<p> This dissertation seeks to explain why large segments of the Jewish community, after working with blacks for decades, often quite radically towards expanding the boundaries of citizenship at City College, rejected the legitimacy of the 1970 Open Admissions policy? While succeeding in radically transforming the structure of City College and CUNY more broadly, the Black and Puerto Rican Student Community's late 1960&rsquo;s political mobilization failed as an act of citizenship because its claims went broadly unrecognized. Rather than being remembered as political action that expanded the structure and content of citizenship, the Open Admissions crisis and policy are remembered as having destroyed a once great college. The black and Puerto Rican students who claimed an equal right to higher education were seen as unworthy of the forms of inclusion they demanded, and the radical democracy of Open Admissions was short lived, being decisively reformed in the mid 70&rsquo;s in spite of what subsequent research has shown to be remarkable success in educating thousands who previously had no hope of pursuing a college degree. This dissertation places this question in historical context in three ways. </p><p> First, it historicizes the political culture at City College showing it to be an important incubator and index of the changing political imaginaries of the long civil rights movement by analyzing the shifting and evolving publics on the college&rsquo;s campus, tracing the rise and fall of different political imaginaries. Significantly, the shifting political imaginaries across time at City College sustained different kinds of ethical claims. For instance, in the period from the 1930 to 1950, Jewish and black City College students tended to recognize each other as suffering from parallel forms of systemic racism within U.S. society. Understanding each other to be similarly excluded from a social system that benefitted a largely white-Anglo-Saxon-Protestant elite, enabled Jewish and black City College students to position themselves and each other as the normative subjects of American democracy. However, in the 1960&rsquo;s, political imaginaries at City College had come to be anchored in more individualistic idioms, and ethical claims tended to be made within individualistic terms. Within such a context, when the BPRSC revived radically democratic idioms of political claims making, they tended to be understood by many whites as pathologically illiberal. </p><p> Second, it historicizes the ways in which City College constructed &ldquo;the meritorious student&rdquo; by analyzing the social, political and institutional forces that drove the college to continuously reformulate its admissions practices across its entire history. It shows that while many actors during the Open Admissions crisis invested City College&rsquo;s definitions of merit with sacred academic legitimacy, they were in fact rarely crafted for academic reasons or according to a purely academic logic. Regardless, many ignored the fact the admissions standards were arbitrarily based, instead believing such standards were the legitimate marker of academic ability and worthiness. By examining the institutional construction of the &ldquo;meritorious&rdquo; student the dissertation shows the production of educational citizenship from above while also revealing how different actors and their standpoints were simultaneously constructed by how they were positioned by this institutional process. </p><p> Finally, the dissertation examines two significant historical events of student protest, the Knickerbocker-Davis Affair of the late 1940's and the Open Admissions Crisis of the late 1960's. In these events, City College students challenged the content of &ldquo;educational citizenship.&rdquo; These events were embedded in the shifting political culture at City College and were affected by the historically changing ways different groups, especially Jews and blacks, were positioned by the structure of educational citizenship. </p><p> While Jews had passed into whiteness by the late 1960&rsquo;s in the U.S, there was no objective reason for many to claim the privileges of whiteness by rejecting a universal policy such as Open Admissions. Yet, many Jews interpreted Open Admissions as against their personal and group interests, and rejected the ethical claim to equality made by the BPRSC. By placing the Open Admissions crisis in deep historical and institutional context, and comparing the 1969 student mobilization to earlier student actions, the dissertation shows how actors sorted different political, institutional and symbolic currents to interpret their interests and construct their identities and lines of action. </p>

ABSTRACT LUCY DIGGS SLOWE, HOWARD UNIVERSITY DEAN OF WOMEN, 1922-1937: EDUCATOR, ADMINISTRATOR, ACTIVIST by Lisa R. Rasheed Within the last twenty years, some educational researchers initiated an emphasis to study the accomplishments and contributions of African-American women in higher education. Although they were marginally recognized, some African-American women forged into uncharted territories by providing examples of administrative leadership in post-secondary settings. Their triumphs and failures have gone unnoticed, leaving a vacant space in the chronicles of history in higher education. Little is know about one African-American woman, as an administrator at a co-educational institution in terms of her vision about her position as a professional, her view of student-oriented services and activities, and her acknowledgement and realization of the need for a student-centered community as a vital context for learning. Using historical methods, this study examines the life and work of Lucy Diggs Slowe, Howard University Dean of Women from 1922 until her death in 1937. The purpose of this study is to offer a more comprehensive illumination about Slowe’s experiences and contributions as an educational leader. Lucy Diggs Slowe was a woman of strong constitution and substance. A woman of many firsts, she was one of the founding members of the African-American sorority Alpha Kappa Alpha in 1908. Slowe would go on to leave an indelible imprint philosophically, professionally, and personally on the lives she touched as both an administrator at Howard University and a member of the Washington, D.C. community. Slowe’s contributions are worthy of study to better understand how she embodied leadership by focusing on her career in higher education as an administrator.

