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To many Americans in the nineteenth and twentieth centuries, the West was simultaneously the greatest symbol of American opportunity, the greatest story of its history, and the imagined blank slate on which the country's future would be written. From the Spanish-American War in 1898 to the Great Depression's end, from the Mississippi to the Pacific, policymakers at various levels and large-scale corporate investors, along with those living in the West and its borderlands, struggled over who would define modernity, who would participate in the modern American West, and who would be excluded.In Making a Modern U.S. West: The Contested Terrain of a Region and Its Borders, 1898-1940 (U Nebraska Press, 2022)Sarah Deutsch surveys the history of the U.S. West from 1898 to 1940. Centering what is often relegated to the margins in histories of the region--the flows of people, capital, and ideas across borders--Deutsch attends to the region's role in constructing U.S. racial formations and argues that the West as a region was as important as the South in constructing the United States as a \"white man's country.\" While this racial formation was linked to claims of modernity and progress by powerful players, Deutsch shows that visions of what constituted modernity were deeply contested by others. This expansive volume presents the most thorough examination to date of the American West from the late 1890s to the eve of World War II.?Dr. Stephen R. Hausmann is an assistant professor of history at the University of St. Thomas in Minnesota. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/native-american-studies

To many Americans in the nineteenth and twentieth centuries, the West was simultaneously the greatest symbol of American opportunity, the greatest story of its history, and the imagined blank slate on which the country's future would be written. From the Spanish-American War in 1898 to the Great Depression's end, from the Mississippi to the Pacific, policymakers at various levels and large-scale corporate investors, along with those living in the West and its borderlands, struggled over who would define modernity, who would participate in the modern American West, and who would be excluded.In Making a Modern U.S. West: The Contested Terrain of a Region and Its Borders, 1898-1940 (U Nebraska Press, 2022)Sarah Deutsch surveys the history of the U.S. West from 1898 to 1940. Centering what is often relegated to the margins in histories of the region--the flows of people, capital, and ideas across borders--Deutsch attends to the region's role in constructing U.S. racial formations and argues that the West as a region was as important as the South in constructing the United States as a \"white man's country.\" While this racial formation was linked to claims of modernity and progress by powerful players, Deutsch shows that visions of what constituted modernity were deeply contested by others. This expansive volume presents the most thorough examination to date of the American West from the late 1890s to the eve of World War II.?Dr. Stephen R. Hausmann is an assistant professor of history at the University of St. Thomas in Minnesota. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/native-american-studies

To many Americans in the nineteenth and twentieth centuries, the West was simultaneously the greatest symbol of American opportunity, the greatest story of its history, and the imagined blank slate on which the country's future would be written. From the Spanish-American War in 1898 to the Great Depression's end, from the Mississippi to the Pacific, policymakers at various levels and large-scale corporate investors, along with those living in the West and its borderlands, struggled over who would define modernity, who would participate in the modern American West, and who would be excluded.In Making a Modern U.S. West: The Contested Terrain of a Region and Its Borders, 1898-1940 (U Nebraska Press, 2022)Sarah Deutsch surveys the history of the U.S. West from 1898 to 1940. Centering what is often relegated to the margins in histories of the region--the flows of people, capital, and ideas across borders--Deutsch attends to the region's role in constructing U.S. racial formations and argues that the West as a region was as important as the South in constructing the United States as a \"white man's country.\" While this racial formation was linked to claims of modernity and progress by powerful players, Deutsch shows that visions of what constituted modernity were deeply contested by others. This expansive volume presents the most thorough examination to date of the American West from the late 1890s to the eve of World War II.?Dr. Stephen R. Hausmann is an assistant professor of history at the University of St. Thomas in Minnesota. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/native-american-studies

