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.

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.

Submitted by Rosemeiry De Castro Prado Maximino (rosecprado@zipmail.com.br) on 2018-04-26T13:28:11Z No. of bitstreams: 2 TESE_DOUTORADO_ROSE_CASTRO_OFICIAL_abril_2018.pdf: 4022946 bytes, checksum: 514c50fe50b2c5b3de368847aea495fc (MD5) TESE_DOUTORADO_ROSE_CASTRO_OFICIAL_abril_2018.pdf: 4022946 bytes, checksum: 514c50fe50b2c5b3de368847aea495fc (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2018-04-26T14:53:20Z (GMT) No. of bitstreams: 1 prado_rc_dr_bauru.pdf: 3997100 bytes, checksum: f9f4533e2a0250c9df11a8697bc4ac25 (MD5) / Made available in DSpace on 2018-04-26T14:53:20Z (GMT). No. of bitstreams: 1 prado_rc_dr_bauru.pdf: 3997100 bytes, checksum: f9f4533e2a0250c9df11a8697bc4ac25 (MD5) Previous issue date: 2018-03-01 / As Faculdades de Tecnologia do estado de São Paulo (Fatec), instituições públicas de ensino superior, são o tema central desse trabalho que foi desenvolvido tendo como abordagem metodológica a História Oral. Duas frentes estão entrelaçadas nessa proposta: a primeira trata mais diretamente de uma história das instituições escolares, enquanto a segunda, tentando esmiuçar as práticas de ensino de Matemática nas Fatec, levanta a possibilidade de se compreender o surgimento ou o estabelecimento de um discurso sobre uma matemática escolar “nova”, uma cultura matemática própria de instâncias vinculadas à educação tecnológica. Nossos objetivos específicos concentram-se em abordar estruturas e características singulares às Fatec; compreender aspectos do contexto político, social e administrativo vigente quando da criação dessas instituições; contextualizar, num dado momento histórico, o surgimento dessas escolas no cenário educacional e sua demanda por professores de Matemática; estudar o lugar ocupado pela Matemática nas Fatec; e criar fontes, contribuindo com outras pesquisas. Para compor nossas compreensões, contamos com narrativas de oito professores de Matemática que iniciaram suas carreiras nessas instituições durante as décadas de 1970, 1980 e 1990, vivenciando o ambiente da Fatec São Paulo, “paradigma” de todas as unidades hoje existentes. Além disso, buscamos ter à mão um acervo de fontes escritas que articuladas às narrativas orais dos nossos colaboradores, apoiam nosso percurso de pesquisa. O estudo segue apresentado em três Cadernos de Pesquisa, cada um deles dividido em blocos interdependentes nos quais são apresentados (a) os pressupostos metodológicos e as fontes narrativas que dão sustentação às análises; (b) uma história da Fatec, focando mais detidamente as décadas de 1970 a 1990; e (c) aspectos das alocuções das práticas relativas ao ensino e aprendizagem de Matemática nessa instituição. / The Faculdades de Tecnologia do Estado de São Paulo (Fatec), which are public institutions of higher education, are the central theme of this work that was developed with an Oral History methodological approach. Two fronts are interweaved in this proposal: the first deals more directly with the history of school institutions, while the second, in an attempt to marshal the teaching practices of Mathematics at Fatec, raises the possibility of understanding the emergence or the establishment of a discourse on "new" mathematics at school, a mathematical culture specific to instances related to technological education. Our specific objectives focus on addressing unique structures and characteristics at Fatec; as well as understanding some political, social and administrative aspects of these institutions while they were created. Another aim is to contextualize, at a given historical moment, the emergence of these schools in the educational scenario and their demand for mathematics teachers; and to study the position occupied by Mathematics at Fatec in order to create data that could contribute to other researches. In order to compose our understanding, we have the narratives of eight Mathematics teachers who began their careers in these institutions during the 1970s, 1980s and 1990s, experiencing the environment of Fatec São Paulo, the "paradigm" for all the existing units. In addition to that, it is also a target to have at hand a collection of written sources that articulate the oral narratives of our collaborators and support our research. The study is presented in three Research Papers, each of them divided into interdependent blocks in which the methodological assumptions and the narrative sources that support the analyzes are presented; (b) a history of Fatec, focusing more closely on the 1970s to 1990s; and (c) aspects of the speeches of the practices related to the teaching and learning of Mathematics in this institution.

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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.

<p> In 1954, Southwestern Louisiana Institute (now the University of Louisiana at Lafayette) became the first undergraduate school in the Deep South to desegregate. Its acclaim as the first, however, was promoted only because it lost as a defendant in <i>Clara Dell Constantine et al. v. Southwestern Louisiana Institute et al.</i> What occurred then, and the indignities experienced by African American students during that first decade has never been fully documented. The black experience was figuratively and literally blacked out. </p><p> African American students found themselves receiving lower grades in class than their white counterparts. Social events banned them, and school services denied access. To cope with racism, they drew strength by supporting one another, developing a grapevine, establishing their own social network, and most of all, keeping focused on their education. But not everyone was against them. Some whites risked their reputation, and became their brother&rsquo;s keeper. </p><p> The four Pillars of Progress, commemorating the fiftieth anniversaries of SLI&rsquo;s desegregation and <i>Brown</i> in 2004, stand today as a campus testament to that era. But what remains at odds is whether the desegregation of SLI was &ldquo;without incident.&rdquo; That still remains a matter of interpretation and depends on whom is being asked and who answers.</p><p>