This dissertation examines women’s colleges emergence as new organizational types in higher education in the late 1800s and early 1900s. In building these colleges, administrators both deviated from societal norms and values about gender and race while conforming to others. They pushed for women’s place in advanced education without betraying notions about womanhood, especially white womanhood. Through academic programs, campus rules, and campus design, administrators built colleges that connected older standards from men’s universities set for higher education and established new ones meant specifically for women’s education. Using historical data (e.g., college publications and women’s magazines), I examine how women’s colleges developed as gendered educational spaces and responded to societal expectations. Women’s colleges are understudied, especially as distinct organizational types. By incorporating organizational theory and strategic action theory, I highlight the significance of field-specific norms and values in organizations’ development of legitimacy, reputation, and culture. I argue that women’s colleges navigated multilevel processes across fields, race, and gender in crafting and maintaining their legitimacy, reputation, and culture strategies. Despite great doubts about the societal need for women’s education, Black and white women’s colleges successfully built themselves into legitimate liberal arts colleges with a history of reputable educational training.

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Traditional histories of Canadian education pursue an east/west perspective, with progress accompanying settlement westward from Ontario. This history of Saskatchewan education posits, instead, a north-south perspective, embracing the US cultural routes for the province’s educational development from 1905 until 1937. I emphasize the transplantation of US Midwestern and Plains culture to the province of Saskatchewan through cultural transfer of agrarian movements, political forms of revolt, and through adopting shared meanings of democracy and the relationship of the West relative to the East. Physiographic similarities between Saskatchewan and the American Plains fostered similar moralistic political cultures and largely identical solutions to identical problems. This larger cultural transfer facilitated developments in Saskatchewan K-12 education that paralleled movements in the US milieu through appropriating into the province’s system of schooling American teachers into classrooms, American school textbooks, teacher training textbooks written in the US, and through the pursuit of American graduate training by Saskatchewan Normal School instructors. This resulted in the articulation in the US and Saskatchewan of a “rural school problem,” consolidation as its only solution, and the transplantation of a language of school reform identified by Herbert Kliebard as “social efficiency.” The invitation issued by the government of Saskatchewan in 1917 to an American expert on rural schooling, Harold Foght, to survey the province’s system of schooling and make recommendations for its reform, marked a high point in American influence in the province of Saskatchewan’s system of schooling. In higher education the province’s sole university, the University of Saskatchewan, mirrored even more closely American Midwestern and Plains models. Essentially, the U of S was a transplanted version of the University of Wisconsin. Under the guidance of the University’s first President, Walter C. Murray, the “Wisconsin idea” permeated the practice and meaning of his University. His persistent pursuit of Carnegie Foundation financial support throughout his tenure meant Murray had to pattern his university after its American antecedents. Though Murray largely failed to gain substantial financial support for the U of S, the result was a university identical to many American land grant and public universities.

