Educational Administration and Supervision Commons^™

Assessing Colonization’S Historic And Enduring Impact On Native American Food Culture From An Adult Education Perspective, Angela Kissel

Adult Education Research Conference

The purpose of this Research Roundtable is to connect pre- and post-colonization adult education discourse to the historic and continued preservation of Native American food culture.

Through The Heart Of The City: Interstates And Black Geographies In Urban America, Airic Hughes

Graduate Theses and Dissertations

Federal urban renewal projects changed the landscape of numerous American cities throughoutthe twentieth century. Many of these projects worked cohesively in tandem with discriminatory urban planning policies such as redlining. The conclusions of this project demonstrate how U.S. Interstate 630 (I-630) intentionally re-segregated Arkansas' capital city, following the U.S. Supreme Court’s 1954 national desegregation order and the infamous desegregation of Little Rock Central High School in 1957. I further contend that I-630 was constructed using the racialized language and tactics of urban renewal and was fundamental to improving Little Rock’s national reputation by purging the city's social memory and legacy …

The Cop In Your Head: Criminal Justice Education, Liberalism, And The Carceral State, Nicole Haiber

Dissertations, Theses, and Capstone Projects

This thesis centers policing ideology in higher education and the way it is constructed and fortified through criminal justice programs. In 1968, the Law Enforcement Education Program (LEEP) made funds available to police officers to attend college and awarded grants to universities to create criminal justice programs. The program effectively funneled federal money into the project of professionalizing the police and developed criminal justice as a field devoted to conducting crime research, as defined by the federal government. Criminal justice programs exploded across the country with the availability of LEEP funding, and the City University of New York’s (CUNY) John …

Autherine Lucy & The University Of Alabama Integration At U Of A 1952-1956, Tamera Lott

Masters Theses & Specialist Projects

Located in Tuscaloosa, Alabama, the University of Alabama was chartered in 1820 and is Alabama’s oldest public university. Prior to 1956, the University was segregated; admission was limited to white men and women. On February 3, 1965, Miss Autherine Lucy stepped foot on campus for the first time to attend classes at the University; history was made as she was the first African American present. Lucy’s attendance stirred conflict throughout campus and the state of Alabama. Unbeknownst to many, Lucy’s attendance garnered both national and international attention. The central argument here is that Lucy’s experiences at the University of Alabama …

Moving From Harm Mitigation To Affirmative Discrimination Mitigation: The Untapped Potential Of Artificial Intelligence To Fight School Segregation And Other Forms Of Racial Discrimination, Andrew Gall

Catholic University Journal of Law and Technology

No abstract provided.

Housewives To Heroines: Continuing Education For Women At The University Of Kentucky, 1964-1988, Allison L. Elliott

Theses and Dissertations--Educational Policy Studies and Evaluation

Beginning in the early 1960s, the movement for the continuing education for women (CEW) brought together a seemingly unlikely alliance of American activists, educators, philanthropists, and government agencies. Fueled by philanthropic funds, accelerated by the quest for “womanpower” to bolster national defense, and aligned with regional workforce needs as well as the personal goals of individual women, CEW programs pioneered new models of academic advising and student support that continue to influence higher education practitioners today. By studying the experiences of both administrators and students involved with CEW at the University of Kentucky, this study sheds light on how one …

Ums Transforms: Diversity, Equity, And Inclusion Event Update, Samantha Toner

Social Justice: Diversity, Equity, & Inclusion

On April 23, 2021, over 400 members of the University of Maine System (UMS) community gathered virtually to discuss barriers and potential ways to remove those barriers in order to provide diversity, equity, and inclusion within UMS.

Ua3/10/4 Naming & Symbols Task Force Report & Recommendations, Wku President's Office - Caboni

WKU Archives Records

Report of the Naming & Symbols Task Force concerning four major areas:

• Solicit input and perspectives from a broad range of constituencies and stakeholders that will guide us as we examine the origins of the names and symbols used on campus.
• Audit the names used on buildings and other campus symbols to determine which may be connected to exclusion, segregation, racism or slavery.
• Create a set of guiding principles and a range of options for how we should address any issues raised.
• Provide to University leadership a set of recommendations.

