Null / Wesley American Educational History Journal

Volume 36 #1 & 2
1. Auflage 2009
ISBN: 978-1-60752-277-5
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 489 Seiten

Reihe: American Educational History Journal

The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.

Autoren/Hrsg.

Null, J. Wesley

Null,

Wesley, J.

Inhaltsverzeichnis

1;Front Cover;1
2;American Educational History Journal;2
3;Volume 36, Numbers 1 & 2;2
4;CONTENTS;8
4.1;Volume 36, Number 1, 2009;8
4.2;Special Section: The Impact of Sputnik on American Education;8
4.2.1;1. “The Teenage Terror in the Schools”: Adult Fantasies, American Youth, and Classroom Scare Films during the Cold War;8
4.2.2;2. A Right Turn on the Left Coast: Max Rafferty as California State Superintendent of Public Instruction 1963–1971;8
4.2.3;3. A Resuscitation of Gifted Education;8
4.2.4;4. Attacking Communists as Commissioner: The Role of Earl J. McGrath in the Red Scare of the 1950s;8
4.2.5;5. Transforming the American Educational Identity After Sputnik;8
4.2.6;6. The Dark Ages Haven’t Ended Yet: Kurt Vonnegut and the Cold War;8
4.2.7;7. Women and Power in Schools;9
4.2.8;8. Discretion Over Valor: The AAUP During the McCarthy Years;9
4.2.9;9. Private Higher Education in a Cold War World: Central America;9
4.2.10;10. Building a Pipeline to College: A Study of the Rockefeller- Funded “A Better Chance” Program, 1963–1969;9
4.3;General Essays: Curriculum, Teaching, and Teacher Education;9
4.3.1;11. A “Model School,” Alabama State College Laboratory High School, 1920-1969;9
4.3.2;12. E. L. Thorndike or Edward Brooks: Two Views on Mathematics Curriculum and Teaching;9
4.3.3;13. Teachers’ Lyceums in Early Nineteenth-Century America;9
4.3.4;14. Why Men Left: Reconsidering the Feminization of Teaching in the Nineteenth Century;9
4.3.5;Information Age Publishing, Inc.;4
4.3.6;Charlotte, North Carolina • www.infoagepub.com;4
4.4;Psychological Perspectives on Contemporary Educational Issues;3
4.5;American Educational History Journal;6
4.6;Volume 36, 2009;6
4.6.1;Editor: J. Wesley Null, Baylor University;6
4.6.2;Associate Editor: Jared Stallones, California State Polytechnic University;6
4.6.3;Associate Editor: Samuel J. Katz, Ohio Wesleyan University;6
4.6.4;Managing Editor: Mindy Spearman, Clemson University;6
4.7;Editorial Review Board;6
4.7.1;T. Gregory Barrett, University of Arkansas at Little Rock;6
4.7.2;Chara Haeussler Bohan, Georgia State University;6
4.7.3;Susan J. Berger, Independent Scholar;6
4.7.4;Philip Bernhardt, George Washington University;6
4.7.5;Lynn Burlbaw, Texas A&M University–College Station;6
4.7.6;Tim Cain, University of Illinois–Champaign-Urbana;6
4.7.7;David Callejo-Perez, West Virginia University;6
4.7.8;Loyce Caruthers, University of Missouri at Kansas City;6
4.7.9;Dana Cesar, University of Oklahoma;6
4.7.10;Matthew R. Clark, Texas A&M University–College Station;6
4.7.11;Steve Correia, St. Norbert College;6
4.7.12;Donna M. Davis, University of Missouri at Kansas City;6
4.7.13;Lee S. Duemer, Texas Tech University;6
4.7.14;Connee Duran, Baylor University;6
4.7.15;Ron Flowers, Eastern Michigan University;6
4.7.16;Jennifer Friend, University of Missouri at Kansas City;6
4.7.17;Alan W. Garrett, Eastern New Mexico University;6
4.7.18;Joshua Garrison, University of Wisconsin–Oshkosh;6
4.7.19;Richard S. Glotzer, University of Akron;6
4.7.20;Jim Green, College of Mount St. Joseph;6
4.7.21;Mark Groen, California State University San Bernadino;6
4.7.22;Jacob Hardesty, Indiana University;6
