The Vanishing Middle Class

2018 ◽  
Author(s):  
Peter Temin
Keyword(s):  
Public Schools ◽  
Public Education ◽  
First Century ◽  
Criminal Justice Education ◽  
Dual Economy ◽  
Policy Debates ◽  
American Tradition ◽  
History Of ◽  
History Of Race ◽  
American Economy

This book analyses the American economy in the twenty-first century as a dual economy in the spirit of W. Arthur Lewis. Adapting the subsistence and capitalist sectors characterized by Lewis, the American dual economy contains a low-wage sector and a FTE (Finance, Technology, and Electronics) sector. The transition from the low-wage to the FTE sector is through education, which is becoming increasingly difficult for members of the low-wage sector because the FTE sector largely abandoned the American tradition of quality public schools and universities. Policy debates about public education and other policies that serve the low-wage sector often characterize members of the low-wage sector as black even though the low-wage sector is largely white. The model of a modern dual economy and the American history of race relations explain difficulties in both current politics and governmental actions in criminal justice, education, infrastructure and household debts.

scholarly journals Textual Erasures of Religion: The Power of Books to Redefine Yoga and Mindfulness Meditation as Secular Wellness Practices in North American Public Schools

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Candy Gunther Brown
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Stress Reduction ◽  
North American ◽  
Mindfulness Meditation ◽  
First Century ◽  
Religious Practices ◽  
Health And Wellness ◽  
Religious Traditions ◽  
History Of

This essay argues that books, broadly defined to include print and internet publications, played a crucial role in the cultural mainstreaming, including adoption by public schools, of non-Christian religious practices such as yoga and meditation. Promotional books, tactically and ironically, played on the textual bias of Christianity, and especially Protestantism, to re-brand practices borrowed from religious traditions such as Hinduism and Buddhism, as scientific techniques for exercise and stress-reduction, thereby reintegrating religion into public education. The essay begins with a brief history of religion in U.S. and Canadian public education, explains the textual bias of North American assumptions about religion, and analyzes how twentieth-century promoters of practice-centered religions tactically wielded books to increase public acceptance of non-Christian religious practices. The essay focuses on two twenty-first-century examples of religion-based, textually mediated public-school curricula: the Sonima Foundation’s Health and Wellness program of Ashtanga yoga and The Hawn Foundation’s MindUP program of mindfulness meditation.

The Publishers and Their Books

2021 ◽  
pp. 17-30
Author(s):  
Kathleen Wellman
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Christian Education ◽  
Educational Institutions ◽  
Bob Jones University ◽  
The Supreme Court ◽  
Legal Challenges ◽  
History Of ◽  
The 1960S ◽  
Bible Reading

This chapter discusses the three publishers of the textbooks this book treats: Bob Jones University, Abeka Books, and Accelerated Christian Education. It addresses when and why they began to publish and the controversies and legal challenges they subsequently generated. It explores the history of their sponsoring educational institutions and their stated missions. It places them in the context of Christian opposition to public education as it developed in response to the teaching of evolution, the Supreme Court decisions of the 1960s prohibiting prayer and Bible reading in public schools, and, most importantly, desegregation. These three publishers have offered an alternative “Christian” education since the early 1970s.

ورقة حقائق: رأس الخيمة

2017 ◽  
Author(s):  
Keyword(s):  
Public Schools ◽  
Public Education ◽  
United Arab Emirates ◽  
Formal Education ◽  
Education Sector ◽  
School Type ◽  
Fact Sheet ◽  
Regulatory Systems ◽  
Private And Public ◽  
History Of

This Fact Sheet provides on overview of the education sector in the United Arab Emirates, and in particular, Ras Al Khaimah. It outlines the history of the development of formal education in the country, the important regulatory systems and bodies of both the private and public education sectors, the operational and curricular difference between private and public schools, and the demographics of both the students and teachers by region and school type.

Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement

2006 ◽  
Vol 76 (4) ◽  
pp. 570-586 ◽  
Author(s):  
ARNOLD FEGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
School Improvement ◽  
Public Involvement ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
History Of ◽  
Education Act ◽  
Access To Data

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.