A presente dissertação, desenvolvida na linha de pesquisa História e Filosofia da Educação, do Mestrado em Educação da Universidade de Caxias do Sul, pesquisou e analisou a instalação e organização da primeira Instituição de Ensino Superior na área da saúde. A Escola de Enfermagem Madre Justina Inês que iniciou suas atividades na formação de enfermeiras em 1957, deu origem à Universidade de Caxias do Sul, juntamente com outras quatro instituições, em 1967. O estudo narra a história dessa Escola, enfatizando o processo de criação, instalação e organização da escola, o currículo e o contexto de formação de enfermeiras, pensados a partir da história da saúde e da educação. Como referencial teórico, a dissertação se embasa na História Cultural. Metodologicamente, foi produzida uma análise documental. Os documentos analisados foram encontrados no acervo do Centro de Documentação (Cedoc) da Universidade de Caxias do Sul, na antiga Casa Provincial das Irmãs de São José, em Garibaldi (atual Hotel Mosteiro), no acervo histórico do Pio Sodalício Damas de Caridade do Hospital Pompéia e no Arquivo Histórico Municipal João Spadari Adami. Relatórios, fotografias, atas, currículos, regimentos, leis e resoluções constituíram o corpus documental da pesquisa. O texto está organizado em cinco capítulos, iniciando com as considerações introdutórias, retratando a trajetória percorrida; a seguir os aspectos históricos de Caxias do Sul, abordando especialmente as formas de atendimento dado aos doentes, assim como alguns pontos sobre a história do ensino superior. Na continuidade foi analisada a estruturação da Escola de Enfermagem Madre Justina Inês, desde a chegada, no Rio Grande do Sul, das suas fundadoras as Irmãs de São José, até a sua anexação à Universidade de Caxias do Sul. No quarto capítulo são estudados o primeiro currículo implantado, as atividades práticas e a instituição colaboradora, o ensino teórico-prático aplicado para a formação de enfermeiras e as atividades extracurriculares. Por fim, algumas das possíveis considerações da pesquisa. Observando a organização dos conteúdos programáticos verificouse os valores e as funções propostos pela escola para a formação das enfermeiras naquele momento histórico e social. Denotou a formação do profissional enfermeiro centrada no indivíduo/doença/cura e na assistência hospitalar, incluídos os aspectos preventivos e curativos da enfermagem, conforme a moral católica, contribuindo assim para o reajustamento moral e social dos doentes, assegurando às alunas a formação dos hábitos de disciplina necessários à profissão de enfermeira. Conclui-se que a Escola de Enfermagem Madre Justina Inês foi um marco significativo na profissionalização das enfermeiras de Caxias do Sul e da região, diminuindo o número de enfermeiras práticas nos meios hospitalares. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-03T13:31:52Z No. of bitstreams: 1 Dissertacao Edlaine Cristina Rodrigues de Almeida.pdf: 16511565 bytes, checksum: fac0e7f913b44f51199bb0eb01451f01 (MD5) / Made available in DSpace on 2014-06-03T13:31:52Z (GMT). No. of bitstreams: 1 Dissertacao Edlaine Cristina Rodrigues de Almeida.pdf: 16511565 bytes, checksum: fac0e7f913b44f51199bb0eb01451f01 (MD5) / This dissertation, developed at the research line History and Philosophy of Education, Master of Education at the University of Caxias do Sul, aimed to research and analyze the installation and organization of the first Higher education Institution in healthcare. School of Nursing Mother Agnes Justina which began its activities in the training of nurses in 1957, led the University of Caxias do Sul, along with four other institutions, in 1967. The study tells about School, emphasizing the process of design, installation and organization of it, the curriculum and the context of training of nurses, thought from the history of health and education. As were shown on the theoretical dissertation on the cultural history. Methodologically was produced documentary analysis. The documents analyzed were found in the collection of Center Documents (Cedoc) of the University of Caxias do Sul, the former Provincial House of the Sisters of St. Joseph in Garibaldi (now the Hotel Monasterio), the historic collection of the Pious Sodality of the Ladies of Charity Hospital Pompeii, the library of school St. Joseph and the Municipal Historical Archive Spadari John Adami. Reports, photographs, minutes, curricula, rules, laws and resolutions constituted the corpus of documentary research. The text is organized into five chapters, starting with the consideration introduction, to portray the trajectory travel, the afterwards the historical aspects of Caxias do Sul, addressing in particular forms of patient care; as well as some points about the history higher education. Continuing, went be investigated the structure of the School of Nursing Mother Agnes Justina from the arrival, in Rio Grande do Sul, its founding the Sisters of St. Joseph, until its annexation to the University of Caxias do Sul. The quarter chapter is studied the first curriculum implementation, activities practices, the institution collaborator; theoretical and practical applied for training of nurses and extracurricular activities. On finally, some the possible consideration of research. By observing the organizations of the programmatic contents, it has been verified the values and the functions suggested by the school to the nurses graduation in that historical and social moment. Was expressed the graduation of a professional nurse centered in the subject/disease/cure and in the hospital assistance, including the preventive and healing of nursing’s care, according to a catholic morality, contributing to the moral and social readjustment of the ill, ensuring the students the disciplinary habits of the graduation, which are necessary to a nurse profession. It is concluded that the School of Nursing Mother Agnes Justina was a significant milestone in the professional training of nurses and Caxias do Sul the region, decreasing the number of practice nurses in hospital facilities.