4.7.23;Jim Harrington, Dominican University;6
4.7.24;Stephen R. Herr, Murray State University;6
4.7.25;John Hunt, Southern Illinois University–Edwardsville;6
4.7.26;Jennifer Jolly, Louisiana State University;6
4.7.27;Thomas A. Kessinger, Xavier University;6
4.7.28;Catherine Lange, SUNY College at Buffalo;6
4.7.29;Glenn Lauzon, University of Akron;6
4.7.30;Don T. Martin, University of Pittsburgh;6
4.7.31;Shirley M. McCarther, University of Missouri at Kansas City;6
4.7.32;Hani Morgan, Univesity of South Mississippi;6
4.7.33;Linda Morice, Southern Illinois University–Edwardsville;6
4.7.34;Shaila Mulholland, New York University;6
4.7.35;Nathan R. Myers, Ashland University;6
4.7.36;Rotha M. Perkins, University of Missouri at Kansas City;6
4.7.37;Sharon Pierson, Teachers College, Columbia University;6
4.7.38;Von V. Pittman, University of Missouri–Columbia;6
4.7.39;Robert Poch, University of Minnesota Twin Cities;6
4.7.40;Gene B. Pruess, University of Houston Downtown;6
4.7.41;Laura Puaca, Christopher Newport University;6
4.7.42;Paul J. Ramsey, Eastern Michigan University;6
4.7.43;Andrea Walton, Indiana University Bloomington;6
4.7.44;Joseph Watras, University of Dayton;6
4.7.45;Durene Wheeler, Northeastern Illinois University;6
4.7.46;Amy Williamson, Angelo State University;6
4.7.47;David Witkosky, Auburn University Montgomery;6
4.8;Program Editor;6
4.8.1;Mindy Spearman, Clemson University;6
4.9;Editorial Policy;7
4.10;Abstracts and Indexes;7
5;American Educational History Journal;4
5.1;edited by;4
5.2;J. Wesley Null;4
5.3;Baylor University;4
6;Introduction to Volume 36, Number 1;10
6.1;Editor’s Introduction;10
6.2;Our New Name:;10
6.3;Article of the Year Award for Volume 35 of AEHJ;11
6.4;Previous Winners: AEHJ Article of the Year Award;12
6.5;Call for Nominations for Article of the Year Award Volume 36 (2009);12
6.6;AEHJ Volume 36;12
7;Special Section;14
7.1;The Impact of Sputnik on American Education;14
7.1.1;Introduction to Special Section: The Impact of Sputnik on American Education;14
8;“The Teenage Terror in the Schools”;16
8.1;Adult Fantasies, American Youth, and Classroom Scare Films during the Cold War;16
8.1.1;Joshua Garrison University of Wisconsin–Oshkosh;16
8.1.2;Authority and the Faux Documentary;21
8.1.3;“Teen Town”: The Geography of the Teenaged;25
8.1.4;The Threat of Eternal Childhood;28
8.1.5;Conclusion;31
8.1.6;notes;32
8.1.7;References;32
8.1.8;Media Cited;33
8.1.8.1;ARTICLE 1;16
9;A Right Turn on the Left Coast;36
9.1;Max Rafferty as California State Superintendent of Public Instruction 1963–1971;36
9.1.1;Mark Groen California State San Bernardino;36
9.1.2;Rafferty versus the Great Society;39
9.1.3;The Gospel According to St. John Dewey;41
9.1.4;We Shall Overcome;43
9.1.5;Burn Baby, Burn;45
9.1.6;References;46
9.1.6.1;ARTICLE 2;36
10;A Resuscitation of Gifted Education;50
10.1;Jennifer L. Jolly Louisiana State University;50
10.2;Historical Aspect Needed;51
10.3;National Defense Education Act;53
10.4;Traditional Constructs Challenged;54
10.5;Creativity as an Element of Giftedness;56
10.6;Other Related Research;57
10.7;Educational Programming;58
10.8;Teachers of the Gifted;60
10.9;Conclusion;61
10.9.1;1. general intellectual ability;61
10.9.2;2. specific academic aptitude;61
10.9.3;3. creative or productive thinking;61
10.9.4;4. leadership ability;62
10.9.5;5. visual and performing arts;62
10.9.6;6. psychomotor ability (P. L. 91–230);62
10.10;References;63
10.10.1;ARTICLE 3;50
11;Attacking Communists as Commissioner;66
11.1;The Role of Earl J. McGrath in the Red Scare of the 1950s;66