To many Americans in the nineteenth and twentieth centuries, the West was simultaneously the greatest symbol of American opportunity, the greatest story of its history, and the imagined blank slate on which the country's future would be written. From the Spanish-American War in 1898 to the Great Depression's end, from the Mississippi to the Pacific, policymakers at various levels and large-scale corporate investors, along with those living in the West and its borderlands, struggled over who would define modernity, who would participate in the modern American West, and who would be excluded.In Making a Modern U.S. West: The Contested Terrain of a Region and Its Borders, 1898-1940 (U Nebraska Press, 2022)Sarah Deutsch surveys the history of the U.S. West from 1898 to 1940. Centering what is often relegated to the margins in histories of the region--the flows of people, capital, and ideas across borders--Deutsch attends to the region's role in constructing U.S. racial formations and argues that the West as a region was as important as the South in constructing the United States as a \"white man's country.\" While this racial formation was linked to claims of modernity and progress by powerful players, Deutsch shows that visions of what constituted modernity were deeply contested by others. This expansive volume presents the most thorough examination to date of the American West from the late 1890s to the eve of World War II.?Dr. Stephen R. Hausmann is an assistant professor of history at the University of St. Thomas in Minnesota. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/native-american-studies

To many Americans in the nineteenth and twentieth centuries, the West was simultaneously the greatest symbol of American opportunity, the greatest story of its history, and the imagined blank slate on which the country's future would be written. From the Spanish-American War in 1898 to the Great Depression's end, from the Mississippi to the Pacific, policymakers at various levels and large-scale corporate investors, along with those living in the West and its borderlands, struggled over who would define modernity, who would participate in the modern American West, and who would be excluded.In Making a Modern U.S. West: The Contested Terrain of a Region and Its Borders, 1898-1940 (U Nebraska Press, 2022)Sarah Deutsch surveys the history of the U.S. West from 1898 to 1940. Centering what is often relegated to the margins in histories of the region--the flows of people, capital, and ideas across borders--Deutsch attends to the region's role in constructing U.S. racial formations and argues that the West as a region was as important as the South in constructing the United States as a \"white man's country.\" While this racial formation was linked to claims of modernity and progress by powerful players, Deutsch shows that visions of what constituted modernity were deeply contested by others. This expansive volume presents the most thorough examination to date of the American West from the late 1890s to the eve of World War II.?Dr. Stephen R. Hausmann is an assistant professor of history at the University of St. Thomas in Minnesota. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/native-american-studies

To many Americans in the nineteenth and twentieth centuries, the West was simultaneously the greatest symbol of American opportunity, the greatest story of its history, and the imagined blank slate on which the country's future would be written. From the Spanish-American War in 1898 to the Great Depression's end, from the Mississippi to the Pacific, policymakers at various levels and large-scale corporate investors, along with those living in the West and its borderlands, struggled over who would define modernity, who would participate in the modern American West, and who would be excluded.In Making a Modern U.S. West: The Contested Terrain of a Region and Its Borders, 1898-1940 (U Nebraska Press, 2022)Sarah Deutsch surveys the history of the U.S. West from 1898 to 1940. Centering what is often relegated to the margins in histories of the region--the flows of people, capital, and ideas across borders--Deutsch attends to the region's role in constructing U.S. racial formations and argues that the West as a region was as important as the South in constructing the United States as a \"white man's country.\" While this racial formation was linked to claims of modernity and progress by powerful players, Deutsch shows that visions of what constituted modernity were deeply contested by others. This expansive volume presents the most thorough examination to date of the American West from the late 1890s to the eve of World War II.?Dr. Stephen R. Hausmann is an assistant professor of history at the University of St. Thomas in Minnesota. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/native-american-studies