A presente dissertação, desenvolvida na linha de pesquisa História e Filosofia da Educação, do Mestrado em Educação da Universidade de Caxias do Sul, pesquisou e analisou a instalação e organização da primeira Instituição de Ensino Superior na área da saúde. A Escola de Enfermagem Madre Justina Inês que iniciou suas atividades na formação de enfermeiras em 1957, deu origem à Universidade de Caxias do Sul, juntamente com outras quatro instituições, em 1967. O estudo narra a história dessa Escola, enfatizando o processo de criação, instalação e organização da escola, o currículo e o contexto de formação de enfermeiras, pensados a partir da história da saúde e da educação. Como referencial teórico, a dissertação se embasa na História Cultural. Metodologicamente, foi produzida uma análise documental. Os documentos analisados foram encontrados no acervo do Centro de Documentação (Cedoc) da Universidade de Caxias do Sul, na antiga Casa Provincial das Irmãs de São José, em Garibaldi (atual Hotel Mosteiro), no acervo histórico do Pio Sodalício Damas de Caridade do Hospital Pompéia e no Arquivo Histórico Municipal João Spadari Adami. Relatórios, fotografias, atas, currículos, regimentos, leis e resoluções constituíram o corpus documental da pesquisa. O texto está organizado em cinco capítulos, iniciando com as considerações introdutórias, retratando a trajetória percorrida; a seguir os aspectos históricos de Caxias do Sul, abordando especialmente as formas de atendimento dado aos doentes, assim como alguns pontos sobre a história do ensino superior. Na continuidade foi analisada a estruturação da Escola de Enfermagem Madre Justina Inês, desde a chegada, no Rio Grande do Sul, das suas fundadoras as Irmãs de São José, até a sua anexação à Universidade de Caxias do Sul. No quarto capítulo são estudados o primeiro currículo implantado, as atividades práticas e a instituição colaboradora, o ensino teórico-prático aplicado para a formação de enfermeiras e as atividades extracurriculares. Por fim, algumas das possíveis considerações da pesquisa. Observando a organização dos conteúdos programáticos verificouse os valores e as funções propostos pela escola para a formação das enfermeiras naquele momento histórico e social. Denotou a formação do profissional enfermeiro centrada no indivíduo/doença/cura e na assistência hospitalar, incluídos os aspectos preventivos e curativos da enfermagem, conforme a moral católica, contribuindo assim para o reajustamento moral e social dos doentes, assegurando às alunas a formação dos hábitos de disciplina necessários à profissão de enfermeira. Conclui-se que a Escola de Enfermagem Madre Justina Inês foi um marco significativo na profissionalização das enfermeiras de Caxias do Sul e da região, diminuindo o número de enfermeiras práticas nos meios hospitalares. / This dissertation, developed at the research line History and Philosophy of Education, Master of Education at the University of Caxias do Sul, aimed to research and analyze the installation and organization of the first Higher education Institution in healthcare. School of Nursing Mother Agnes Justina which began its activities in the training of nurses in 1957, led the University of Caxias do Sul, along with four other institutions, in 1967. The study tells about School, emphasizing the process of design, installation and organization of it, the curriculum and the context of training of nurses, thought from the history of health and education. As were shown on the theoretical dissertation on the cultural history. Methodologically was produced documentary analysis. The documents analyzed were found in the collection of Center Documents (Cedoc) of the University of Caxias do Sul, the former Provincial House of the Sisters of St. Joseph in Garibaldi (now the Hotel Monasterio), the historic collection of the Pious Sodality of the Ladies of Charity Hospital Pompeii, the library of school St. Joseph and the Municipal Historical Archive Spadari John Adami. Reports, photographs, minutes, curricula, rules, laws and resolutions constituted the corpus of documentary research. The text is organized into five chapters, starting with the consideration introduction, to portray the trajectory travel, the afterwards the historical aspects of Caxias do Sul, addressing in particular forms of patient care; as well as some points about the history higher education. Continuing, went be investigated the structure of the School of Nursing Mother Agnes Justina from the arrival, in Rio Grande do Sul, its founding the Sisters of St. Joseph, until its annexation to the University of Caxias do Sul. The quarter chapter is studied the first curriculum implementation, activities practices, the institution collaborator; theoretical and