11.1.1;James B. Rodgers and J. Wesley Null Baylor University;66
11.1.2;Brief Biography;67
11.1.3;McGrath Becomes U.S. Commissioner of Education;69
11.1.4;Communist Paranoia;70
11.1.5;Commissioner McGrath’s Actions;72
11.1.6;The Effect of McGrath’s Efforts on Academic Freedom;77
11.1.7;McGrath’s Departure and Lasting Legacy;80
11.1.8;References;82
11.1.8.1;ARTICLE 4;66
12;Transforming American Educational Identity after Sputnik;84
12.1;Kathleen Anderson Steeves National Council for History Education;84
12.2;Philip Evan Bernhardt, The George Washington University;84
12.3;James P. Burns The George Washington University;84
12.4;Michele K. Lombard Arlington Public Schools;84
12.5;Historical Context: 1950s and Beyond;85
12.6;Individual and Social Psychological Transformation;86
12.7; Political Context: (Un)intended Consequences;88
12.8;Policy Perspective: The Deficit Model of U.S. Education;89
12.9;Context for Teachers: Deskilling Teaching; Standardizing Curriculum;90
12.10;Curricular Change: Shifting Notions of Knowledge;92
12.11;Toward the Prescribed Citizen;94
12.12;Conclusion: Responses to Change;96
12.13;References;98
12.13.1;ARTICLE 5;84
13;The Dark Ages Haven’t Ended Yet;102
13.1;Kurt Vonnegut and the Cold War;102
13.1.1;Paul J. Ramsey Eastern Michigan University;102
13.1.2;Learning from Popular Culture;103
13.1.3;“Roots”;105
13.1.4;Progress, Conformity, and Schooling;106
13.1.5;Capitalism;110
13.1.6;The Nuclear Threat;112
13.1.7;Conclusions;114
13.1.8;References;114
13.1.8.1;ARTICLE 6;102
13.1.8.1.1;Figure 8. 1. Hyndman model.;119
13.1.8.1.2;Figure 8. 2. Elementary, middle, and high growth obtained/growth needed.;127
13.1.8.1.3;Figure 8. 3. Estimated female marginal mean percentages by region.;128
14;Women and Power in Schools;118
14.1;Kentucky Today through an Historic Lens;118
14.1.1;June Overton Hyndman Eastern Kentucky University;118
14.1.2;Pre-Sputnik;121
14.1.3;Sputnik;122
14.1.4;Post-Sputnik;125
14.1.5;In Retrospect;126
14.1.6;Stepping Forward: Gender and the Principalship in Kentucky 1989–2005;126
14.1.7;Steps to Greater Gender Equity in the Kentucky Principalship;128
14.1.7.1;1. Redistribute Power– As schooling in the United States has shifted from a collaborative one-room schoolhouse to the non-collaborative egg crate classroom mentality of today’s large schools, teachers, the true experts, have lost power to control...;129
14.1.7.2;2. Redesign the Principalship– The principalship should be redesigned so that it becomes more manageable and not all-consuming. Coleman found in her 2004 survey of leaders in Great Britain that 96% of male principals were married and 94% had a chil...;129
14.1.7.3;3. Recruit, Network, and Mentor– Spencer and Kochan (2000) suggest that universities and school systems should take action to establish programs to identify, educate, and encourage females into administrative ranks.;129
14.1.7.4;4. Contribute to Gender Equity Research in the Field of Education– Future research is needed concerning why female students having completed educational leadership programs do not pursue jobs in administration. Coleman (1996) recommends research be...;129
14.1.7.5;5. Set Improvement Goals in Communities Needing Improvement in Gender Equity– As policy makers in Kentucky struggle to improve the standard of living in Kentucky, they must remain aware of the inter-relations between educational conditions and futu...;129
14.1.8;References;130
14.1.8.1;ARTICLE 7;118
15;Discretion Over Valor;134
15.1;The AAUP During The McCarthy Years;134