Killingsworth Inauguration Documentation: Finding Aid, Bethany Latham

Finding Aids

This collection contains documentation and a pop-up exhibit (banners relating to presidential history) created for the inauguration of JSU’s 13^th President, Dr. Don C. Killingsworth, Jr. (appointed president 2019), which occurred on 9 April 2021. Killingsworth attended JSU as a student, graduating in 1999 with a bachelor’s degree in geography and in 2001 with a master’s in counseling. He received his Ed.D. in Higher Education Administration from the University of Alabama in 2016.

Killingsworth began working at JSU in 2002 as Coordinator of Academic Advisement. He was appointed Director of Government Relations and later Chief External Affairs Officer. He …

A Decolonial Middle School Social Studies Curriculum: 19th Century U.S. Westward Colonization, Leah Chatterji

Master's Projects and Capstones

Social Studies education throughout the United States sustains settler futurity, white supremacy, and coloniality, as it rarely engages with Black, Indigenous and People of Color (BIPOC) hxstories and structural violence. For middle schoolers, this is especially troublesome as social justice pedagogies are minimal for this demographic. To shift this, this field project offers an 8^th grade decolonial Social Studies curriculum on 19^th century U.S. Westward colonization; this topic was intentionally chosen as it is an opportunity to disrupt settler epistemologies. It centers: Land; relationality; and collective liberation. It complements the California unit 8.8 standards, yet different grades, subjects, …

Ums Transforms: Advancing Diversity, Equity, And Inclusion, Samantha Toner

Social Justice: Diversity, Equity, & Inclusion

Meeting agenda for the virtual UMS TRANSFORMS online discussion. Panelists included Kitty Armstrong, William Johnson, Darren Ranco, Krystal William, and Jenny Wriggins.

Ums Transforms: Overview, Samantha Toner

Social Justice: Diversity, Equity, & Inclusion

The University of Maine System's UMS TRANSFORMS initiative targets four areas of the academic institution on which to focus efforts to increase diversity, equity, and inclusion primarily impacting students, student athletes, and faculty: UMS-wide student success and retention; The Maine College of Engineering, Computing and Information Science; The Maine Graduate and Professional Center; Division I Athletic Facilities at the University of Maine.

Evans Committee Statement On Pioneer, Ramona Beltran, Richard Clemmer-Smith, Tamra Pearson D’Estrée, Alan Gilbert, Adam Rovner, Dean Saitta, Billy J. Stratton, Tink Tinker, Nancy D. Wadsworth, Viki Eagle, Julia Bramante, Amanda Williams, Sara Schwartzkopf

John Evans Study: Supporting Materials

Letter from University of Denver faculty and alumni on the university's use of the 'Pioneer' moniker.

Settler Colonial Curriculum In Carlisle Boarding School: A Historical And Personal Qualitative Research Study, Patrick Gerard Eagle Staff

Dissertations and Theses

This dissertation research study brings together a historical account and one scholar's personal and family stories of how Indigenous children were stolen and sent to the first Bureau of Indian Affairs (BIA) boarding schools and tribal schools. In the case of the researcher's family, the educational experiences at Carlisle Indian Industrial School immediately started a traumatic assimilation process on Indigenous children that instilled generational trauma for them and their descendants. At these schools, Indigenous children were forced to conform to a foreign European school designed to abolish their Indigenous identity that demanded they give up their language and culture to …

Racial Integration, White Appropriation, And School Choice: The Demise Of The Colored Schools Of Late Nineteenth Century Brooklyn, Judith R. Kafka, Cici Matheny

Publications and Research

This study examines school desegregation in late-nineteenth-century Brooklyn from a spatial perspective, analyzing enrollment data and policy debates within the context of the shifting racial and geographic contours of the city. We argue that “choice” on the part of black families only partially explains the demise of designated-black schools during this period. White interests also played a role in the closing of these institutions, as white families and developers sought, and ultimately acquired, control over formerly black spaces. This study contributes to a growing body of research on school desegregation in northern U.S. cities by exploring the perceived benefits of …

Interview Of Fred J. Foley, Jr., Ph.D., Fred J. Foley Ph.D., Jeanmarie Turner

All Oral Histories

Dr. Fred Foley, Jr. was born in Milwaukee, Wisconsin in December of 1946. His parents were Fred Joseph Foley and Doris Nelson Foley. He moved to the Philadelphia area with his family when he was four years old. He is married, has three children and four grandchildren. He lived in Delaware County growing up. Dr. Foley attended St. Andrew's Grade School and Monsignor Bonner High School for Boys. He attended St. Joseph’s College as an undergrad majoring in Politics. He graduated with a B.A. in Politics in 1968. He attended Princeton University for his Master’s and Ph.D. programs. He graduated …