practical applied for training of nurses and extracurricular activities. On finally, some the possible consideration of research. By observing the organizations of the programmatic contents, it has been verified the values and the functions suggested by the school to the nurses graduation in that historical and social moment. Was expressed the graduation of a professional nurse centered in the subject/disease/cure and in the hospital assistance, including the preventive and healing of nursing’s care, according to a catholic morality, contributing to the moral and social readjustment of the ill, ensuring the students the disciplinary habits of the graduation, which are necessary to a nurse profession. It is concluded that the School of Nursing Mother Agnes Justina was a significant milestone in the professional training of nurses and Caxias do Sul the region, decreasing the number of practice nurses in hospital facilities.

nÃo hà / Este trabalho vincula-se à linha de pesquisa PolÃticas PÃblicas da EducaÃÃo Superior, do programa de Mestrado Profissional em PolÃticas PÃblicas e GestÃo da EducaÃÃo Superior, da Universidade Federal do CearÃ. O objetivo em abordar o tema âexpansÃo do ensino superior e inclusÃo socialâ à trazer novos elementos para o debate sobre a educaÃÃo superior no Brasil, sobretudo na Ãltima dÃcada, embora, para que pudÃssemos compreender todo o processo de expansÃo e interiorizaÃÃo da educaÃÃo brasileira, tenhamos nos debruÃado sobre os primÃrdios da histÃria da educaÃÃo no paÃs. A centralizaÃÃo do trabalho ocorre nas polÃticas de educaÃÃo implementadas, em especial nos governos de Luiz InÃcio Lula da Silva (2003-2010), destacando-se aà as legislaÃÃes, programas e aÃÃes que contribuÃram para essa expansÃo. Trata-se de um estudo de caso: Universidade Federal do CearÃ, primeira universidade federal do Cearà e precursora da interiorizaÃÃo do ensino superior no estado. O campus avanÃado escolhido foi o da cidade de Sobral, distante a 238 km da capital, Fortaleza. Ele utiliza como metodologias: a pesquisa documental, a pesquisa exploratÃria, numa abordagem quanti-qualitativa e a anÃlise multivariada de dados. Com a anÃlise dos dados sobre o perfil socioeconÃmico dos discentes e seus pais, alÃm da origem da escolaridade desses estudantes e renda familiar, pudemos identificar que a maioria dos estudantes do campus de Sobral à da regiÃo Nordeste, da capital do estado do CearÃ, Fortaleza, e o curso de Medicina à o que possui mais estudantes com maior renda familiar. Entretanto, a maior parcela dos estudantes do campus de Sobral pertence à classe D. Esses e outros dados pesquisados nos dÃo elementos para avaliar se a polÃtica de expansÃo e interiorizaÃÃo da educaÃÃo superior està atendendo a seu maior objetivo, que à o de promover a democratizaÃÃo desse nÃvel de ensino. / The following study has a link with the Public Higher Education Policies, from the Professional Masterâs Degree program in Public Policy and Management of Higher Education, from the Federal University of the State of CearÃ. The purpose in approaching the theme âexpansion of the higher education and social mobilityâ is to bring new elements to debate higher education in Brazil, especially in the last decade, although in order to understand all the expansion as well as internalization of Brazilian education process, we have leant in the early days over the history of education in our country. The centralization of the work occurs in education policies that are implemented, especially in the governments of Luiz InÃcio Lula da Silva (2003-2010), highlighting legislations, programs and actions that contributed to this expansion. It is a case study: Federal University of CearÃ, the first federal university of Cearà and precursor of higher education internalization in the State. The chosen advanced campus was from the city of Sobral, 238km away from the capital, Fortaleza. It uses as methodologies: documentary research, exploratory research, in a quantitative and qualitative approach, and the multivariate data analysis. With the analysis of data about the socioeconomic profile of students and their parents, besides the precedence of the education of these students and their family income, we could identify that most of the students from the campus of Sobral are from Northeast, from the capital in the State of CearÃ, Fortaleza, and the medicine course is the one that has more students with higher family income. However, most part of the students from the campus of Sobral belongs to the sub-class. These and other surveyed data give us an outline to assess if the internalization, as well as education policies of higher education, is attending to its biggest goal, which is promoting democracy at this level of education.

