A tese A escola primária no Estado do Pará (1920- 1940) analisa a cultura da escola primária no Brasil, e em particular no Estado do Pará, local de interesse central desse estudo. Para isso, foi necessário a identificação do quadro social, político, cultural e econômico da sociedade brasileira em geral e, de modo mais particular, da sociedade paraense no desenrolar dessas décadas. A partir do conceito de cultura escolar desenvolvido por Dominique Julia, descrito como um conjunto de normas que definem conhecimentos a ensinar, condutas a inculcar e práticas que permitem a transmissão desses conhecimentos e a incorporação desses comportamentos, a tese analisa as normas e legislações para a educação primária; os saberes, gerais e específicos, ministrados aos alunos nas diferentes escolas primárias em diferentes localizações espaciais das cidades e vilarejos paraenses; a formação do professor primário, agente responsável em utilizar dispositivos pedagógicos para facilitar a aquisição de conhecimentos e habilidades, entre eles os rituais e as comemorações cívicas na escola primária, elementos de apoio na formação dos conceitos de nacionalidade e de civilidade. As fontes utilizadas para o trabalho foram: relatórios e mensagens dos governadores, decretos, atestados, minutas de portaria da Instrução Pública, ofícios e petições da Secretaria de Educação e Saúde Pública, jornais de circulação diária e o periódico pedagógico Escola revista do professorado do Pará. / The primary school in Pará (1920-1940) wham is thesis locus the primary school culture in Brazil, especially in Pará. Since Pará is the main place for this study. For this study, the social, political, cultural and economical aspects were analyzed to help us identify what it was going on the paraense society. The thesis analyses the rules and laws in primary school, the general and specific knowledge, taught to student in different cities and small villages in Pará. It also talks about the primary teacher curriculum, since he/she is in charge of using, the pedagogical devices to facilitate the knowledge and abilities acquisition. As part of this acquisition civic celebrations and rituals are considered essential in the concepts of nationality and civil rights. There were several sources for this research such as newspapers, government decrees, a specific magazine named School, certificates, government messages, education secretary petitions and so on. All this was done through the concept de school culture by Dominique Julia that describes rules that define behaviors and practices to be incorporated by students.

Orientadora: Ana Clara Bortoleto Nery / Banca: Rosane Michelli de Castro / Banca: Elizabeth Figueiredo de Sá / Resumo: A presente dissertação tem como propósito apresentar resultados de pesquisa que teve como objetivo analisar as formas pelas quais os saberes pedagógicos se constituíram nas Escolas Normais paulistas. Tais saberes eram ensinados por meio das matérias pedagógicas do currículo escolar, da observação de práticas docentes em escolas primárias e por meio de livros e periódicos presentes na biblioteca escolar. Ao conjunto de saberes e práticas que apresentava elementos de como ensinar, ao futuro professor, compreendemos aqui como formação pedagógica, desde a organização da escola e da sala de aula até a aplicação de métodos de ensino. O ponto de partida da pesquisa foi a Reforma Caetano de Campos (1890) que determinou as cadeiras e matérias da Escola Normal da Capital, com a Escola Modelo como local de aplicação do método intuitivo. Dentro do recorte temporal, tivemos como locus de formação de professores no estado, além da Escola Normal da Capital, as Escolas Complementares (1893-1910) e as Escolas Normais Primárias e Secundárias (1911-1920). Em 1920, fechando o recorte com a Reforma Sampaio Doria, ocorreu a unificação das Escolas Normais, num único modelo. Como aporte teórico tomamos o conceito de cultura pedagógica que, segundo Marta Carvalho (2000) "são estilos distintos de organização do campo dos saberes representados como necessários à prática docente". Outra referência importante é o de modelo escolar paulista (CARVALHO, 2011), segundo o qual a autora denomina como "modelo p... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present dissertation aims to present research results that aimed to analyze the ways in which pedagogical knowledge was constituted in the Normal Schools of São Paulo. Such knowledge was taught through the teaching materials of the school curriculum, observation of teaching practices in primary schools and through books and periodicals present in the school library. To the set of knowledge and practices that presented elements of how to teach, to the future teacher, we understand here as a pedagogical formation, from the organization of the school and the classroom to the application of teaching methods. The starting point of the research whose results are presented is the Caetano de Campos Reform (1890) that determined the chairs and subjects of the Normal School of the Capital, with the Model School as the place of application of the intuitive method. Parallel to the Normal School, within the temporal cut, we will have in the state of São Paulo the Complementary Schools (1893-1910) and the Normal Primary and Secondary Schools (1911-1920). In 1920, with the Reforma Sampaio Doria, the unification of the Normal Schools took place, in a single model. As a theoretical contribution we take the concept of pedagogical culture that, according to Marta Carvalho (2000), "are distinct styles of organization of the field of knowledge represented as necessary to the teaching practice". Another important reference is the São Paulo school model (CARVALHO, 2011), according to which the ... (Complete abstract click electronic access below) / Mestre