15.1.1;Stephen H. Aby The University of Akron;134
15.1.2;The Extent of the Problem;135
15.1.3;The Less-Than-Great Man Theory;136
15.1.4;The AAUP’s Implicit Anti-Communism;137
15.1.5;Guilt by Association;140
15.1.6;How Many Reds Are There?;142
15.1.7;The Legality of the Communist Party;142
15.1.8;The Trustworthiness of Communists;143
15.1.9;Conclusion;143
15.1.10;References;144
15.1.10.1;ARTICLE 8;134
16;Private Higher Education in a Cold War World;146
16.1;Central America;146
16.1.1;James J. Harrington Dominican University;146
16.1.2;Cold War Latin America;147
16.1.3;The Alliance for Progress and Economic and Social Development;150
16.1.4;The Alliance for Progress, Central America, and Its Educational System;151
16.1.5;The Church in Cold War Central America;152
16.1.6;Central American Society and Higher Education;154
16.1.7;Privatization;154
16.1.8;Universidad Rafael Landivar, Guatemala;157
16.1.9;The UCA in El Salvador;158
16.1.10;Conclusion;160
16.1.11;notes;161
16.1.12;References;162
16.1.12.1;ARTICLE 9;146
17;Building a Pipeline to College;164
17.1;A Study of the Rockefeller-Funded “A Better Chance” Program, 1963-1969;164
17.1.1;Andrea Walton Indiana University;164
17.1.2;An Unusual Education Experiment in An Unexpected Place;166
17.1.3;Framing the “Problem” and Remedy: the ABC Approach;168
17.1.4;The Philanthropic Equation of the ABC Program: A Closer Look at What People Wanted;170
17.1.5;Innovative Aspects of the ABC program and Scaling Up;173
17.1.6;Beset with Challenges;174
17.1.7;Changes Within the ABC Program;175
17.1.8;A Changing Tide;176
17.1.9;Conclusion;178
17.1.10;Acknowledgments;180
17.1.11;notes;180
17.1.12;References;181
17.1.13;Primary Source Materials;182
17.1.13.1;ARTICLE 10;164
18;A “Model School”: Alabama State College Laboratory High School, 1920–1969;184
18.1;A Study of African Americans’ Dedication to Educational Excellence During Segregation;184
18.1.1;Sharon Pierson Teachers College, Columbia University;184
18.1.2;Methodology;186
18.1.3;The Alabama State College Laboratory School— A Brief History;187
18.1.4;Lab School Population—Demographics;189
18.1.5;Perceptions of Lab High;190
18.1.6;Perceptions of Facilities;192
18.1.7;The Best of Lab High—Curriculum and Teaching;193
18.1.8;Curriculum;195
18.1.9;Teaching;198
18.1.10;Conclusion and Future Research;200
18.1.11;References;201
18.1.11.1;ARTICLE 11;184
19;E. L. Thorndike and Edward Brooks;204
19.1;Two Views on Mathematics Curriculum and Teaching;204
19.1.1;Susan Cooper-Twamley University of Wisconsin-Oshkosh;204
19.1.2;J. Wesley Null Baylor University;204
19.1.3;Edward Brooks: Biography and Beliefs;205
19.1.4;E. L. Thorndike: Biography and Beliefs;206
19.1.5;Brooks and Mathematics: Ideas and Major Publications;208
19.1.6;Thorndike’s Views on Mathematics;211
19.1.7;Thorndike and Brooks Compared;213
19.1.7.1;Curriculum;213
19.1.7.2;Purpose of Education;213
19.1.7.3;Faculty Psychology;214
19.1.7.4;Teaching;215
19.1.7.5;Teacher Training;215
19.1.8;Summary;216
19.1.9;Implications for Today;216
19.1.10;notes;218
19.1.11;References;218
19.1.11.1;ARTICLE 12;204
20;Teachers’ Lyceums in Early Nineteenth-Century America;220
20.1;Mindy Spearman Clemson University;220
20.2;The Lyceum System;221
20.3;Teachers’ Lyceums;223
20.4;The Lyceum and the Teachers’ Institute;226
20.5;References;229
20.5.1;ARTICLE 13;220
21;Why Men Left;232
21.1;Reconsidering the Feminization of Teaching in the Nineteenth Century;232
21.1.1;Sarah E. Montgomery University of Northern Iowa;232
21.1.2;Traditional Approaches to Feminization;233