This study proposes a reflection about the meaning of the course of Biological Sciences, Universidade Federal de Sergipe, guided by the panorama educational, social and economic status. In this thesis, we investigated whether there was demand for biologists in the State of Sergipe, from the existing options for performance of these professionals; as well as the choices curriculum that contributed to the development of the identities of the trainees in the course of Biological Sciences at the UFS. The temporal march worked was the 1969 to 1983. The theoretical framework chosen was Bourdieu (1974; 2004), with the use of categories of Field and Scientific Capital; in addition, Silva (2011), with the categories of Curriculum and Identity; Chartier (1990), with Representation and Thompson (1992), with the concept of Oral History. The various sources used were: oral testimony, the minutes, the decrees, the photographs, reports, laws and trades. This study will contribute to the research on the History of Higher Education in territory Sergipe who. / Este estudo propõe uma reflexão acerca do significado do curso de Ciências Biológicas da Universidade Federal de Sergipe, pautado no panorama educacional, social e econômico do Estado. Na presente dissertação, investigou-se se havia demanda por biólogos no Estado de Sergipe, a partir das existentes opções de atuação desses profissionais; bem como das escolhas curriculares que contribuíram para o desenvolvimento das identidades dos formandos no curso de Ciências Biológicas na UFS. O marco temporal trabalhado foi o de 1969 a 1983. O referencial teórico escolhido foi Bourdieu (1974; 2004), com o uso das categorias de Campo e Capital Científico; além de Silva (2011), com as categorias de Currículo e Identidade; Chartier (1990), com Representação e Thompson (1992), com o conceito de História Oral. As diferentes fontes utilizadas foram: os depoimentos orais, as atas, os decretos, as fotografias, os relatórios, as leis e os ofícios. Esse estudo contribuirá com as pesquisas sobre História do Ensino Superior em território sergipano.

In this dissertation, I examine extracurricular music of American universities between the two World Wars and consider it as an indicator of the idealization of collegiate life. Interwar discourse at American universities demonstrated the two contrasting ideals of the older collegiate model and the more recent university model. The collegiate model was associated with ideals related to character building, a sense of community, and a common curriculum, whereas the university model was associated with social utility, research, and liberal culture. Proponents of the collegiate model idealized an older collegiate life in America. One version of this idealized collegiate life captured the popular imagination of Americans in the late nineteenth century – the vision of students developing their social skills in the extracurriculum at the expense of their intellect in the official curriculum. Various members of the university community at Stanford University, The University of Texas, and Yale University promoted this idyllic view of collegiate life in the extracurriculum. Marching bands, glee clubs, and bell instruments were thought to transmit collegiate values of community and character building. The music’s adaptation to modern trends and values, however, reveal that it did not fully adhere to an idealized image of pre-modern college life. The university communities believed that music (and sound in general) with its ability to reach listeners’ memories and emotions, was unique in its access to interior subjectivity. This belief guided university administrators to use campus sounds to instill school spirit and nostalgia. Yet the failure of certain audio memorabilia, namely the Talking Page of the Onondagan yearbook of Syracuse University and The Cactus in Sound of The University of Texas, leads us to question this assumption of special interior access. Administrators, students, and alumni all had a hand in using sounds to elicit these strong sentiments toward their university, which administrators hoped would foster increased financial support / text