themes that were identified from these interviews - gender, race and ethnicity, and class - the article explores changing attitudes and experiences of inclusion and exclusion at the University of Warwick 1965-present. The interviews indicate that significant changes have taken place with regards to gender equality, but that less sustained changes have been perceived to have occurred in relation to class and race. By reviewing a small sample of interviews that were collated as part of Then & Now, this article demonstrates the potential that further oral histories could offer to our understanding of inclusivity at the University of Warwick and the history of Higher Education.

MINING THE ARCHIVES: A POTTERY SEQUENCE FOR BORNO, NIGERIA

2003 ◽  
Vol 1 (1) ◽  
pp. 39-76 ◽  
Author(s):  
Graham Connah ◽  
S.G.H. Daniels
Keyword(s):  
Large Body ◽  
Archaeological Research ◽  
Independent Data ◽  
Frankfurt Am Main ◽  
Archaeological Pottery ◽  
New Findings ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
Johann Wolfgang Goethe

New archaeological research in Borno by the Johann-Wolfgang-Goethe-Universität, Frankfurt am Main, Germany, has included the analysis of pottery excavated from several sites during the 1990s. This important investigation made us search through our old files for a statistical analysis of pottery from the same region, which although completed in 1981 was never published. The material came from approximately one hundred surface collections and seven excavated sites, spread over a wide area, and resulted from fieldwork in the 1960s and 1970s. Although old, the analysis remains relevant because it provides a broad geographical context for the more recent work, as well as a large body of independent data with which the new findings can be compared. It also indicates variations in both time and space that have implications for the human history of the area, hinting at the ongoing potential of broadscale pottery analysis in this part of West Africa and having wider implications of relevance to the study of archaeological pottery elsewhere.

Why Diamonds Really are a Girl's Best Friend: Another American Narrative

Daedalus ◽  
2012 ◽  
Vol 141 (1) ◽  
pp. 89-100
Author(s):  
Linda K. Kerber
Keyword(s):  
The United States ◽  
Cultural Practice ◽  
Legal Tradition ◽  
Domestic Relations ◽  
Recent Developments ◽  
American Law ◽  
History Of ◽  
The Republic ◽  
1960S And 1970S ◽  
The 1960S

The old law of domestic relations and the system known as coverture have shaped marriage practices in the United States and have limited women's membership in the constitutional community. This system of law predates the Revolution, but it lingers in U.S. legal tradition even today. After describing coverture and the old law of domestic relations, this essay considers how the received narrative of women's place in U.S. history often obscures the story of women's and men's efforts to overthrow this oppressive regime, and also the story of the continuing efforts of men and some women to stabilize and protect it. The essay also questions the paradoxes built into American law: for example, how do we reconcile the strictures of coverture with the founders' care in defining rights-holders as “persons” rather than “men”? Citing a number of court cases from the early days of the republic to the present, the essay describes the 1960s and 1970s shift in legal interpretation of women's rights and obligations. However, recent developments – in abortion laws, for example – invite inquiry as to how full the change is that we have accomplished. The history of coverture and the way it affects legal, political, and cultural practice today is another American narrative that needs to be better understood.

Our Rightful Place

2020 ◽  
Author(s):  
Terry L. Birdwhistell ◽  
Deirdre A. Scaggs
Keyword(s):  
Women Students ◽  
The United States ◽  
University Of Kentucky ◽  
Campus Environment ◽  
Rightful Place ◽  
Women's Culture ◽  
History Of ◽  
The 1960S ◽  
The University ◽  
The Impact

Since women first entered the University of Kentucky (UK) in 1880 they have sought, demanded, and struggled for equality within the university. The period between 1880 and 1945 at UK witnessed women’s suffrage, two world wars, and an economic depression. It was during this time that women at UK worked to take their rightful place in the university’s life prior to the modern women’s movement of the 1960s and beyond. The history of women at UK is not about women triumphant, and it remains an untidy story. After pushing for admission into a male-centric campus environment, women created women’s spaces, women’s organizations, and a women’s culture often patterned on those of men. At times, it seemed that a goal was to create a woman’s college within the larger university. However, coeducation meant that women, by necessity, competed with men academically while still navigating the evolving social norms of relationships between the sexes. Both of those paths created opportunities, challenges, and problems for women students and faculty. By taking a more women-centric view of the campus, this study shows more clearly the impact that women had over time on the culture and environment. It also allows a comparison, and perhaps a contrast, of the experiences of UK women with other public universities across the United States.

O początkach wychowania seksualnego w Polsce i kontestacji młodzieżowej na Zachodzie – zapis ostatniego wywiadu z Profesorem Andrzejem Jaczewskim

2021 ◽  
pp. 188-205
Author(s):  
Julia Stępniewska ◽  
Piotr Zańko ◽  
Adam Fijałkowski
Keyword(s):  
Sex Education ◽  
Auxiliary Function ◽  
Sexual Revolution ◽  
Sexual Education ◽  
The West ◽  
The Social ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University ◽  
The Relationship

In this text, we ask about the relationship between sexual education in Poland in the 1960s and 1970s with the cultural contestation and the moral (including sexual) revolution in the West as seen through the eyes of Prof. Andrzej Jaczewski (1929–2020) – educationalist, who for many years in 1970s and 1980s conducted seminars at the University of Cologne, pediatrician, sexologist, one of the pioneers of sexual education in Poland. The movie “Sztuka kochania. Historia Michaliny Wisłockiej” (“The Art of Love. The Story of Michalina Wisłocka” [1921–2005]), directed in 2017 by Maria Sadowska, was the impulse for our interview. After watching it, we discovered that the counter-cultural background of the West in the 1960s and 1970s was completely absent both in the aforementioned film and in the discourse of Polish sex education at that time. Moreover, Andrzej Jaczewski’s statement (July 2020) indicates that the Polish concept of sexual education in the 1960s and 1970s did not arise under the influence of the social and moral revolution in the West at the same time, and its originality lay in the fact that it was dealt with by professional doctors-specialists. We put Andrzej Jaczewski’s voice in the spotlight. Our voice is usually muted in this text, it is more of an auxiliary function (Chase, 2009). Each of the readers may impose their own interpretative filter on the story presented here.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

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