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United States History; War; Social History; Mexican Americans; Case Studies; Teaching Methods; Conflict; Social Problems; Military Personnel; Lesson Plans

Abstract:
The Zoot Suit Riots provide students with a case study of social unrest in American history. The influx of Latinos into the Los Angeles area prior to World War II created high levels of social unrest between Mexican Americans, military servicemen, and local residences. With large numbers of soldiers stationed in the area during the Second World War, conflicts broke out between the young Latinos and the soldiers. The following material provides a short historical review of the events related to the riots, a lesson plan, and resources to engage the students in exploring the events of this time period. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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United States History; State History; History Instruction; College Curriculum; Courses; State Universities; Reading Assignments; Supplementary Reading Materials; Anthologies; Primary Sources; Textbooks; College Faculty; Interests; Race; Social Class; Sex; Social History

Abstract:
In 1971, the state of Texas enacted a legislative requirement that students at public institutions complete two courses in American history. With that mandate in mind, the Texas Association of Scholars and the National Association of Scholars' Center for the Study of the Curriculum proposed to determine how students today meet the requirement, and what history departments offer as a means of doing so. What courses can students take, and what vision of U.S. history do those courses present? This study is the result of the authors' investigation. Their report focuses on the University of Texas at Austin (UT) and Texas A&M University at College Station (A&M), flagship institutions serving large undergraduate populations. For this study they examined all 85 sections of lower-division American history courses at A&M and UT in the Fall 2010 semester that satisfied the U.S. history requirement. They looked at the assigned readings for each course and the research interests of the forty-six faculty members who taught them. They also compared faculty members' research interests with the readings they chose to assign. They found that all too often the course readings gave strong emphasis to race, class, or gender (RCG) social history, an emphasis so strong that it diminished the attention given to other subjects in American history (such as military, diplomatic, religious, intellectual history). The result is that these institutions frequently offered students a less-than-comprehensive picture of U.S. history. They found, however, that the situation was far more problematic at the University of Texas than at Texas A&M University. If colleges and universities are to provide students with full and sound knowledge of American history, some things need to change. Teachers of American history should take race, class, and gender into account and should help students understand those aspects of history, but those perspectives should not take precedence over all others. The authors offer the following recommendations: (1) Review the curriculum; (2) If necessary, convene an external review; (3) Hire faculty members with a broader range of research interests; (4) Keep broad courses broad; (5) Identify essential reading; (6) Design better courses; (7) Diversify graduate programs; (8) Evaluate conformity with laws; (9) Publish better books; and (10) Depoliticize history. Appended are: (1) Tables; (2) Texas State History Requirement; and (3) Broad Characteristics of Eleven Discipline Categories. (Contains 17 tables, 32 figures and 54 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Childrens Literature; Developing Nations; Ideology; Social Change; Federal Government; Foreign Countries; Social History; Political Issues; Social Justice; Social Bias

Abstract:
This article demonstrates, through Michael Gascoigne's "Tunzi the Faithful Shadow" (1988), that literature for children is sometimes employed by the government into the service of propagating dominant state ideologies in Zimbabwean schools. Such texts disseminate issues of inclusion and exclusion that characterise all nation building projects. I argue, through a reading of "Tunzi the Faithful Shadow," that texts for children studied in Zimbabwean schools have been shaped by a distinctly Zimbabwean socio-historical context which includes, but is not limited to, the formation of a new national sensibility after the liberation war and the political unrest in the emerging nation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Computer Science; Public Policy; Social History; History; Colleges; Cooperation; Higher Education; Games; Computer Games; Humanities; Learner Engagement; Consciousness Raising; Educational Technology

Abstract:
Over the past 3 years, the authors have pursued unique cross-college collaboration. They have hosted a National Endowment for the Humanities (NEH)-funded Humanities Gaming Institute and team-taught a cross-listed course that brought together students from the humanities and computer science. Currently, they are overseeing the development of an NEH-supported social history game called "Desperate Fishwives". In the process, the authors have realized that "game" is not the most appropriate designator for the kind of projects they are pursuing. Instead, they propose "critical interactives", a term that suggests projects that mobilize ludic methods in order to engage participants in socially and politically sensitive, indeed controversial, subject matter. Their most recent project, "Ghosts of the Horseshoe", offers an initial look at how critical interactives are particularly apt at raising awareness about the relations among institutional policy, broader public policy, and the ways that people negotiate the public history of a particular place. (Contains 10 notes and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Rural Areas; Water; Microbiology; Sustainable Development; Water Quality; Structured Interviews; Program Implementation; Pretests Posttests; Influence of Technology; Community Attitudes; Participant Satisfaction; Developing Nations; Followup Studies; Social History; Familiarity; Knowledge Level; Interpersonal Communication; Educational Needs; Environmental Influences; Environmental Standards; Environmental Education; Training Methods; Training Objectives; Performance Factors