21.1.3;Urbanization and School Enrollment;234
21.1.4;Professionalization and Extended School Terms;236
21.1.5;Demographic Shifts;238
21.1.6;The American Civil War;240
21.1.7;Taking a Closer Look: Feminization in Nineteenth-Century Iowa;240
21.1.8;The Lost Voices of Nineteenth-Century Women Teachers;244
21.1.9;Lucia B. Downing;245
21.1.10;Amelia “Jennie” Akehurst Lines;247
21.1.11;Conclusion;248
21.1.12;References;249
21.1.12.1;ARTICLE 14;232
21.2;American Educational History Journal;250
21.3;Volume 36, Number 2;250
22;CONTENTS;252
22.1;Volume 36, Number 2, 2009;252
22.1.1;1. Struggle for the Soul of Felix Adler;252
22.1.2;2. Managers of Virtue Revisited: The Missouri Anomaly, 1865–1915;252
22.1.3;3. An Early Start: WPA Emergency Nursery Schools in Texas, 1934–1943;252
22.1.4;4. An Examination of Latent Threads and Themes in The Catalyst (1969–1971);252
22.1.5;5. Has the Texas Revolution Changed?: A Study of U. S. History Textbooks from 1897–2003;252
22.1.6;6. Meeting the Needs of Texas School Children: The Texas Minimum Foundation School Program;252
22.1.7;7. Institutionalized Hypocrisy: The Myth of Intercollegiate Athletics;252
22.1.8;8. The NEA’s Early Conflict Over Educational Freedom;253
22.1.9;9. White Involvement in the Civil Rights Movement: Motivation and Sacrifices;253
22.1.10;10. Military Drill in the Service of American Hegemony over Hawai’i;253
22.1.11;11. You Can Run, But You Can’t Hide: The Intersection of Race and Class in Two Kansas City Schools, 1954–1974;253
22.1.12;12. Choctaw Leadership in Oklahoma: The Allen Wright Family and Education in the Nineteenth and Early Twentieth Centuries;253
22.1.13;13. American Indian Organizational Education in Chicago: The Community Board Training Project, 1979–1989;253
22.2;Psychological Perspectives on Contemporary Educational Issues;251
23;Introduction to Volume 36, Number 2;254
23.1;Editor’s Introduction;254
24;Struggle for the Soul of Felix Adler;256
24.1;Jared R. Stallones California State Polytechnic University;256
24.2;Early Life and Influences;257
24.3;Education and Doubt;259
24.4;Higher Education in Germany;261
24.5;Return to New York;262
24.6;Adler and the Society for Ethical Culture;263
24.7;Schools to Promote Ethical Culture;265
24.8;The Ethical Culture School;267
24.9;The Fieldston School;268
24.10;Conclusion;271
24.11;References;272
24.11.1;ARTICLE 1;256
25;Managers of Virtue Revisited;274
25.1;The Missouri Anomaly, 1865–1915;274
25.1.1;Frances A. Karanovich and Linda C. Morice Southern Illinois University Edwardsville;274
25.1.2;Demographic Influences;276
25.1.3;Opportunity for Postwar Growth;277
25.1.4;Early Republican State Superintendents;278
25.1.5;The Democrats Return;281
25.1.6;Post-1890 State Superintendents;283
25.1.7;Summary, Conclusions, and Recommendations for Further Research;285
25.1.8;References;286
25.1.8.1;ARTICLE 2;274
25.1.8.1.1;Figure 3. 1. Medical examinations reported in June 1940.;295
25.1.8.1.2;Figure 3. 2. Guidelines and sample menus.;299
25.1.8.1.3;Map 1. National map showing number of emergency nursery schools.;290
25.1.8.1.4;Map 2: Location of nursery schools in Texas.;291
26;An Early Start;288
26.1;WPA Emergency Nursery Schools in Texas, 1934–1943;288
26.1.1;Lynn Matthew Burlbaw Texas A&M University;288
26.1.2;Photographic Analysis;292
26.1.2.1;1. To develop the physical and mental well-being of preschool children from needy and underprivileged families;;293
26.1.2.2;2. To assist parents in recognizing and meeting the nutritional, physical, educational, and social needs of their preschool children. (Supplement 2 to Bulletin 19 1935c, 1);293