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta dissertaÃÃo dialoga com os domÃnios epistemolÃgicos da EducaÃÃo Comparada e HistÃria da EducaÃÃo. Trata da TransiÃÃo para e ConsolidaÃÃo do ensino misto confessional no ColÃgio Salesiano de Juazeiro do Norte â CearÃ, destacando o perÃodo de 1970 a 1985. Parte da anÃlise dos fluxos discursivos entre Dom Bosco â fundador do Sistema Preventivo na ItÃlia â e Padre CÃcero â primeiro interessado pela implantaÃÃo da Pedagogia Salesiana em Juazeiro do Norte. Enfatiza a operacionalizaÃÃo das prÃticas pedagÃgicas dos Salesianos imigrantes, nos primeiros anos de atuaÃÃo no referido municÃpio. Em seguida, toma como foco a transiÃÃo do ensino confessional masculino para o ensino misto confessional. Para isso, destaca o processo de feminizaÃÃo do magistÃrio, a atuaÃÃo dos padres-professores e a ideia de uma âpedagogia da igualdadeâ direcionada e executada por distintos sexos/gÃneros. Ressalta os dilemas da educaÃÃo catÃlica, no contexto investigado e a aÃÃo pedagÃgica dos Salesianos, demonstrando a existÃncia de performatividades (des) generificadas no cotidiano escolar. A fim de entender como o Sistema Preventivo buscou reproduzir sujeitos para alÃm dos muros institucionais, discorre sobre o Regime Militar e a Pastoral da Juventude, vendo-os como pontos basilares para a consolidaÃÃo do ensino misto confessional na realidade do municÃpio. Antes de finalizar, dialoga com as noÃÃes de vigilÃncia preventiva e a urgÃncia da coeducaÃÃo salesiana, deixando questionamentos em aberto. Evidencia que, para a conduÃÃo desta investigaÃÃo, foi de suma importÃncia à abordagem interdisciplinar, a leitura da historiografia consultada, alÃm das crÃnicas da casa, regulamentos, relatÃrios anuais, circulares e subsÃdios preservados no arquivo escolar salesiano, bem como quatro entrevistas com ex-alunos e ex-alunas (atuais funcionÃrias) da referida instituiÃÃo. Como resultado, apresenta um conjunto de evidÃncias de que o projeto educacional do Padre CÃcero, isto Ã, a atuaÃÃo dos Salesianos em Juazeiro do Norte, foi aceito pela populaÃÃo local, a qual via na educaÃÃo escolar um caminho para o progresso e civilidade do municÃpio. Na transiÃÃo para o ensino misto confessional, o processo foi amistoso, embora tenha despertado uma sÃrie de ressignificaÃÃes de sentidos no cotidiano pedagÃgico. A condiÃÃo juvenil e as performatividades de gÃnero foram mantidas. O sexo visto como natural e ligado à anatomia fÃsica. A juventude, dependendo da situaÃÃo, discursada com enunciados positivos ou negativos. Em busca da desnaturalizaÃÃo da vida, dos sexos, gÃneros e idades, esta dissertaÃÃo encerra com alguns questionamentos sobre a coeducaÃÃo nas instituiÃÃes ligadas à Igreja CatÃlica, buscando despertar reflexÃes e futuros estudos.

The purpose of having inclusive education is to value children with special needs so they can participate equally in all educational activities alongside their peers without special needs. There should not be any discrimination, segregation or isolation of these children with special needs from being educated rather they must be given an equal opportunity to participate alongside children without special needs. This study seeks to investigate primary school teachers' views and experiences in implementing the Inclusive Education Policy in regular schools. The study was conducted in five districts of the Enga Province of Papua New Guinea. Six primary schools were selected and involved 77 teachers who responded to questionnaire items, while 12 teachers within the group were chosen to be involved in interviews. Data for the study were gathered and analysed from the questionnaires, and the interview transcripts. The findings from the study revealed that most teachers supported the notion of Inclusive Education Policy and would like to implement it. However, they indicated that there needed to be a change in attitudes of teachers, peers, boards of management, and parents/caregivers to provide assistance for children with special needs. Most teachers felt that there needs to be more awareness of the principle and the importance of inclusion. Teachers' limited knowledge of teaching children with special needs was also highlighted. In this study teachers admitted they needed more training in the field of educating children with special education in order to accommodate and teach children with special needs. This shows that teachers' colleges and universities need to have trained lecturers to develop more courses in special education. Teachers expressed concern that school inspectors do not know enough about the inclusive education concept and need to be trained as well so collaboratively they could implement the policy. Government support is needed to effectively implement the inclusive education policy. This includes training of specialists to support teachers, funds for teaching and learning resources and facilities in schools. The cultural implications and geographical issues have also had some impact on the implementation of the Inclusive Education Policy, while the issue of children with HIV and AIDS was raised that teachers needed to be prepared in order to accommodate and teach those infected children. All these issues highlighted are very important and it is hoped that the outcome of the findings will provide the Department of Education with new strategies to improve and strengthen their commitment to implement Inclusive Education Policy.

This research aimed to put forth changes and continuities in the formation of the official history and its dissemination through education, with particular emphasis to history courses in high schools during the Early Republican Era with reference to the ministerial decisions, parliamentary discussions, history textbooks and also history and educational congresses held during Atat&uuml / rk and In&ouml / n&uuml / eras. 1930s for the Turkish Republic was a time span when the core principles of the regime were formulized to ensure that they were publicly comprehended and posesed. Correspondingly, formal and informal educational institutions were established for the dissemination of these principles, i. e. official ideology. Among them, Turkish History Association played an important role in formulation of official history which was one of the major means to install Turkish identity and a collective memory to the nation. In this respect, history courses and especially textbooks served instilling Republican understanding of history. The presidency of Ismet In&ouml / n&uuml / were the years when the regime was consolidated and intoleration to the opposing views was decreased. This also affected the official perception of history, by dissolving the clear break from the recent past and reconciling it with the modernization process of Ottoman-Turkish history while paying attention to the ccontinuities.