Orientadora: Rosa Fátima Souza / Banca: Maria Teresa Santos Cunha / Banca: Flávio Anício Andrade / Banca: Maria do Rosário Longo Mortatti / Banca: Macioniro Celeste Filho / Resumo: Nesta Tese, apresentam-se resultados de pesquisa de Doutorado em Educação, com o objetivo geral investigar a circulação do Movimento pela ruralização do ensino no Brasil, entre as décadas de 1930 e 1950. Mediante abordagem histórica, centrada em pesquisa documental e bibliográfica, utiliza-se como corpus documental o arquivo pessoal de Sud Mennucci; um periódico de âmbito nacional - a Revista Brasileira dos Municípios, de 1948 a 1959 -; um periódico de âmbito estadual - a Revista do Professor, de 1934 a 1959 - e livros de autoria de Sud Mennucci (1930a; 1932c; 1935; 1944; 1946b) produzidos no período delimitado para a pesquisa de que resulta esta Tese. Os resultados apontam que, entre as décadas de 1930 e 1950, as ideias do Movimento pela ruralização do ensino circularam, tanto no Brasil quanto no exterior, por intermédio de diversas ações, promovidas por uma rede de sociabilidade composta por diversos sujeitos, dentre os quais se destaca Sud Mennucci. / Abstract: This thesis presents the research results of Doctorate in Education, with the general objective of investigating the circulation of the Movement for the ruralisation of education in Brazil, between the 1930s and 1950s. Through a historical approach, centred on documentary and bibliographic research, the personal archive of Sud Mennucci is used as a corpus of documents; a nationwide journal - Revista Brasileira dos Municípios, from 1948 to 1959 -; a statewide journal - Revista do Professor, from 1934 to 1959 - and books written by Sud Mennucci (1930a; 1932c; 1935; 1944; 1946b) produced during the period limited for this research. The results show that, between the 1930s and 1950s, the ideas of the Movement for the ruralisation of education circulated, both in Brazil and abroad, through various actions, promoted by a network of sociability composed of various subjects, among which Sud Mennucci stands out. / Resumen: En esta tesis, se presentan los resultados de la investigación de Doctorado en Educación, con el objetivo general de investigar la circulación del Movimiento por la ruralización de la educación en Brasil, entre los años 1930 y 1950. A través de un enfoque histórico, centrado en la investigación documental y bibliográfica, el archivo personal de Sud Mennucci se utiliza como corpus de documentos; una revista nacional - Revista Brasileira dos Municípios, de 1948 a 1959 -; una revista estatal - Revista do Professor, de 1934 a 1959 - y libros escritos por Sud Mennucci (1930a; 1932c; 1935; 1944; 1946b) producidos durante el período limitado de esta investigación. Los resultados muestran que, entre las décadas de 1930 y 1950, las ideas del Movimiento para la ruralización de la educación circularon, tanto en Brasil como en el extranjero, a través de diversas acciones, promovidas por una red de sociabilidad compuesta por diversos sujetos, entre los que destaca Sud Mennucci. / Doutor

This dissertation examines the origins and impact of student activism on southern college campuses during the 1960s. Southern students of the sixties joined their colleagues in other parts of the nation in addressing the major social and political questions of the day, but the political mobilization of these students has received scant attention from historians. When a student-led sit-in movement against segregated public establishments swept the South in 1960 and 1961, it initiated a new era in the region's political history and in the history of southern higher education. The sit-ins provided new precedents for southern students as political actors while they simultaneously exposed limitations on academic freedom. On this foundation, southern students built a student movement that challenged not only the racial discrimination in the region but also inadequacies in the region's higher-education system. The escalation of American military involvement in Vietnam intensified this movement in the late 1960s. At the same time, the emergence of black-power rhetoric signaled a rise in militance among the region's black students and raised questions about the meaning of integration in formerly segregated colleges and universities. In 1969 and 1970, campuses throughout the region experienced unprecedented demonstrations. Nevertheless, faced with strong resistance and beset by internal weaknesses, the southern student movement soon lost momentum Based on research conducted at a variety of institutions throughout the region, this dissertation differs from most previous studies of the student movement of the sixties by adopting a biracial focus. Historically black institutions and predominantly white campuses provided different contexts for the emergence of a student movement. But despite the differences, the clashes on black and white campuses were part of one movement---a movement that sought to remake southern higher education and, in the process, southern society / acase@tulane.edu

