This dissertation is a study of the professional life and, to a lesser extent, the personal life of Mary Emma Woolley (1863-1947), an American educator, feminist, social reformer, peace activist, and religious leader. As one of a handful of women presidents of elite women's colleges, Woolley created a unique style of leadership while she worked with others to establish unifying organizations to support the further development of women's opportunities. This narrative biography focuses on Woolley's intellectual and professional roots, training, and achievements. After a theoretical introductory chapter, the next four chapters study the years during which Woolley developed skills, a philosophy, and personal style that reflected the ideas, mentors, opportunities, and challenges that she encountered. Chapters six through nine are organized around four major challenges that faced Woolley as President of Mount Holyoke College. These included the challenge to advocate successfully for the higher education of women, to bring Mount Holyoke to equal status with other elite women's colleges, to inculcate students with a lasting sense of their social responsibility as educated women, and to create a fulfilling personal life for herself. Woolley's professional life paralleled significant gains made by women in education and the professions. However, by the end of her career, women experienced significant losses both in opportunity and status. The final chapter of the study documents the controversy over Woolley's presidential succession which ended in her replacement by a man. The study concludes that Woolley's exemplary leadership demonstrated what it was possible to achieve in a single-sex institution. Woolley and women like her in positions of leadership were able to transform single-sex women's colleges into institutions where professional women could achieve and students could receive both high-quality education and full exposure to the world beyond the colleges. Woolley herself used the college as a platform from which she influenced a much wider audience through her speeches and articles. However, Mount Holyoke's loss of female leadership in 1937 was a casualty of a generalized loss of female leadership opportunities.

James Berlin, Stephen North, and other leading historians of composition have implied that nothing very interesting happened in composition classrooms before 1960. To counter that assumption, I offer my description of English 1-2 at Amherst College, an innovative and challenging freshman writing course directed by Theodore Baird from 1938-1968. Although no one published much about this course while it was a going concern, several members of its staff, including Walker Gibson and William E. Coles, Jr., later wrote about similar courses they designed elsewhere. My observations about English 1-2 are based on interviews with its faculty and graduates and on a study of materials now held in the Amherst College Archives. English 1-2 was taught collaboratively by a staff of eight or ten men who devised a new and demanding sequence of 33 assignments each semester, calling on students to write from experience. The instructors, who otherwise used no text, mimeographed their students' papers and made these the focus of classroom discussions. The instructors invited students to explore the relation between language and reality and to view themselves as makers of meaning. Paradoxically, English 1-2 seems both to have generated a potentially disempowering mystique and to have enabled many students to claim new measures of authority over language.

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This study contributes to the existing knowledge about the history of Hispanic-Serving Institution (HSI) legislation passed into law by the 102nd United States Congress by investigating how individuals and organizations in support of Hispanic higher education worked within and outside the federal political process between 1979 and 1992. By drawing from theoretical frameworks rooted in the historical and policy analysis fields, this study utilizes historiographical methods to situate the HSI policy formation period within the larger social and political context of the time. The Advocacy Coalition Framework and Policy Entrepreneurship theory serve as policymaking models that deepen the understanding of the efforts of Hispanic higher education proponents during this policy formation period. / text