26.1.3;Health and Hygiene;294
26.1.4;Food and Nutrition;297
26.1.5;Playing;299
26.1.6;Aesthetic Development;301
26.1.7;Sleeping;301
26.1.8;Uniforms;302
26.1.9;Summary;302
26.1.10;NOTES;303
26.1.11;References;303
26.1.12;appendix a: Some Emergency Nursery Schools in Texas;304
26.1.13;Appendix B: Correspondence Between NARA numbers and Photo Numbers;305
26.1.14;PHOTO CREDITS;315
26.1.14.1;ARTICLE 3;288
27;An Examination of Latent Threads and Themes in The Catalyst (1969–1971);318
27.1;Christina Blasingame, Dee Brown, Lee S. Duemer, Birgit Green, and Belinda Richardson Texas Tech University;318
27.2;Purpose and Historical Importance;319
27.3;Data and Methods;320
27.4;Findings;321
27.5;The Vietnam War;321
27.6;Government and Politics;322
27.7;Civil Rights and Race Relations;324
27.8;Conclusions;326
27.9;References;328
27.10;NOTES;329
27.10.1;ARTICLE 4;318
28;Has the Texas Revolution Changed?;330
28.1;A Study of U. S. History Textbooks from 1897–2003;330
28.1.1;Connee Duran and J. Wesley Null Baylor University;330
28.1.2;The Student’s American History;332
28.1.3;Beginner’s History of the United States;333
28.1.4;The Making of Modern America;337
28.1.5;History of a Free People;339
28.1.6;Creating America: A History of the United States Beginnings through Reconstruction;341
28.1.7;Conclusion;343
28.1.8;References;344
28.1.8.1;ARTICLE 5;330
29;Meeting the Needs of Texas School Children;346
29.1;The Texas Minimum Foundation School Program;346
29.1.1;Deborah L. Morowski Auburn University;346
29.1.2;Development of the Minimum Foundation School Program;347
29.1.3;Results of the Minimum Foundation School Program;351
29.1.4;The Minimum Foundation School Program Five Years After Implementation;352
29.1.5;The Minimum Foundation School Program Ten Years After Implementation;354
29.1.6;Lasting Implications of the Minimum Foundation School Program;357
29.1.7;Conclusions;358
29.1.8;notes;359
29.1.9;References;360
29.1.9.1;ARTICLE 6;346
30;Institutionalized Hypocrisy;362
30.1;The Myth of Intercollegiate Athletics;362
30.1.1;Ronald D. Flowers Eastern Michigan University;362
30.1.2;Origins of Intercollegiate Athletics;363
30.1.3;From Intra- to Inter-Collegiate Competition;365
30.1.4;Student Run Enterprises;366
30.1.5;Higher Education Co-ops the Athletic Enterprise;367
30.1.6;Big Business … Big Universities … Big Athletics;369
30.1.7;Sport as Spectacle;370
30.1.8;Win One for the ‘Ole Alma Mater’;371
30.1.9;“Winning Isn’t Everything …”;372
30.1.10;Working-Class Ringers;372
30.1.11;The “Athletic” Mission of Higher Education;373
30.1.12;Institutional Control;374
30.1.13;The Gospel of Amateurism and the NCAA;375
30.1.14;Conclusion;376
30.1.15;References;378
30.1.15.1;ARTICLE 7;362
31;The NEA’s Early Conflict Over Educational Freedom;380
31.1;Timothy Reese Cain University of Illinois—Champaign-Urbana;380
31.2;Increased agitation;384
31.3;The NEA Committee on Academic Freedom and ongoing activity;385
31.4;Conclusion;390
31.5;References;392
31.5.1;ARTICLE 8;380
32;White Involvement in the Civil Rights Movement;396
32.1;Motivation and Sacrifices;396
32.1.1;J. Spencer Clark Indiana University-Bloomington;396
32.1.2;Cornel West’s Democratic Energies and Whites in the Civil Rights Movement;398
32.1.3;Bob Zellner and Mary King: Socratic Questioners;401
32.1.4;Bob Graetz and Will Campbell: Prophetic Justice;405
32.1.5;Will Campbell and Jonathan Daniels: Tragicomic Hope;408
32.1.6;Conclusion;412
32.1.7;References;413
32.1.7.1;ARTICLE 9;396