My dissertation, 'A l'ecole du francais: Politiques coloniales de la langue 1830-1944,' confronts current debates surrounding multilingualism, the language of instruction, and the rewriting of history in former colonial sites. Applying historical, educational and socio-linguistic theories to accounts of colonial education, I argue that French administrators enforced different ideologies of education and language in their different colonial territories, offering a limited and fluctuating politics of francisation. My primary inquiry centers on an understanding of the conditions that made possible the exportation of an educational system. The diachronic aspect of my study focuses on the understanding of the different phases of French domination as delineated by reforms undertaken by educational administrators and the impact of colonial language policy and its legacies in the former colonies. I analyze the reasons they did not promote and modernize certain 'indigenous' languages---Wolof in Senegal, Creole in Martinique, or Arabic or Berber in Algeria---and why, instead, they promoted Vietnamese in Indochina and Malagasy in Madagascar. I argue that a discrepancy between language planning and language policy led to teaching different varieties of French: standard French, simplified French or petit negre. My goal is to explain why standard French never fully reached the status of a vernacular language in the colonies The dissertation gives an historical overview of language planning policy from late nineteenth century until the Brazzaville Conference in France and in the colonies. This broadly imposed policy was culturally, economically and politically motivated, yet the link between language policies and socioeconomic development has never been adequately explored in a comparative way. It is crucial to determine if there were any differences and/or similarities in the diffusion of the educational and linguistic policies first between France and the colonies and then among the colonies themselves Drawing on archival and literary research undertaken in France, I reappraise the logic of the Civilizing Mission's francisation policy and its mirage, which ambiguously promulgated the politics of 'l'unique et le meme,' by contrasting five unique facets of l'ecole coloniale in Algeria, the Annam province in ex-Indochina, Martinique, Senegal, and Madagascar / acase@tulane.edu

This study examines the music programs in liberal arts colleges through the historical lens of three Catholic Universities in the state of Florida. Although there are numerous historical dissertations and theses written about individual music schools and departments, and a few that compare music programs in similar types of institutions, none have compared music programs in Catholic universities within the same state. After teaching at Saint Leo University and experiencing the process of rebuilding a music program after it was almost completely lost in the mid-1990s, I wanted to study the histories of Saint Leo and other Florida Catholic institutions that have struggled through similar circumstances, but with very different outcomes. I examined each music program through interviews with past and current faculty, administrators, and students; archival documents; published histories; school newspapers and yearbooks; and local newspapers and magazines. I visited each campus, photographed the physical facilities, and observed faculty and students. Gradually the stories of three music programs emerged. By comparing the data from each institution I was able to address the following research questions: 1. When and how did each music program begin? 2. How did each one develop (i.e., organization, curriculum, faculty, facilities, performing groups)? 3. What are the relationships between the Catholic affiliation of each of these institutions and the development of their respective music programs/departments? 4. What role does music play in the overall vision of the universities and their development? 5. What are the implications of this study for music education in these and other liberal arts colleges?

This dissertation examines the public life of Sarah Towles Reed, a teacher in the Orleans Parish public schools from 1910 to 1951. Reed was a founding member of the New Orleans Public School Teachers Association and the New Orleans Classroom Teachers' Federation, Local 353, of the American Federation of Teachers, AFL Reed's major accomplishments included securing equal pay for women teachers, the employment of married women in the public school system, teacher tenure and sabbaticals. Twice during her career she publicly defended teachers' academic freedom, risking her job and reputation for a cause that was central to her political philosophy In taking an active role in public life, Reed helped to redefine public behavior for southern women as she defied the strictures of ladyhood, speaking her mind and defending her rights in the male world of school administration and politics. Reed's commitment to progressive educational pedagogy and her belief in democratic education frequently brought her into conflict with school authorities and conservative elements in the New Orleans community. Nevertheless, she continued to adhere to the teachings of John Dewey and other progressive educators Like many liberals of her generation, Reed was less effective in dealing with racial issues than with other educational and political concerns. Although she helped organize the first black teachers' union in New Orleans and worked closely with African-American colleagues during the 1930s and 1940s, she was unable fully to support federally mandated school desegregation. When the national AFT required its locals to integrate following the Brown v. Board of Education decision, 353 voted to maintain its segregated membership. Reed requested an extension of the AFT deadline in an attempt to preserve her union, but the national refused and revoked the local's charter Reed's life and work illuminate some of the most significant struggles of the twentieth century: women's rights, academic freedom, and racial justice. Her successes as well as her failures shed light on how southerners engaged these concerns on a local level, and her life presents a revealing case study of the strengths and weaknesses of liberalism in the twentieth-century South / acase@tulane.edu