This document contains the texts of 57 papers, 10 roundtables, and 7 symposia from a Canadian conference on adult education and public policy. The following are among the papers included: "Childhood, Schooling Family and Community" (Margarida Aguiar); "Voices Inside" (Irene C. Baird); "Beyond Personal Agency" (Rose Barg); "Participatory Research, Education and Rural Farmers" (Bijoy P. Barua); "La Valorisation et la Reconnaissance des Apprentissages Professionels Informels du Point du Vue de l'Autoformation" (Olivier Bataille); "Why Distance Education?" (Patricia Beatty-Guenter); "The Body's Tale" (Valerie-Lee Chapman); "Adult Education and the Production of Knowledge for Politics" (Janet Conway); "Lifelong Learning or Re-Training for Life" (Jane Cruikshank); "Policy, Accountability, and Practice in Adult Literacy Work" (Richard Darville); "Vocation in Adult Education" (Jane Dawson); "Computer-Mediated Instruction" (John M. Dirkx, Edward W. Taylor); "If You Knew Now What We Didn't Know Then" (Catherine C. Dunlop); "Career Development and Advancement Patterns of Aboriginal Executives in the Canada Federal Public Service" (Rocky J. Dwyer); "Changing Policy from the Inside-out" (Karen Edge, Marilyn Laiken); "Examining Practice, Understanding Experience" (John Egan); "Gypsy Scholars" (Tara Fenwick); "The Limits of 'Informal Learning'" (Rachel Gorman); "Lifelong Learning" (Andre P. Grace); "The Experiences and Practice of Adult Educators in Addressing Spirituality within the Workplace" (Janet Groen); "Global, Local and Individual Learning Environments" (Charmaine Ing); "Informing Policy: (Cheryl Jeffs); "Women's Ways of Protesting" (Dorothy A. Lander); "Learning in a Trade Union" (Susanne Kopsen, Staffan Larsson); "Exploring Teaching Roles and Responsibilities in Adult Literacy Education" (Karen M. Magro); "Learning and the Law" (Susan E. McDonald); "The Role of the Outsider in Creating Education Policy" (Katherine McManus); "Constructing Resistance" (Kiran Mirchandani, Bonnie Slade); "Policy and Learning Program for the Malaysian Elderly" (Mazanah Muhamad, Mazalan Kamis); "Teaching Choice" (Michael Newman); "Creating Access" (Ruth Price); "Responding to '911'" (Timothy Pyrch); "The Original Raging Grannies" (Carole Roy); "An Alternative Consciousness" (Stephanie Rutherford); "Learning in the Union Local" (Peter H. Sawchuk); "The Relationship between Espoused and Enacted Beliefs about Teaching Adults" (Edward W. Taylor, John M. Dirkx); and "Understanding the Zone of Proximal Development in Adult Literacy Learning" (Maurice Taylor, Judy King, Christine Pinsent-Johnson). Many papers include substantial bibliographies. (MN)

Harry Targ joins Thorne Dreyer to discuss the topic, “Rethinking the university in an age of educational crisis.” As Harry writes, “Political debates today increasingly involve the character of higher education. Current controversies have emerged over the teaching of critical aspects of American history, such as those dealing with race, class, gender, the environment, and the U.S.’ role in war and foreign intervention. These debates raise questions about higher education and the political agendas of the federal government, state governments… and powerful economically driven interests… which wish to restructure the role of higher education…” Please listen to our show and also read Targ’s article at The Rag Blog . Harry Targ is Professor Emeritus at Purdue University. He taught United States foreign policy, international relations, and Peace Studies. Harry is a co-chair of the Committees of Correspondence for Democracy and Socialism (CCDS). He lives in West Lafayette, Indiana, and blogs at The Diary of a Heartland Radical . Zoom image: Clockwise from upper left: Thorne Dreyer, Rag Radio engineer Tracey Schulz, and Harry Targ. Rag Radio is produced in the studios of KOOP 91.7-FM, an all-volunteer, cooperatively-run, solar powered community radio station in Austin, Texas, in association with The Rag Blog and the New Journalism Project, a Texas 501(c)(3) nonprofit. It is streamed live on the Internet at KOOP.org. The host and producer of Rag Radio, Thorne Dreyer, is a prominent Austin-based activist and writer who was a pioneer of the ’60s underground press movement. The show’s engineer and co-producer is Tracey Schulz and the staff photographer is Roger Baker; Suzy Shelor is Rag Radio associate; Alice Embree is a frequent guest host; and Glenn Smith and Roy Casagranda are our political analysts. During the pandemic the syndicated show is recorded earlier in the week at our home studio and broadcast (and streamed) live Fridays, 2-3 p.m. Central time on KOOP, and is later rebroadcast and streamed on WFTE-FM in Mt. Cobb and Scranton, PA., on Houston Pacifica's KPFT HD-3 90.1, by KKRN, 88.5-FM in Round Mountain, CA, and at WALHRadio.com in Wilmington, OH. Learn more about Rag Radio here . Contact: [email protected]. Running time: 51:33.