33;Military Drill in the Service of American Hegemony over Hawai‘i;414
33.1;C. Kalani Beyer National University;414
33.2;Education During Territorial Status;417
33.3;Transplanting Military Drill to Hawai‘i;419
33.4;Expanding ROTC;421
33.5;ROTC and the Role of Race;423
33.6;ROTC at the University of Hawai‘i;424
33.7;Post World War II ROTC;425
33.8;The End of Mandatory ROTC;426
33.9;Conclusion;427
33.10;References;429
33.10.1;ARTICLE 10;414
34;You Can Run, But You Can’t Hide;432
34.1;The Intersection of Race and Class in Two Kansas City Schools, 1954–1974;432
34.1.1;Shirley Marie McCarther, Loyce Caruthers, and Donna Davis University of Missouri-Kansas City;432
34.1.2;Divided City, Divided Schools;434
34.1.3;Marie’s Story: The Loretto Academy;435
34.1.4;The Maid’s Daughter, or What Color is Colored? Déjà Vu—Loretto;436
34.1.5;Flashback: William Rockhill Nelson Gallery of Art, age 3;437
34.1.6;Fast-forward: Déjà vu Circle Drive, Loretto;437
34.1.7;Class Divided;438
34.1.8;Loyce’s Story: Paseo High School;438
34.1.9;The School on the Hill;439
34.1.10;You Can Run but You Can’t Hide;441
34.1.11;Implications for Policy Makers, Educators, and Community Members;444
34.1.12;References;445
34.1.12.1;ARTICLE 11;432
35;Choctaw Leadership in Oklahoma;448
35.1;The Allen Wright Family and Education in the Nineteenth and Early Twentieth Centuries;448
35.1.1;Grayson Noley, Joan K. Smith, Courtney Vaughn, and Dana Cesar University of Oklahoma;448
35.1.2;Socio-Political Context;450
35.1.3;Allen Wright and the Educational Experiences of a Choctaw Leader;453
35.1.4;The Education of E. N. and Frank Hall Wright and Choctaw Leadership;454
35.1.5;The Education of Muriel Wright: A Third Generation of Choctaw Leadership;458
35.1.6;Conclusion and Aftermath;460
35.1.7;References;461
35.1.7.1;ARTICLE 12;448
36;American Indian Organizational Education in Chicago;464
36.1;The Community Board Training Project, 1979–1989;464
36.1.1;John J. Laukaitis Loyola University Chicago;464
36.1.2;The Origins of the Community Board Training Project;466
36.1.2.1;1. To strengthen the leadership capability in relation to governance and decision making in Indian human service organizations;;468
36.1.2.2;2. To design a comprehensive needs statement and plan for the Chicago Indian community;;468
36.1.2.3;3. To strengthen service capability;;468
36.1.2.4;4. To identify service gaps within Indian community human service programs; and;468
36.1.2.5;5. To establish a forum for the coordination of existing services (Smith 1979a).;468
36.1.3;The Early Development of the Community Board Training Project;468
36.1.4;Chicago American Indian Community Organizations Conference (CAICOC);470
36.1.4.1;1. To develop statements on the common issues affecting the Chicago Indian community;;470
36.1.4.2;2. To develop a more effective networking system among Chicago Indian community agencies; and;470
36.1.4.3;3. To develop a statement of purpose which will serve as a guide for future growth and development of the Chicago Indian community (ibid., 3).;470
36.1.5;The Growth and Legacy of the Community Board Training Project;474
36.1.6;Conclusion;478
36.1.7;References;479
36.1.7.1;ARTICLE 13;464
36.2;Plan Now to Attend the 2009 OEH Conference!;484
36.3;September 18-19, 2009;484
37;Courtyard by Marriott Downtown Chicago–River North;484
37.1;Chicago, Illinois;484
37.1.1;Conference Theme: The Changing Goals of U.S. Schools;484
38;AEHJ Volume 37;485
38.1;Call for Manuscripts;485
38.1.1;Manuscript Guidelines;485
38.1.2;References;487
39;Back Cover;489