The Paulo Freire System

2021 ◽  
Vol 8 (2) ◽  
pp. 270-292
Author(s):  
Carlos Alberto Torres
Keyword(s):  
Public Education ◽  
Popular Education ◽  
Paulo Freire ◽  
First Century ◽  
Critical Hermeneutics ◽  
Adult Educator ◽  
Literacy Training ◽  
The Sixties ◽  
History Of ◽  
Education In Brazil

Abstract This article discusses the origins and structure of what for the lack of a better term I will call the ‘Paulo Freire System’. Focusing on the historical experience of Angicos which catapulted Freire to world fame as an adult educator, a major claim of this article is that Freire’s work was a much more ambitious and revolutionary project than transforming adult education and literacy training becoming another landmark in the history of popular education in the region. The Angicos experience connecting public education with popular culture, the system that Freire and associates imagined in the sixties aimed for a profound and revolutionary transformation of public education in Brazil. With his exile in 1964, popular education becomes a model that could deeply affect public education worldwide. Represented theoretically in the pages of Pedagogy of the Oppressed, a pedagogical classic of the twenty first century, education is for Freire critical hermeneutics, addressing the dilemmas of citizenship building with a postcolonial ethics.

scholarly journals A quem pertencem nossas escolas?

2017 ◽  
Vol 1 ◽  
pp. 257
Author(s):  
Rogério Cunha de Castro ◽  
Lia Ciomar Macedo de Faria
Keyword(s):  
Public Schools ◽  
Public Education ◽  
International Association ◽  
Educational Experiences ◽  
History Of Education ◽  
Sao Paulo ◽  
São Paulo ◽  
Educational Issues ◽  
History Of

O fechamento arbitrário de escolas pela Rede Estadual de Educação de São Paulo, exatamente no momento em que celebramos o sesquicentenário do Congresso de Genebra (1866), momento em que os internacionalistas congregados em torno da Associação Internacional dos Trabalhadores elegeram a educação como uma das suas principais bandeiras, reconduz as questões educacionais ao centro das discussões, consagrando-as como uma das nossas mais pungentes demandas. Nesse sentido, observamos que, no campo da história da educação, revisar experiências pedagógicas do passado nos auxilia a encontrar pistas e indícios de permanências que podem ancorar nossas lutas pela educação pública deste século XXI.To whom do our schools belong? The arbitrary closure of public schools in São Paulo, at exactly the time when we celebrate the 160th Geneva Congress (1866), a time when the internationalists gathered around the Workers' International Association elected education as one of its main flags, reappoints educational issues to the center of discussions, consecrating them as one of our urgent demands. In this sense, the field of History of Education, is important to review educational experiences of our past because they helps us to find evidences and clues of continuities that can anchoring our struggles for public education in this XXI century. Keywords: International Workers Association; Modern Schools; Ocupated Schools; São Paulo.

The Bible in American Public Schools

2017 ◽  
Author(s):  
Suzanne Rosenblith ◽  
Patrick Womac
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Scientific Reasoning ◽  
Colonial Period ◽  
Court Cases ◽  
The Bible ◽  
Common School ◽  
History Of ◽  
The Common ◽  
School Movement

This chapter traces the Bible’s path through the history of American public education beginning in the colonial period, where it was central to the project of education, through the Common School movement, where its relevance was challenged as Enlightenment and scientific reasoning took hold. By the turn of the twentieth century, the Bible had lost its stronghold on public schools and the contentious relationship was cemented through a series of court cases that continue to impact policy and curriculum to the present time. The chapter concludes by highlighting several contemporary policies implemented to try to return the Bible, in some fashion, to public schools.

scholarly journals Migration and Its Discontents: A Postcolonial Rendering of NoViolet Bulawayo’s We Need New Names

2020 ◽  
Vol 1 (2) ◽  
pp. 10-19
Author(s):  
Mamadou Abdou Babou Ngom
Keyword(s):  
Twentieth Century ◽  
Postcolonial Theory ◽  
Slave Trade ◽  
First Century ◽  
History Of ◽  
The Subject ◽  
Painful Experience ◽  
Migratory Experience ◽  
Key Terms ◽  
History Of Race

This research paper is my attempt, through a blow-by-blow analysis of a fictional work of a rising star in postcolonial writing, to grapple with the manifold discontents that attend the event of migration. Migration is an astoundingly painful experience to go through, whose multifaceted toll on the subject may be beyond repair. Using NoViolet Bulawayo’s We Need New names as a stepping-stone, I argue that migration, albeit a time-honoured phenomenon has picked up speed in the twentieth-century and continued into the twenty-first century with a most heavy human toll. The paper emphasizes that even though the act of migration is underpinned by a hope for betterment, it may turn out to be a damp squid. No end of landmines and hiccups dot the migratory journey. The long-suffering postcolonial subject, hallmarked by the stifling strictures of marginality owing to a long history of race-based oppression that stretches back to the gruesome eras of the trans-Atlantic slave trade and colonization, is on the receiving end of the horrors of migration. I tap into key terms in postcolonial theory cum sociology-informed perspectives to make a valid point about the dehumanizing fallout from the migratory experience.

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