This Cultural Studies dissertation comes from extended research on three East Tennessee school districts as they attempted to integrate after the Supreme Court mandated an end to segregation in the United States. The study focuses on the experiences of former students of Austin High School, the segregated black school on the eastern edge of Knoxville, Tennessee. From looking at their schooling experiences in the context of the area's failed attempts to integrate, I address the myriad ways these participants and white citizens took up the term community to advance or block integration efforts. Community, I argue from this research, is a socially constructed discourse situated in a specific context of power that can simultaneously empower and oppress targeted groups in its creation. This study that centers on the stories of alumni of Austin High shows the negotiation of local power as defined through the efforts to maintain geographically separate spaces for each race in their schools and neighborhoods. In my research, I developed a methodology called historical ethnography to address these questions. By employing a historical ethnographic approach, I attempted to show that the history of education must take into account that schooling is not an experience lived and remembered, but one that is continually relived in every act of remembering. Therefore, it is not a standard historical account of a segregated school. It is an interdisciplinary exploration of how power can be recreated in schools through claims to community and how my participants engaged that power still in recounting their own school experiences.

Much has been theorized about the positive correlation between education and the change in women's status in society. Yet, in 1995, a United Nations report on women showed that although there has been much effort to eliminate discrimination based on sex, with greater opportunities and access to education, or formal learning, the most bias was due to socialization, or informal learning, as expressed through cultural values, norms and traditions. The report also showed that although governments claimed to be dedicated to erasing illiteracy and improving educational opportunities, they are very quick to claim cultural relativity when asked to review other elements of concern, such as harmful laws and customs. Education of girls and women has not accomplished the anticipated social transformation, especially the socially constructed patriarchal ideology which places them as primarily providers of biological and sexual services and unpaid labor. In a study on women and higher education in Modern Lebanon one finds the Lebanese case mimics international trends in the unwillingness to confront and reinterpret the strict ideology which impose on women the primary and at times sole function as "mother and wife." In Lebanon, one also finds that this hegemony has obviated the transformation of much female educational progress into change in the role of women in society. Although education has become more accessible, the hierarchy of opportunities is maintained and is more complex as it now intertwines class, religious affiliations and gender. Girls' formal education at the primary level was introduced into Lebanese society in the early nineteenth century. By the beginning of the twentieth century, the doors of higher education were opened to them. Today, women make up half of the student population at the tertiary level. Not only are they able to enter and compete with young men, they are exceeding all expectations by graduating at higher rates. However, there are a few points of concern. First, most women still register and graduate from traditionally female fields. Second, although there has been a tremendous increase of women attending universities, participating in the labor force and the political sphere, there is little change in the way society views women. Women and men regard education and work as secondary functions to women's primary purpose as "wife and mother." Third, when efforts are made to change harmful laws and customs, women are accused of trying to divide their community by placing mundane women's issues before national interest. Even worse, they may be accused of conspiring with the West to destroy Lebanese or Arab identity and traditions. Fourth, in the last six years, the initiation of various policies seem to thwart the advancement of women in the marketplace as government plans push women back into the home. Finally, one must not underestimate the role of the religious authorities in the continuous attempt to shape the strict division of labor between the sexes in Lebanon. The question remains, how can Lebanese women actively and cautiously participate in the formation of new truths, which will generate more inclusive and empowering myths for both girls and boys in the future?

In 1957, The University of British Columbia launched Canada's first degree-granting program in adult education. It subsequently grew to be one of the largest departments in the Faculty of Education, and recognized internationally for its work. As it grew, however, the program lost its initial administrative privilege. This study asks why UBC had the honour of this Canadian "first," and how the program flowed and ebbed. It shows the relations between the department's administrative and intellectual activities, and how the program fit British Columbia's social development more generally. The study concludes that the successes were largely opportunistic, as the program profited from the changing face of higher education more generally and privileges secured under an early administrative regime. The program's failure was that it did not create a stable identity independent of these opportunities: it failed to gain recognition from academic outsiders as the home of distinct adult education research and knowledge, and it failed to become the gatekeeper of a controlled profession.