Abstract not available.

Abstract not available.

As a French-Canadian, Catholic institution, the University of Ottawa's practices and policies traditionally reflected the philosophy that universities served primarily to train boys for the professions. This ideal remained in effect until the mid-1950s when the University of Ottawa first considered actively recruiting women students. In 1959, the University hired Eveline LeBlanc to organize an initiative to actively recruit women students. This thesis explores two issues of importance to the study of women's history. Firstly, the main theme of this thesis pertains to Eveline LeBlanc and her professional role as a person of authority within the all-male, Catholic based administrative structure at the University of Ottawa during its transition to a co-educational institution. Secondly, this thesis also looks at the experiences of women students at the University of Ottawa from the mid-1950s until the mid-1960s as they struggle to obtain acceptance and define their position in a predominantly male setting.

The legend of the Underground Railroad and the ideal of Canada as a promised land for African-American fugitive slaves have been pervasive in the Canadian imagination. In the mid-nineteenth century, myths describing British Canada West as a moral exemplar and guarantor of equal rights to all provided a sense of transcendent meaning and orientation to citizens of British and African heritage. British-Canadian school promoters hoped to lay the foundations of an ideal British society in the emerging public school system. The main proponent of this system, Egerton Ryerson, boasted of the merits of a Christian and moral education provided to all Canadians without discrimination. However, African Canadians were largely excluded from public education in Canada West, or forced into segregation, a practice that was against the spirit of egalitarian British laws. British-Canadian mythologies that called for the protection of Anglo-Saxon racial purity allowed for the introduction of this practice of school segregation. In response, many African-Canadian leaders called upon Canadian society to live up to its egalitarian ideals and promoted integration. This work examines dominant discourses that presented the British-Canadian people as a culturally pure group, unchanged by their historical environment, and contrasts these mythologies with African-Canadian mythologies that reflected the culturally diverse nature of Canadian society and emphasized the potential for human transformation in mid-nineteenth century Canada West.

Orientador: Antonia Dalla Pria Bankoff / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-07-20T11:59:09Z (GMT). No. of bitstreams: 1 MarchiJunior_Wanderley_M.pdf: 7415490 bytes, checksum: cef9b35a3aead69d4f7d29436cf953b3 (MD5) Previous issue date: 1994 / Resumo: A presente dissertação tem origem na nossa inquietação acadêmica sobre os limites da produção literária da Educação Física e na periodização política de suas tendências, formuladas no trabalho de Paulo Ghiraldelli Júnior. Ao entrarmos em contato com a literatura da área, observamos que os textos predominantes eram aqueles que tratavam, exaustivamente, dos métodos de aprendizagem desportiva e de correção dos movimentos técnicos, sendo que em poucas obras, encontramos produções que trabalhavam as questões históricas, filosóficas ou educacionais. Percebida a existência dessa limitação teórica e a qualidade da contribuição prestada à Educação Física pela obra de Ghiraldelli, objetivamos com o desenvolvimento da nossa pesquisa, rever os autores que construíram o referencial teórico da Educação Física, durante sua história, e produzir um texto de ordem filosófica-educacional e ideológica, capaz de remeter à apreciação da comunidade acadêmica, em primeira instância, uma Classificação de suas tendências. Com a concretização da pesquisa, esperamos poder contribuir, efetivamente, com as discussões que se fazem necessárias em relação aos objetivos pretendidos pela Educação Física e, principalmente, quanto ao nível de formação intelectual e política de seus profissionais. A possibilidade de termos um referencial teórico para analisamos o trabalho que está se desenvolvendo nas escolas, clubes ou academias e, a que tipo de formação está servindo tais propostas, foi uma contribuição desejada na elaboração da dissertação. Metodologicamente, fomos assistidos pela Dialética Materialista de K. Marx e K. Kosik que definiu dentro da Pesquisa Bibliográfica o método de investigação e o método de exposição dos resultados. Ao final do trabalho de investigação, chegamos à definição das tendências Higienista, Militarista, Sócio-Pedagógica, Estruturalista-Sistêmica, Técnico-Científica e Histórico-Crítica da Educação Física, relacionando-as com as concepções filosóficas educacionais brasileiras de D. Saviani, e com as dimensões ideológicas de A. Gramsci / Abstract: The origin of the present dissertation is our academic restlessness concerning the limits of the literary production in Physical Education and in the political timing of its tendencies, formulated in the work of Paulo Ghiraldelli Júnior. As we got in contact with the literature of the area, we observed that the predominant texts were those which dealt exhaustively with sports learning methods and technical movernent correction; only in few texts, however, have we found productions dealing With the historical, philosophical and educational questions. Once both the existence of such theoretical limitation and the quality of the contribution of Ghiraldelli's work to Physical Education were noticed, by developing our work we aimed at examining the authors who constructed the theoretical reference in Physical Education during its history, and at producing a text of a philosophical-educational and ideological order, capable of exposing to the appreciation of the academic community, for the first time, a Classification of its tendencies. With the concretization of this research, we hope to have been able to contribute effectively to the discussions that are necessary as far as the objectives intended by Physical Education are concemed and, mainly, in what concerns the intellectual and political background of its professionals. The possibility of having a theoretical reference to analyze the work that is being done at schools, clubs or academies, and to what kind of developrnent it is being used, was a desired contribution to the developrnent of the dissertation.. As far as methodology is concerned, we have been assisted by Materialist Dialectic by K. Marx and K. Kosik, which defined in the Bibliographic Research, the method of investigation and the method of exposition of results. At the end of the investigation work, we arrived at the definitions of the Hygienist, Militaristic, Social-Pedagogical, Structural-Systemic, Technical-Scientific and Historical-Critical trends of Physical Education, associating them with D. Saviani's philosophic educational Brazilian concepts, and with A. Gramsci's ideological dimensions / Mestrado / Mestre em Educação Física