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Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-04-08 01:47:53.023909+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-04-08 01:47:53.023909+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-04-08 01:47:53.023909+00:00.

The purpose of this paper is to assess the present instructional program of public education and to present recommendations for changing schools that will enhance the effectiveness of instruction. The midsixties to the late seventies are described as periods of equity and reform in the areas of rights and entitlements. Beginning in the late seventies, a shift in educational policy resulted in the current generation of reforms centering around quality, productivity, efficiency, and performance. The document speculates about the themes of the next generation in the areas of changing patterns of society, community and family; the lack of engagement in learning; and the professionalism of teaching. The focus then shifts to the central problem of school effectiveness, which is the constructing of various domains of authority and responsibility under which teachers and students operate. The domains discussed are the classroom, the school, the school within the school system, and the school system and their communities. Finally, five radical proposals that educators might pursue are outlined: (1) dramatic reductions in the scale of schools; (2) choice of the technology of instruction residing with the school; (3) choice of internal organization residing with the school; (4) choice of school by clients and educators; and (5) creation of policy "free zones" in which whole sets of existing regulations are waived for specific settings on conditions of performance. Appended are 10 references. (SI)

The purpose of this paper is to assess the present instructional program of public education and to present recommendations for changing schools that will enhance the effectiveness of instruction. The midsixties to the late seventies are described as periods of equity and reform in the areas of rights and entitlements. Beginning in the late seventies, a shift in educational policy resulted in the current generation of reforms centering around quality, productivity, efficiency, and performance. The document speculates about the themes of the next generation in the areas of changing patterns of society, community and family; the lack of engagement in learning; and the professionalism of teaching. The focus then shifts to the central problem of school effectiveness, which is the constructing of various domains of authority and responsibility under which teachers and students operate. The domains discussed are the classroom, the school, the school within the school system, and the school system and their communities. Finally, five radical proposals that educators might pursue are outlined: (1) dramatic reductions in the scale of schools; (2) choice of the technology of instruction residing with the school; (3) choice of internal organization residing with the school; (4) choice of school by clients and educators; and (5) creation of policy "free zones" in which whole sets of existing regulations are waived for specific settings on conditions of performance. Appended are 10 references. (SI)

The purpose of this paper is to assess the present instructional program of public education and to present recommendations for changing schools that will enhance the effectiveness of instruction. The midsixties to the late seventies are described as periods of equity and reform in the areas of rights and entitlements. Beginning in the late seventies, a shift in educational policy resulted in the current generation of reforms centering around quality, productivity, efficiency, and performance. The document speculates about the themes of the next generation in the areas of changing patterns of society, community and family; the lack of engagement in learning; and the professionalism of teaching. The focus then shifts to the central problem of school effectiveness, which is the constructing of various domains of authority and responsibility under which teachers and students operate. The domains discussed are the classroom, the school, the school within the school system, and the school system and their communities. Finally, five radical proposals that educators might pursue are outlined: (1) dramatic reductions in the scale of schools; (2) choice of the technology of instruction residing with the school; (3) choice of internal organization residing with the school; (4) choice of school by clients and educators; and (5) creation of policy "free zones" in which whole sets of existing regulations are waived for specific settings on conditions of performance. Appended are 10 references. (SI)