MAIA, Gabrielle Bessa Pereira. Modernidade e educação: (des)caminhos históricos e críticas a educação no governo Nogueira Accioly (1896-1912). 2011. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-14T17:28:50Z No. of bitstreams: 1 2011-DIS-GBPMAIA.pdf: 3155836 bytes, checksum: 41ae0a6f82982dafb61f508550f22257 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-14T17:31:46Z (GMT) No. of bitstreams: 1 2011-DIS-GBPMAIA.pdf: 3155836 bytes, checksum: 41ae0a6f82982dafb61f508550f22257 (MD5) / Made available in DSpace on 2014-02-14T17:31:46Z (GMT). No. of bitstreams: 1 2011-DIS-GBPMAIA.pdf: 3155836 bytes, checksum: 41ae0a6f82982dafb61f508550f22257 (MD5) Previous issue date: 2011 / Modernity is commonly identified as a period of deep changes which excessively focused in the logic of the western world, especially between the 19th and 20th centuries. Urban area transformations in big capital cities, emerging concepts under new logic of scientific disciplines, undergoing governments regimes, changing in the behavioral and subjective patterns all announced new times and great challenges for those who were ahead of public politics in the most varied society sectors in that particular time. Breathing the airs of that new context, we meet Nogueira Accioly’s government, identified in our state by historiography as a period of oligarchic, patrimonial, despotic and nepotistic practices reinforced by the changes caused by the transition from the monarchic to the republican regime in our country. Such identifications were not enough to inquire about what the aforementioned government had done for the Education field in our state. Therefore, this paper aims to analyze the Education accomplishments under Antônio Pinto Nogueira Accioly’s government, between 1896 and 1912, period which he was president of Ceará State. Thus, the analysis was focused on his administration at Liceu do Ceará Secondary Teaching Institution, which already existed by the time of his ascension to the state’s presidency, the foundation of the first superior education institution in our land, Livre de Direito University, and on José de Alencar’s Theater construction. A bibliographic and documental research was done in which the research sources were: books, messages and official reports from State’s president, periodicals, literature pieces, and historical characters and Fortaleza images in the late 19th and early 20th century. We conclude that to talk and to do had become more complicated challenges in the midst of Western challenging period of transformaion. Institutions such as Liceu do Ceará, Livre de Direito University and José de Alencar Theater have demonstrated in this sector a lack of significant modifications within the accomplishments scope under ‘acciolino’ government. The heat of the events, diverging opinions, accusations and retaliation testify that, while Modernity pushes mankind to reevaluate him in the context of its innovations and eclecticism, deeper transformations that could confirm the reality of well adjusted terms in the news or messages sent to the population were scarce or inexistent. However, it is important to emphasize the people’s presence under that context who many times acclaimed such discursive practices, empty of significant accomplishments testifying that, in fact, not always “The voice of the people is the voice of God”. / A Modernidade é comumente identificada como um período de profundas mudanças que incidiram sobremaneira na lógica do mundo ocidental, especialmente entre os séculos XIX e o XX. Transformações na malha urbana de grandes capitais, conceitos que emergiam sob os acordes uma nova lógica das disciplinas doravante científicas, regimes de governo em trânsito, mudança nos padrões comportamentais e subjetivos, anunciavam novos tempos e grandes desafios para aqueles que estivessem à frente das políticas públicas nos mais variados setores das sociedades daquele momento. E, respirando os ares desse novo contexto, encontramos o governo de Nogueira Accioly, identificado pela historiografia, em nosso Estado, como um período de práticas oligárquicas, patrimonialistas, despotistas e nepotistas reforçadas pelas mudanças decorrentes da transição do regime monarquista para o republicano, em nosso país. Tais identificações não foram significativas o bastante para que não nos interrogássemos sobre o que o referido governo fez no campo da Educação do nosso Estado. Dessa forma, este trabalho tem como objetivo analisar as realizações em Educação do governo de Antônio Pinto Nogueira Accioly, entre os anos 1896 e 1912, período em que este foi presidente do Estado do Ceará. Para tanto, focamos nossa análise na sua administração da Instituição de Ensino Secundário Liceu do Ceará, já existente à época da sua ascensão à presidência do Estado cearense, na fundação da primeira instituição de ensino superior de nossa terra, a Faculdade Livre de Direito e, na construção do Theatro José de Alencar. Realizou-se uma pesquisa bibliográfica e documental em que as fontes de pesquisa foram: livros, mensagens e relatórios oficiais de presidente do Estado, periódicos, obras literárias e imagens de personagens históricos e da cidade de Fortaleza em fins do século XIX e início do século XX. Concluíu-se que, em meio ao desafiante trânsito por um período de tamanhas mudanças no Ocidente, falar e fazer tornavam-se desafios dos mais complexos. Liceu do Ceará, Faculdade Livre de Direito e Theatro José de Alencar, são instituições que, em si, demonstram a falta de modificações significativas na Educação cearense no âmbito das realizações do governo acciolino nesse setor. O calor dos acontecimentos, as falas desencontradas, denúncias e represálias, atestam que, enquanto a Modernidade força o homem a rever-se enquanto sujeito no contexto de suas novidades e ecletismo, transformações mais profundas, que confirmassem a realidade dos termos tão bem ajustados em notícias e mensagens endereçadas à população, foram escassas ou inexistentes. Mas, importa ainda que realcemos a presença do povo nesse contexto, muitas vezes ovacionando práticas tão somente discursivas, vazias de realizações mais significativas, atestando que, de fato, nem sempre, a voz do povo é a voz de Deus.