During the first half of the twentieth century, Mordecai Wyatt Johnson was one of the most notable leaders and orators in the African American community. He was best known as the first Black president of Howard University, a post he held from 1926 to 1960. But throughout this public life, he was also a forceful defender of Black civil rights, a vocal critic of colonialism in Africa and Asia, and an opponent of American militarism during the Cold War. This dissertation examines the intersections between Johnson's roles as an educator at a federally-funded Black institution and his political stances on behalf of civil rights, economic justice, and self-determination. In particular, it seeks to determine the extent to which the competing demands from Johnson's various constituencies—White federal officials, Howard University students, faculty and alumni, the larger African American community, and other Black leaders—affected the expression of his political ideas during his tenure as Howard president. Given Johnson's long public career as a Baptist preacher, civil rights activist, orator, and educator, this dissertation will examine a number of important themes, including the role of the Black church in early civil rights movements; the effect of anti-Communism on African American protest; academic freedom in historically-Black colleges and universities; African American perspectives on United States foreign policy; and the impact of White funding on Black institutions of higher education. In this manner, the career of Mordecai Johnson is used to illustrate a number of important themes in the development of Black political movements from the 1910s through the 1960s.

This dissertation follows career-oriented college women over the course of their education in liberal arts programs and seeks to explain why so many of them, in departure from original plans of combining work and marriage, married and became full-time mothers. Using diaries, personal correspondences, and student publications, in conjunction with works from the social sciences, philosophy, and literature, I argue that these women’s experiences need to be understood in the context of cultural conflicts over the definition of class, status, and national identity. Mid twentieth-century college women, I propose, began their education at a moment when the convergence of long-contested developments turned campuses into battlegrounds over the definition of the values of an expanding middle class. Social leadership positions came within reach of new ethnic and religious groups at the same time that changes in the dating behavior of educated youth accelerated. Combined, these trends fed anxieties about a loss of cultural cohesion and national unity. In the interest of social stability, educators and public commentators tried to turn college women into brokers of cultural norms who would, as wives, socialize a heterogeneous population of men to traditional mores and values. This interest of the state to hold educated female youth accountable for the reproduction of a homogenous culture then merged with the desire of gender conservative students to legitimate their own identity in the face of challengers. In encounters with peers, women who aspired to professional careers and academic success learned that their gender performance disqualified them as members of an educated elite. Suffering severe blows to their self-esteem as a result of what I call “sex and gender baiting,” they reformulated their goals for their postgraduate futures. Drawing on expressions of shame and fear in diaries and letters, I show through women’s own voices the severity of the personal conflicts gender non-conformists experienced, offer insights into the relationship between historical actors and cultural discourses, and illustrate how the personal and the intimate shape the public and the political.