The purpose of this paper is to assess the present instructional program of public education and to present recommendations for changing schools that will enhance the effectiveness of instruction. The midsixties to the late seventies are described as periods of equity and reform in the areas of rights and entitlements. Beginning in the late seventies, a shift in educational policy resulted in the current generation of reforms centering around quality, productivity, efficiency, and performance. The document speculates about the themes of the next generation in the areas of changing patterns of society, community and family; the lack of engagement in learning; and the professionalism of teaching. The focus then shifts to the central problem of school effectiveness, which is the constructing of various domains of authority and responsibility under which teachers and students operate. The domains discussed are the classroom, the school, the school within the school system, and the school system and their communities. Finally, five radical proposals that educators might pursue are outlined: (1) dramatic reductions in the scale of schools; (2) choice of the technology of instruction residing with the school; (3) choice of internal organization residing with the school; (4) choice of school by clients and educators; and (5) creation of policy "free zones" in which whole sets of existing regulations are waived for specific settings on conditions of performance. Appended are 10 references. (SI)

The purpose of this paper is to assess the present instructional program of public education and to present recommendations for changing schools that will enhance the effectiveness of instruction. The midsixties to the late seventies are described as periods of equity and reform in the areas of rights and entitlements. Beginning in the late seventies, a shift in educational policy resulted in the current generation of reforms centering around quality, productivity, efficiency, and performance. The document speculates about the themes of the next generation in the areas of changing patterns of society, community and family; the lack of engagement in learning; and the professionalism of teaching. The focus then shifts to the central problem of school effectiveness, which is the constructing of various domains of authority and responsibility under which teachers and students operate. The domains discussed are the classroom, the school, the school within the school system, and the school system and their communities. Finally, five radical proposals that educators might pursue are outlined: (1) dramatic reductions in the scale of schools; (2) choice of the technology of instruction residing with the school; (3) choice of internal organization residing with the school; (4) choice of school by clients and educators; and (5) creation of policy "free zones" in which whole sets of existing regulations are waived for specific settings on conditions of performance. Appended are 10 references. (SI)

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-02-05 13:07:00.283434+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-02-05 13:07:00.283434+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-02-05 13:07:00.283434+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-02-05 13:07:00.283434+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-02-05 13:07:00.283434+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-02-05 13:07:00.283434+00:00.

Perma.cc archive of https://www.nps.gov/parkhistory/online_books/noca/adhi/chap10.htm created on 2022-02-05 13:07:00.283434+00:00.

Developing literacy competencies has become a central component of educational policy in British Columbia (BC), with policies calling for province-wide assessment and school accountability. Based on the critical policy analysis (Blaikie & Soussan, 2000) of provincial and school district documents, complemented by semi-structured interviews of senior government officials, district-based administrators, and literacy coordinators, this article discusses how the synergistic effect of the policy discourses of accountability and assessment framed the ways of thinking, conceptually and practically, about literacy mainly in terms of its instrumental value in holding public schools accountable to performance indicators. The article concludes by discussing the necessity of redefining literacy to challenge the view of literacy as a mere set of technical and human skills for economic growth to shift the dialogue toward policy alternatives that view literacy as set of capabilities for sociocultural and political change.

Contested Terrain provides a cutting-edge, comprehensive and innovative approach to critically analysing the multidimensional and contested nature of security narratives, justified by different ideological, political, cultural and economic rationales. This is important in a complex and ever-changing situation involving a dynamic interplay between local, regional and global factors. Security narratives are constructed in multiple ways and are used to frame our responses to the challenges and threats to our sense of safety, wellbeing, identity and survival but how the narratives are constructed is a matter of intellectual and political contestation. Using three case studies from the Pacific (Fiji, Tonga and Solomon Islands), Contested Terrain shows the different security challenges facing each country, which result from their unique historical, political and socio-cultural circumstances. Contrary to the view that the Pacific is a generic entity with common security issues, this book argues for more localised and nuanced approaches to security framing and analysis.