World War II and the Secondary School Curriculum: A Comparative Study of the USA and Australia

2012 ◽  
pp. 169-186
2020 ◽  
Vol 5 (2) ◽  
pp. 151-172
Author(s):  
Joanna Lusek

Sister Wanda Garczyńska of God’s Will (1891–1954) was born in Lviv. She grew up in a home with patriotic traditions. She attended the educational institutions in Niżniów and Jazłowiec and the Wanda Niedziałkowska Women’s High School in Lviv. During World War I, as a volunteer nurse, she worked in military hospitals in Kiev and Lviv; she also helped in orphanages for children, and organized scouting activities. Her passion and life mission was teaching. In 1919, she graduated from the Teachers’ College in Krakow, and in 1925—from the Higher Courses for Teachers in Lviv. In 1926, she entered the Congregation of the Sisters of the Immaculate Conception of the Blessed Virgin Mary. After that, she taught in the schools of the Immaculate Conception in Jazłowiec and Jarosław. In 1934, she became the head of the private primary school of the Congregation at 59 Kazimierzowska Street in Warsaw’s [Warszawa] Mokotów district. From 1940, when the facility was closed by the German authorities, until she left before it was burnt down in mid-August 1944, the school held secret classes covering the secondary school curriculum for girls and boys, and secret university lectures. At Kazimierzowska, help was provided to Jewish children from the Warsaw ghetto, displaced persons from the nearby bombed houses and refugees. In March 1983, the Yad Vashem Institute of National Remembrance awarded Sister Wanda Garczyńska posthumously with the Righteous Among the Nations Medal. After the end of World War II, Sister Wanda Garczyńska organized a female gymnasium and a boarding school in Wałbrzych-Sobięcin. In June 2012, the Educational Foundation named after sister Wanda Garczyńska was established there. Its task is to support the unemployed, the poor, single mothers with children and to implement programs for the promotion of professional activation and health, as well as to support educational activities.


Author(s):  
Sumaira Noreen

This article presents the case of the British colonial rule and Second World War affecting secondary school curriculum developments in colonial Punjab. The focus rests on the description of those curricular and co-curricular activities that were directed towards war-centric demands for the Grow More Food Drive of Second World War. While aligning secondary education with the emerging needs of the War, the colonial rulers also maintained the confidence of the local educational administration. With the War approaching towards the end, the Indian leaders made their demands upon the British Government to adopt a broader policy emphasizing agricultural knowledge with more of a scientific orientation.


Author(s):  
Tapan Kumar Basantia

After the World War-II, human rights education has become an increasingly visible feature of the educational policies, debates and foundations at international level. Steps have been taken by various nations to incorporate human rights education in their school curriculum. In India, a few studies have been conducted in the context of incorporating human rights education in school curriculum in general and in secondary school curriculum in particular. In the present study, an attempt was made to study the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum. The study mainly focused to compare the attitude of the students, teachers and educational administrators for incorporating human rights education in secondary school curriculum, and to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum. The study was considered under descriptive survey-cum-content analysis research. The participants of the study included 640 students, 256 teachers and 88 educational administrators under secondary schools of Bihar, India. A self-developed attitude scale titled ‘Attitude scale for studying the attitude for incorporating human rights education in secondary school curriculum’ was used for collecting data from participants for the study. Both the quantitative and qualitative methods of data analysis were employed for analyzing the collected data of the study. The study mainly revealed that among the entire sample studied, the students possessed better attitude than teachers and educational administrators for incorporating human rights education in secondary school curriculum. Further, the study helped to identify certain basic content areas of human rights education that may/should have a place in secondary school curriculum.


2020 ◽  
Vol 4 (3-4) ◽  
pp. 238-259 ◽  
Author(s):  
Marshall W. Meyer

Abstract Research Question What happened to US traffic safety during the first US COVID-19 lockdown, and why was the pattern the opposite of that observed in previous sudden declines of traffic volume? Data National and local statistics on US traffic volume, traffic fatalities, injury accidents, speeding violations, running of stop signs, and other indicators of vehicular driving behavior, both in 2020 and in previous US economic recessions affecting the volume of road traffic. Methods Comparative analysis of the similarities and differences between the data for the COVID-19 lockdown in parts of the USA in March 2020 and similar data for the 2008–2009 global economic crisis, as well as other US cases of major reductions in traffic volume. Findings The volume of traffic contracted sharply once a COVID-19 national emergency was declared and most states issued stay-at-home orders, but motor vehicle fatality rates, injury accidents, and speeding violations went up, and remained elevated even as traffic began returning toward normal. This pattern does not fit post-World War II recessions where fatality rates declined with the volume of traffic nor does the 2020 pattern match the pattern during World War II when traffic dropped substantially with little change in motor vehicle fatality rates. Conclusions The findings are consistent with a theory of social distancing on highways undermining compliance with social norms, a social cost of COVID which, if not corrected, poses potential long-term increases in non-compliance and dangerous driving.


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