This project examines the politics of education, culture and black community formation in Roxbury, MA during the postwar era. Elma Lewis was active in Boston’s black community for more than half a century and through her work as educator, cultural worker and institution builder helped shape the spatial and ideological contours of Boston’s black community throughout the postwar period. Her early commitment to institution building supported the development of cultural networks that facilitated the large-scale organization and mobilization of Boston’s black residents during the 1960s and 1970s in the struggle for educational equality. She founded a school, a national arts organization and a museum, each of which fostered the emergent sense of black community culminating in calls for community control, black power and cultural pride during the later period. She was a bridge activist who established and developed cultural institutions that helped transcend social, ideological and generational divisions within Boston’s black community.

The first chapter of this dissertation is an introduction to the topics of community service-learning and Black women's intellectual history. The author outlines definitions, theoretical frameworks, guiding questions, and methodological approaches in this research. Here, Ms. Evans explains the contribution that Black women's educational philosophies can make to current practices of community service-learning. Chapter Two is a survey of the presence, oppression, contribution, and creative resistance of Black women in United States educational systems between Emancipation in 1865 and the Voting Rights Act of 1965. A comprehensive picture of research on Black women's educational experience in the United States is presented. Ms. Evans argues that Black women's educational experiences offer a rich historical context in which to comprehend the larger social conditions in which contemporary educators are working. In Chapter Three, the author presents four educators whose work provide clear examples of how Black women have theorized and practiced community-based education. The writing of Frances (Fanny) Jackson Coppin (1837–1913), Anna Julia Cooper (1858?–1964), Mary McLeod Bethune (1875–1955), and Septima Poinsette Clark (1898–1987) are presented. Connections are made between these educators' intellectual development and their work for local, national, and international community empowerment. In Chapter Four, the author details the contribution that this work makes to Black women's intellectual history. Ms. Evans analyzes the experiences and thoughts of the four Black women case studies, considers aspects of Black Feminist Thought, and outlines the impact of cultural identity on social experience. Recommendations are made about how to use historical analysis in order to practice community service-learning in a culturally appropriate manner. In Chapter Five, areas of future research are presented, specifically those areas that relate to the ideas of Booker T. Washington, W. E. B. Du Bois, and John Dewey. Lastly, Ms. Evans includes observations about her own experiences as a student and practitioner of community service-learning. In Chapter Six, “A Discussion on Sources,” the author reviews the most popular service-learning literature and surveys African American educational historiography that is relevant to those doing service-learning work.

During the late eighteenth and early nineteenth centuries, academies and seminaries sprang up throughout America, but these institutions excluded African Americans. Around the same time, mobs began destroying schools for African Americans in various cities and towns in the free states and territories. Aware of this struggle over black education, quite a few African American and white women began to mobilize. This dissertation asks why African American and white women joined the struggle for black education and what they thought, said, and did to advance black education at a time of heightened racial hostility in the antebellum North. Drawing on historical methods and feminist theory, this dissertation shows that women were in the vanguard of black education during the antebellum era. Some of the women studied in this dissertation are Maria Stewart, Sarah Mapps Douglass, Prudence Crandall, Hannah Barker, Laura Haviland, Mary Ann Shadd Cary, Mary Miles Bibb, and Harriet Jacobs. These women educators pursued a range of initiatives, including building primary and secondary schools, establishing voluntary associations, organizing and fundraising, joining the teaching profession, and writing education-themed narratives, to secure educational opportunities for African Americans. Regardless of the particular vehicle for their educational work, some African American and white women educators organized and campaigned to promote equity in American education and to assert the changing status of African Americans in the nation. This study also situates women’s activism within the broader movement to abolish slavery, which allows for an analysis of the various discourses on African American education that circulated in the antebellum era. Following the lead of African Americans, women antislavery activists argued that education could help to overthrow the institution of slavery. Hence some women worked to build and strengthen alliances across race, gender, and class lines in order to realize a more inclusive and democratic nation. By examining women’s activism in the struggle for black education, this dissertation renders a dynamic representation of African American and white women as agents and thinkers in the fight against caste, oppression, and slavery.