Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009. / Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Advisers: Margaret R. Sutton; Donald R. Warren.

<p> The Catholic Diocese of South Carolina engaged in an extensive preparation program to ready the Catholic community for desegregation several years before the process occurred in 1963. After the <i>Brown v. Board of Education </i> decision, the diocese took steps to work for racial justice even though Catholics made up a small minority of the state&rsquo;s population. In 1961, Bishop Paul J. Hallinan issued a Pastoral Letter that outlined the preparation process towards desegregation. The diocesan actions included integrating the first elementary school in South Carolina, challenging local politicians who were hostile to racial equality, and the development of a <i>Syllabus on Racial Justice.</i> While it took the diocese nine years to desegregate, the planning process allowed for an orderly transition. This work places the South Carolina Catholic desegregation story within the context of the struggle for and resistance to what C. Vann Woodward referred to as the Second Reconstruction.</p>

<p> This historical content analysis study examined portable responsive instructional materials used by United States teachers and students in primary, secondary, and higher education instructional settings for the period of 1957 through 1982&mdash;the beginning of the space race with the stimulus of educational funding from the National Defense Education Act (NDEA) to the introduction of classroom computers into the mainstream education population. During this period, a plethora of instructional materials was implemented in classrooms, which supported the audiovisual movement to improve performance and knowledge. This study focused on the pedagogical and functional uses of instructional materials from the specified period of history.</p><p> Instructional materials included in this qualitative study provided a response from or feedback to the participant through some form of communication&mdash;a screen, display, or other mode of communication. The physical nature of the studied instructional materials was small, lightweight, and portable, and each was used collaboratively or individually for instructional purposes in an educational environment. With this definition in mind, certain materials that were important to the audiovisual movement, such as movie projectors and cameras, were not included in this study. Instructional materials from corporate training were not included in this study with the exception of materials that crossed over from the corporate arena to the educational environment. </p><p> Pedagogical and functional frameworks of identified instructional materials from 1957 to 1982 provided a foundation from which to compare contemporary instructional materials and devices to those of the past, to predict pedagogical purposes, and to support current integration of instructional materials such as handheld devices into the classroom based on historical information gathered in this study.</p><p> Analysis of the instructional materials was based on audiovisual codes found in the literature of the time. To further analyze the data gathered, a failure mode and effect analysis (FMEA) method was adapted and applied to determine the success or failure of specified functionality of the identified instructional materials.</p>

published_or_final_version / History / Master / Master of Arts

This dissertation is an historic, ethnographical case study of Dunbar School, a segregated elementary and junior high school in Tucson, Arizona, established in 1913 in accordance with de jure segregation policies in the United States. It comprehensively examines the school's organizational culture and leadership from 1940-1951 through the voices of former teachers and students supported by scholarly literature. Educational philosophies that impacted the segregated school, the sociopolitical climate that ushered it into being, and the impact of desegregation on Black education are also addressed. The purpose of the study was to uncover Dunbar's inner culture and tap into contributing factors that led to its success. The gap in the research on the school called for an integration of empirical data with scholarly research. Answers about perceptions and characteristics of the school's membership and the leadership philosophy that guided Dunbar are sought principally by drawing from the theoretical lens of organizational culture. Three other theoretical frameworks are also used to understand the school's inner workings: code, resiliency, and leadership theories. The underlying themes of this study are: the critical importance of demonstrable care in schools, the need to invest in students' cultural capital, the value of congruency among faculty, and an emphasis on academic excellence. Data were collected from primary and secondary sources. Open-ended and semi-structured questions characterized the interviewing methodology, and governed the data collection process. A review of newspaper articles, published and unpublished archival sources, and current school documentation unearthed the historical development. With remarkable consistency, findings reveal that Dunbar was a close-knit segregated school characterized by caring, qualified teachers who held high expectations, strong moral values, and an unwavering sense of resilience. Dunbar's administration thrived on a vibrant school culture, invested in Afrocentric cultural capital, and practiced proactive, resilient leadership. These factors helped produce success. This study also makes known that school desegregation, in some instances, has produced a feeling of alienation among Black students, a loss of Afrocentric cultural connections, and that many students today lack a caring, highly-motivating, educational experience that encourages excellence. This dissertation adds to the genre of highly successful segregated schools, now obsolete.

This dissertation assesses a Los Angeles-based feminist educational alternative called Califia Community in the context of a cultural war between Second Wave feminists and members of the New Right. Analysis of oral histories with thirty-two participants (narrators) is supported by archival sources and narrators' personal files to historicize U.S. divisions over cultural mores and to shed light on the diversity and tactics among Second Wave feminists. In contrast to foundational scholarship, a reevaluation of National Organization for Women sources in association with California participants' actions and writings clarifies that the lesbian-straight split continued to divide the movement well into the 1980s and that the role of eastern leadership in feminism has been overstated. Califia Community demonstrates that lesbian feminists engaged in a complex attempt to combat multiple oppressions and to address the whole person in relation to society. Califia's diversity of attendees and education on sexism, homophobia, racism, and class bias reveals that a grassroots group could sustain heterogeneity but that identity-based politics exacerbated problems.