Interview Of Richard Kestler, F.S.C., M.A., Richard Kestler Fsc, Alexandria Moraschi

All Oral Histories

Brother Richard Kestler, FSC. was born John Kestler on January 8, 1942 to John and Alice Kestler. He grew up in the Oxford Circle section of Philadelphia, Pennsylvania. Brother Richard attended elementary school at his parish of St. Martin of Tours and went on to La Salle College High School, graduating in 1960. By this time, he made the decision to join the Christian Brothers and began this process for about a year before attending La Salle College. He graduated in 1965 with a Bachelor’s in Mathematics and gained a Master’s in Theology soon after. Brother Richard also has Master’s …

Interview Of Stephen Andrilli, Ph.D., Stephen Francis Andrilli Ph.D., Jane Highley

All Oral Histories

Stephen Francis Andrilli was born in August 1952 in Bryn Mawr, PA. He was born to Francis and Leatrice Andrilli. Dr. Andrilli is the oldest of four children; his three sisters are Carol (now Carol Strosser), Patricia (now Patricia Kempczynski), and Barbara (now Barbara Parkes). Aside from a few years of living in Gettysburg, Dr. Andrilli has lived in the Philadelphia area for most of his life. He attended St. Jerome School, where he finished 8th grade. He then attended LaSalle College High School, where he graduated in 1969 at age 16. He entered La Salle University (formerly La Salle …

Interview Of Kevin J. Harty, Ph.D., Kevin J. Harty Ph.D., Meghan Skiles

All Oral Histories

Dr. Kevin J. Harty was born in Brooklyn, New York in 1948. He grew up in Brooklyn until his family moved to Chicago when he was about twelve years old. His father worked for the telephone company, which spurred the family’s move to Chicago, and his mother stayed home and cared for the family. Dr. Harty attended high school in the suburbs of Chicago, graduating when he was fifteen and a half years old. Between high school and college, he worked for a year in a department store, and briefly considered going into the fashion industry. He attended Marquette University …

We’Ve Come A Long Way (Baby)! Or Have We? Evolving Intellectual Freedom Issues In The Us And Florida, L. Bryan Cooper, A.D. Beman-Cavallaro

Works of the FIU Libraries

This paper analyzes a shifting landscape of intellectual freedom (IF) in and outside Florida for children, adolescents, teens and adults. National ideals stand in tension with local and state developments, as new threats are visible in historical, legal, and technological context. Examples include doctrinal shifts, legislative bills, electronic surveillance and recent attempts to censor books, classroom texts, and reading lists.

Privacy rights for minors in Florida are increasingly unstable. New assertions of parental rights are part of a larger conservative animus. Proponents of IF can identify a lessening of ideals and standards that began after doctrinal fruition in the 1960s …

Institutional Theory And The History Of District-Level School Reform: A Reintroduction, Judith R. Kafka

Publications and Research

In this chapter I make my case for the utility of institutionalism for historians of education, first by explaining institutional theory and how it has been applied to, and shaped by, the study of schooling, and then by applying new theoretical developments to district-level historical research using examples drawn from earlier chapters in this volume. Ultimately, institutional theory may help us to interrogate Tyack and Cuban’s notion of institutional change in schools, by elaborating on their construction of the change process through specific, embedded, settings, and by rethinking how we determine what “counts” as change in schools and districts.

Ua3/10/2 Remembering 9/11, Wku President's Office - Caboni

WKU Archives Records

Email from WKU president Timothy Caboni to faculty & staff regarding the anniversary of the 9/11 terrorist attacks.

Time Travel, Labour History, And The Null Curriculum: New Design Knowledge For Mobile Augmented Reality History Games, Owen Gottlieb

Articles

This paper presents a case study drawn from design-based research (DBR) on a mobile, place-based augmented reality history game. Using DBR methods, the game was developed by the author as a history learning intervention for fifth to seventh graders. The game is built upon historical narratives of disenfranchised populations that are seldom taught, those typically relegated to the 'null curriculum'. These narratives include the stories of women immigrant labour leaders in the early twentieth century, more than a decade before suffrage. The project understands the purpose of history education as the preparation of informed citizens. In paying particular attention to …

Defining Dartmouth: Inclusion And Exclusion At Dartmouth College 1917-2017, Laura Barrett

