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The dissertation develops and demonstrates a new Marxist approach to analyzing interactions between education and class. This new approach, overdeterminist class theory, uses an antiessentialist logic and a surplus-labor concept of class. It is thus distinguished from other political economy approaches to education. Chapter 1 is an introduction. Chapter 2 critically reviews the relevant literature, which includes Dewey, Bowles and Gintis, and Althusser. Chapter 3 demonstrates the new approach by analyzing several illustrative cases. In addition, it indicates the importance of the concept subsumed class process for analyzing the interactions between class and the nonclass process of education. An important point of this chapter is that the securing of educational conditions of class engenders new contradictions as it alleviates others. Chapter 4 analyzes the recent U.S. education crisis in terms of the complex relationships between the capitalist class process and education. The analysis supports several conclusions. First, the rhetoric of the mainstream discourse tends to reduce education's social importance to its structural role in enhancing economic competitiveness. Second, the education crisis resulted from the historically complex interaction between education and the capitalist class process. Third, the education crisis has motivated the emergence of many innovative relationships between education and class, and these new relationships in turn engender new contradictions.

published_or_final_version / Education / Master / Master of Arts in Education

Education is and always has been an important component of American Indian life. Contrary to popular understanding, American Indians have always had a system of education which imparted understanding and cultural genetics to the rising generation. With European contact, this viable system of education was discredited; consequently, American Indians were viewed as "uncivilized" and in need of a Euro-American education. As the egregious five hundredth anniversary of European discovery of the new World approaches, educational policy makers still view the indigenous Americans as void of a culture worth perpetuating and therefore in need of a prescribed education. While Native Americans today are not adverse to Western education, they view it in a perfunctory manner because it is still designed to acculturate rather than educate. This constitutes miseducation and therefore is a foe against whom many American Indians battle for survival, both as a people and as individuals.

<p> This study examined the historical and contemporary debate among music educators in U.S. public secondary schools over the viability of the large ensemble paradigm&mdash;choirs, bands, orchestras&mdash;and its valorization of European classical music, versus the introduction of popular music and its attendant mode of informal learning in small groups. Using theoretical and historical concepts from the work of Michel Foucault, this study established the concern for social order in the Progressive Era, the simultaneous interest in elite European culture as a regulatory device, and the emergence of the comprehensive high school as the framework in which the large ensemble paradigm was constituted. It contrasted this paradigm with the contemporaneous proliferation of African American-originated dance-musicking, which derived its popularity, in part, as a participatory form of musicking, and which destabilized dominant constructions of class, race and gender/sexuality through its practices&mdash;above all, its integration with dancing. This genealogy of the oppositional relationship between the two types of musicking provided the foundation for a critical analysis of music education discourse, based on key 20th-century texts produced by the National Association for Music Education that defined the large ensemble paradigm and articulated its rationale. This analysis revealed that many of the beliefs, assumptions, and practices of music education as defined in the US in the first half of 20th century still constrained the debate over the use of popular music in secondary schools in the 21st century by inhibiting a full appreciation of the kinesthetics of African American-originated dance-musicking. </p>

<p> This dissertation examines two radically different political projects in Argentina as moments in a dynamic of revolution and counterrevolution. The short-lived, progressive Peronist government of 1973 sought to construct a more egalitarian and democratic society, addressing social inequalities while fomenting political mobilization. In response, the last and most violent military dictatorship (1976&ndash;1983) aimed at suppressing social antagonisms and the perceived excesses of mass democracy. In each case, education was a means to form citizens suitable to a specific conception of society. Therefore, each political project can be understood with special clarity through an examination of civic education and pedagogic reforms. The progressive Peronist government encouraged students to participate in exploring and addressing social inequalities to bring about social justice. The dictatorship was counterrevolutionary insofar as it put forth an ideological project without precedent in previous military regimes that aimed not simply at preserving the status quo ante but at founding a new society. In order to do so, it sought to eradicate &ldquo;subversion&rdquo; and to form spiritually minded, obedient, and individualistic citizens through a broad schooling reform. Based on both archival research and oral history, this dissertation sheds light on the political uses of education, on the Cold War dynamic of revolution and counterrevolution in Latin America, and on the centrality of social antagonisms for our understanding of authoritarianism. </p>

<p> This historical study explored and chronicled the history of institutional responses to underprepared students at the University of Georgia including its two primary historical branches, the State Normal School and the State College of Agriculture and the Mechanic Arts, from 1801 to 2001. This study examined the evolution of responses to underprepared students at the University of Georgia with a view to how these responses reflected the larger social, economic, and political context of Georgia history. Archival research was conducted at University of Georgia Hargrett Rare Book and Manuscript Library in Athens, Georgia, the State of Georgia Archives in Atlanta, Georgia, the Georgia Historical Society Library and Archives in Savannah, Georgia, and other archives or document repositories identified during the research phase of the study. The study revealed significant efforts throughout the history of the University of Georgia in support of underprepared students.</p>

This study traces development of Catholic elementary and secondary schools in Florida, from 1866 through 1992. It examines involvement of religious orders, tracks development of curricula and identifies educational policies adopted by the schools. / The episcopal administrations of the dioceses in Florida provide for natural breaks in the eras studied and bishops are viewed from their individual strengths and how each helped to further the growth of Catholic education in the state. / Certain critical incidents illuminate the connection between educational policies and Catholic school philosophy. The Catholic school experience for blacks in Florida, the impact of Florida's anti-Catholic period, the development of a statewide accreditation program and the advent of federal aid for Catholic school students in Florida are each examined. / A summary of all known schools of the period is provided and enrollment is tracked. Maps depicting diocesan boundaries, the line of succession for diocesan Catholic school superintendents and statements made by the Florida Bishops dealing with Catholic school education are included. Photographs of sisters in the major religious orders involved in Catholic schools are shown. / Catholic schools in this study include elementary schools, diocesan high schools and others run by religious orders. Colleges, universities and early childhood centers are not included. / Source: Dissertation Abstracts International, Volume: 54-08, Section: A, page: 2918. / Major Professor: James R. Robarts. / Thesis (Ph.D.)--The Florida State University, 1993.

The purpose of this study was to identify the forces, including the personalities, which influenced the establishment, development and growth of public school libraries in Puerto Rico, the main trends in school library services and their contribution to education as seen by participants of the system. / A historical approach, combining documentary analysis, interviews, survey questionnaires and visits to sample school libraries was used to gather the data needed. / Three main trends were found in the school library movement from 1900 to 1984. From 1900 to 1930, the basic elements of a national administrative structure of a school library system were developed. Due to a period of economic crisis, from 1930 to 1952 the school library movement remained stagnant. The period from 1952 to 1984 was the period of greatest growth and change. Centralization of the Program's administration and services as an integral part of the curriculum began to be emphasized. / The main negative factors affecting the establishment, development, and growth of school libraries from 1900 to 1984 were the lack of knowledge of their role in education at all levels, economic support, supportive school library legislation, and the lack of emphasis on reading outside textbooks and on learning to learn skills. / Positive factors influencing the development of school libraries in Puerto Rico were: (a) the support of some school principals, teachers, parents, superintendents and Commissioners or Secretaries of Education, (b) the influence of the United States culture, particularly of its school library movement, (c) the federal funds, (d) the establishment of the school librarian courses at the College of Education and the Graduate School of Librarianship at the University of Puerto Rico, (e) changes in educational policies, (f) the leadership of Carmen Hernandez de Leon, the second Program Director, and (g) the leadership of some school librarians. / Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0666. / Major Professor: John N. DePew. / Thesis (Ph.D.)--The Florida State University, 1990.