This dissertation is an historical look at the politics of language of the Pulaar in Mauritania, West Africa. An overview of the linguistic characteristics of Pulaar and the cultural geography of the Pulaar is provided. Historically, the Pulaar have had to face racist attacks of violence upon themselves, their property and their language, in the context of French colonialism and the subsequent Moor-led regimes, including French-only and then Arabic-only language policies, and the alienating linguistic ideologies that accompany them. The Pulaar language only recently is in the written form, and grass-roots language development efforts began with underground rural literacy campaigns, led by the clandestine political group, the MND. Over time, these and other Pulaar language development efforts have faced fierce opposition from the regime. There was also the sabotage strategy of the regime attempting to coopt the grass-roots movement, under-fund it, and then dismantle it, declaring it a failure. Nevertheless, Pulaar continues to have primary functional value in the domestic realm of Halpulaar'en and in the Pulaar community. This can be seen as an everyday form of resistance, given the difficult circumstances. The strategies the Pulaar use to survive and thrive in this context may provide insight for other ethnolinguistic minority groups in post-colonial contexts. The dissertation offers a detailed explanation of the methodological process for the micro-level research in the Pulaar town of Boghe, Mauritania. This process includes household interviews, informal key informant interviews, participant observation and data analysis. Key concepts are defined, variables are explained, and a basic description of Koranic schooling and the French system of education is provided. Information about the demographics and the language, literacy and education levels of the 238 people from the ten households interviewed is presented in the form of a descriptive analysis. Their reported levels of oral proficiency in Pulaar, Arabic and French provide insight into their language attitudes. An analysis of the highest level they achieved in school, compared by school-age groups and gender, offers insight into their access to schooling over time. A multilingual glossary, a list of acronyms and the household questionnaires are included for the readers' convenience.

The working class, largely excluded from college life before the twentieth century, obtained access to higher education through the two-year college movement, which began in 1901. "Junior colleges," a name that education scholars at elite universities invented to denote the new institutions, grew out of a desire to put higher education in service to business interests. Junior colleges trained industrial workers and provided transfer to four-year colleges for the most qualified students. Through tools such as first-year composition curricula and active guidance counseling programs, junior colleges frequently attempted to teach students lessons in competition, individuality, and meritocracy. Leaders of the movement feared social unrest would result from burgeoning labor movements and the rapid influx of immigrants from Eastern and Southern Europe and constructed disciplinary devices to squelch elements they perceived to be subversive and dangerous. Furthermore, leaders of the movement enjoyed support for their regressive ideology in the popular press, which legitimated the movement and helped to manufacture a need for the brands of education (e.g., vocationalism) the junior college came to promulgate.

<p> Dr. Charles Hirt and the Department of Church and Choral Music at the University of Southern California (USC) produced some of America's most successful choral conductors and administrators. Many of those students are conducting or administrating at the finest colleges and universities, secondary schools, churches, and community choral organizations in the nation. From the earliest moments of his career, Charles Hirt himself received a seemingly endless string of accolades. Always focused on the betterment and future of the choral arts, he was a "founding father" of significant choral organizations such as the American Choral Directors Association (ACDA), Choral Conductors Guild of California, and the International Federation of Choral Music. It was also his visionary mindset that served as a hallmark of his tenure at USC and arguably earned him the right to stand as an equal alongside the greatest of American choral conductors. </p><p> It is the aim of this study to examine Hirt's significant contributions to the University of Southern California and his legacy as it continues on in his students and the subsequent generation of choral leaders they generated. </p>

<p> This research examines the determinants of global market formation and expansion using the case of fair trade from its origins as a market based on idiosyncratic and informal direct sales networks to its formalization as a rationalized governance system. Fair trade is a central component of a growing field of markets based on the social and environmental conditions of production. Fair trade organizations establish and enforce alternative standards of production and distribution processes globally and provide the infrastructure for a market in which value lies in a product's utility and conditions of production. The market spans the globe with producer organizations located in the global South and consumer organizations located in the global North. In three empirical chapters, I test which social forces enable and constrain the formation and expansion of the fair trade market and how the effects of those forces change with changes in the organizational structure of the market. Using an original dataset of all fair trade organizations, I examine (1) the expansion of the global fair trade market from 1961 to 2006, (2) the uneven formation and expansion of fair trade production across the global South from 1970 to 2010, and (3) the spread of consumer markets for fair trade goods across the global North from 1970 to 2010. I employ time series and panel multivariate regression techniques along with qualitative comparative analyses. Overall, I find strong evidence for the institutional foundations of global markets where national connections to global institutions and the reorganization of market relations enable global markets.</p>