Dartmouth Library Staff Publications

Dartmouth College’s demographics have shifted over the past one hundred years, from an almost entirely all male, white, and wealthy student body, to one with gender, racial, ethnic, and socioeconomic diversity. During this time, the College has endeavored to maintain its reputation as an academically exclusive institution for the intellectual elite while simultaneously opening its doors continually wider to a more diverse student population. These aspirations, for broad inclusivity within the bounds of narrow exclusivity, have frequently worked in opposition to one another, and Dartmouth’s administrators have led the College in a delicate balancing act amid shifting alumni demands, student …

In Search Of A Grand Narrative: The Turbulent History Of Teaching, Judith R. Kafka

Publications and Research

For this review of research on the history of teaching, I use the instructional triangle as an organizing tool and frame of analysis to explore what we know about who taught, who was taught, and what was taught across space and time.

In the first section of this chapter I review historical research on who taught in American classrooms. One overwhelming theme throughout this literature is that policy makers, school leaders, and the general public have historically cared a great deal about who a teacher was, often basing their preferences on the belief that a teacher’s social characteristics would shape …

Interview Of Stuart Leibiger, Ph.D., Stuart E. Leibiger Ph.D., Gina L. Bixler

All Oral Histories

Stuart Eric Leibiger, Ph.D. was born in 1965 in Glen Ridge, New Jersey, the youngest of four children. He spent all of his life along the northeastern seaboard of the United States. He was raised in Connecticut and graduated from the University of Virginia and the University of North Carolina at Chapel Hill before settling in the Delaware Valley. He joined the La Salle University history department in 1997 after working at Princeton University for a time. Shortly after being hired as assistant professor or history at La Salle, Dr. Leibiger adapted his dissertation into his first book Founding Friendship: …

Interview Of Brian Henderson, F.S.C., M.A., Brian Henderson F.S.C., Rebecca Oviedo

All Oral Histories

Brother Brian Henderson was born in 1959 and grew up in Southwest Philadelphia. He graduated from West Catholic High School for Boys in 1977 and La Salle University with a B.A. in Religion and Psychology in 1981, and later earned a Masters Degree in Pastoral Studies in 1992. He has been a De La Salle Christian Brother since 1979, taking final vows in 1987. All of Brother Brian’s apostolic assignments have placed him serving inner city youth. His first assignment was as a youth care worker and religion teacher at Saint Gabriel’s Hall in Audubon, PA, a residential treatment facility …

Interview Of Margaret Mary Markmann, Ph.D., Margaret Mary Markmann Ph.D, Alexander P. Rowan

All Oral Histories

Dr. Markmann was born in 1948 at the Anderson Hospital in Center City, Philadelphia. She was the fourth of eleven children born into a household of her mother, her father and her grandparents. She grew up in Philadelphia and has lived in the area for her entire life only leaving once after she completed nursing school. During her childhood her extended family lived nearby, her grandmother lived down the street and her Aunt and Uncle lived in the opposite direction. Her father was the direct descendent of Irish immigrants who settled in South West Philadelphia and lived in Southwest Philadelphia …

Interview Of Margaret Mccoey, M.S., Margaret M. Mccoey, Matthew Riffe

All Oral Histories

Margaret “Peggy” McCoey is the Director of Graduate Programs in Computer Information Science, Information Technology, and Economic Crime Forensics at La Salle University. Born in the Oxford Circle section of Philadelphia in 1957, Peggy grew up in St. Martin of Tours parish attending their grade school before going to Little Flower High School. After graduation in 1975, Peggy entered La Salle University an undergraduate where she received a bachelor’s degree in Computer Science. Peggy received a master’s degree from Villanova in 1984. Beginning in 1982, Peggy McCoey has taught at La Salle University in some capacity. Throughout the 1990’s, Peggy …

Catholic Labor Education And The Association Of Catholic Trade Unionists. Instructing Workers To Christianize The Workplace, Paul Lubienecki Ph.D.

Journal of Catholic Education

This article analyzes the effect of the American Catholic Church, through its program of specialized labor education, on the growth and development of organized labor in the twentieth century. With the proclamation of Pope Pius XI’s encyclical Quadragesimo Anno, he requested that the Church complete the work began by Pope Leo XIII in 1891 with his landmark social encyclical Rerum Novarum.

However, the American interpretation and utilization of the social encyclicals varied from their intended European meaning. The cumulative effect of these two encyclicals was support for the workers’ rights to organize and create Christian labor associations. From …