Orientador: Arilda Ines Miranda Ribeiro / Banca: Maria de Fátima Salum Moreira / Banca: Ana Cristina Teodoro da Silva / Resumo: Este trabalho tem como objeto de estudo a investigação do processo de criação, instalação e transformações da educação feminina no Colégio "Madre Clélia" de Adamantina, no período de 1950 a 1978, com ênfase nos primeiros quinze anos (1950 a 1965), bem como contribuir para o reconhecimento do sentido da ação de suas práticas educativas vivenciadas pelas alunas e enraizadas na sociedade e cultura locais. Trata-se de uma reflexão sobre o ensino confessional católico, oferecido pelas Apóstolas do Sagrado Coração de Jesus, por meio de sua fundadora Clélia Merloni. Ao analisar a educação oferecida por esta instituição escolar, um dos objetivos fundamentais foi o de compreender a formação da identidade das educandas e aspectos referentes à (re) e/ou (des) construção do universo feminino vigente. Através de fontes primárias e de depoimentos de pessoas envolvidas no cenário do Colégio (diretoras, professoras e alunas), constatamos que a escola foi permeada por vários processos e práticas educativas, dentre os quais, alguns responderam aos anseios das alunas e da sociedade da época, que eram o de preparar as mulheres para o desempenho da maternidade e para serem profissionais do magistério. Para além de proporcionar uma formação que distinguissem essas mulheres no cenário social, os resultados obtidos nessa pesquisa revelam também que muitas educandas ultrapassaram a condição feminina que lhes era imposta, adentrando a esfera pública, espaço reservado historicamente ao gênero masculino. / Abstract: This work has as study object the investigation of creation, installation and transformation of the feminine education in the School "Madre Clélia" in Adamantina, in the period from 1950 to 1978, with emphasis in the first fifteen years ( from 1950 to 1965), as well as to contribute for the recognition of the action sense of its educational practice lived by the students and their engagement in society and culture places. It is a reflection on confessional teaching offered by Apostles of Jesus'Sacred Heart through its founder Clélia Marloni. When analyzing education offered by this school, one of the fundamental objectives was the understanding the formation of the identity of the students and referring aspects to the (re) and/or (des) construction of the effective feminine universe. Through primary sources and people's deposition involved in the scenery of the School (directors, teachers and students), we verified that the school was permeated by several processes and educational practices, in which some of them answered to the student's longings and the society of the time, which was the preparation of the women to the acting of maternity and teaching. Besides providing a formation which distinguished those women in the social scenery, the results obtained in this research also reveal that a lot of students surpassed the feminine imposed condition, penetrating the public sphere, an historically reserved space to the masculine gender. / Mestre

The purpose of this study was to collect, organize, and present information pertaining to the development of the educational system of Wise County, Texas. While there has been much interest in the collecting of material and information that relates to the early history, as well as much knowledge of the historical development, data concerning the educational progress of the county have been neglected by historians. It is important that this neglect be remedied. Since the history of education is of a professional nature, the collection, the preservation, and the interpretation of the historical information may be considered the special duty of the persons who are in some way connected with the educational system

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