Abstract:
The world is facing a shortage of clean drinking water. Current predictions, due to growing population, urbanization, and climate change estimate access to clean water to be further challenged in the coming years. Research has indicated that point of use (POU) technologies are likely to be the most efficient at delivering clean water (water cleaned of diarrhea causing microbes and bacteria) to rural populations. POU technologies, and specifically the biosand filter (BSF) are shown to be affordable, effective, and sustainable in rural areas. Many studies point to the need of proper education and follow-up with BSF users. BSF technology has been used for the last 4 years in Nkokonjeru, Uganda by a partnership between Engineers Without Borders, Davis Branch and a local nongovernmental development agency, Rural Agency for Sustainable Development (RASD). Both quantitative and qualitative data were gathered at 10 sites with 23 water filters to identify the bacteria count before and after BSF use. Users at sites answered questions from a structured interview and demonstrated their BSF procedure. The survey indicated many BSFs were not being used or were not yielding clean water, due most likely to insufficient education and follow up. Implications of research led to the development of a training and implementation approach to improve the BSF program in Nkokonjeru, to modify RASD's ongoing program of BSF distribution. (Contains 3 appendices, 8 tables, and 12 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (8745K)

Descriptors:
Foreign Countries; Educational Attitudes; Educational Innovation; Emotional Response; Social Environment; Cultural Traits; Educational Sociology; Social History; Development; Social Change; Educational Trends; Academic Aspiration; Role of Education

Abstract:
Russian society is up in arms over innovations in the sphere of education. It looks as if, for example, Russians reacted to the universal adoption of the Unified State Examination more emotionally than they did to the devaluation of savings, the precipitous division into the poor and the wealthy, and the destruction of the country's industrial potential. This should not be taken for granted. It is a characteristic of Russian society; it is a social phenomenon that needs to be accounted for. It is hardly likely, however, that an explanation can be derived solely from the current context. Its origins are rooted in the past, and to understand the phenomenon it is necessary to turn to social history, or, more accurately, to the historical sociology of education. This article analyzes the development of education in the Russian model of modernization. Data from statistical sources and sociological surveys show that a specific form of sociality, the "education society," came to be formed in Russia during the Soviet era, and despite a lessening of interest in obtaining an education in the 1990s, educational aspirations have returned to their earlier high levels. [This article was translated by Kim Braithwaite.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Counseling Services; Foreign Countries; Counseling Psychology; School Counseling; Intellectual History; Social History; Program Development; Professional Identity; Performance Factors; Barriers; Professional Services; Delivery Systems; Counselor Training; Counselor Certification

Abstract:
Singapore, a tiny island nation, rose from 3rd- to 1st-world status in just 3 decades. Unlike in most developed countries, counseling in Singapore has a short history with faith-based beginnings and currently faces challenges to remain culturally relevant. The authors trace the development of Singapore's counseling services, provide an update regarding counseling practices in the school and community, and describe counseling and its relation to psychology in the educational setting. The authors conclude by examining professional issues and future directions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intellectual History; Education; Sciences; Educational Research; Child Behavior; Intellectual Disciplines; Interdisciplinary Approach; Schools of Education; Educational Psychology; Social History; Foreign Countries

Abstract:
Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the "process of disciplinarisation" of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
United States History; Historians; History Instruction; History; Social History; Books

Abstract:
Howard Zinn's "A People's History of the United States" is the nation's best-known work of American history. It is also the nation's best-selling survey of American history, having sold two million copies since its publication in 1980 and still selling about 125,000 paperback copies yearly. The fifth and current edition covers America up to the World Trade Center attacks and war on terrorism after 2001. Many college historians dismiss or ignore "A People's History," unaware of its enduring popularity and influence. They should not. Zinn's readers are legion, and they can be found not only on campus but also in media, entertainment, and government. Published by HarperCollins, "A People's History" is what is called a "crossover" book, the rare trade book that also sells as a textbook, something every commercial nonfiction editor dreams of, since such books can turn into money machines. "A People's History" is a recommended text today in many college courses, not only in American history but also in economics, political science, sociology, and women's studies. It is an Advanced Placement history course favorite. And yet, in this article, the author shows how Zinn, who created the "99 percent" idea, makes a mockery of the American story. (Contains 21 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Foreign Countries; Educational Policy; Administrators; Feminism; Social History; Profiles; Gender Issues; Social Influences; Cultural Influences; World History; Social Bias; Letters (Correspondence)

Abstract:
This essay examines the varied and shifting representations of women in Jeronimo de Barrionuevo's "Avisos", a collection of semi-private letters exchanged between Barrionuevo in Madrid and an ecclesiastical Dean in Zaragoza during the reign of Philip IV. While the "Avisos" report on an exhaustive range of topics, women form a prominent part of the letters, from the Queen of Spain to women from the lower strata of society. This study shows that while women appear in the reports with significant regularity, the portraits are invariably damning and are curiously aligned with the way in which Barrionuevo depicts and denigrates the political and religious enemies of Spain. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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