defense of standard Arabic and its call to reduce the influence of the French language in Morocco, the new policy is nonetheless currently being implemented at a fast pace. However, the financial resources invested in public education have remained limited
A French Educational Meritocracy in Independent Morocco?
Public Schooling and Political Changes in Early Nineteenth Century Switzerland
nineteenth century. 4 This article focuses on the relationship between the emergence of the nation-state and the need for public education, with the aim of forming “ideal citizens,” in the first half of the nineteenth century in the Swiss canton of Fribourg
Émigrés and Migrations during the French Revolution
Identities, Economics, Social Exchanges, and Humanitarianism
state bureaucracies, mass conscription armies, centralized monetary and taxation systems, nationwide legal codes and police surveillance, carefully orchestrated public rituals, and new plans for public education. Although historians continue to debate
Eulalia Guzmán and Walt Disney’s Educational Films
A Pedagogical Proposal for “Literacy for the Americas” in Mexico (1942–1944)
María Rosa Gudiño Cejudo
Translator : Stephen Torgoff
held in the US Embassy and Mexico’s Secretariat of Public Education and Secretariat of Healthcare and Public Assistance. Prime Minister Miguel Alemán Valdés, who was also shown the films, promised he would help get them projected not only in schools but
The Future of Museums
Why Real Matters More Than Ever
David Prince and Daniel Laven
significance for study and public education and enjoyment.” For visitors, museums provide an entertaining, engaging, and enlightening (perhaps even a challenging) way to spend leisure time. For schools they serve as important educational resources where
Boys and Education in the Global South
Emerging Vulnerabilities and New Opportunities for Promoting Changes in Gender Norms
Gary Barker, Ravi Verma, John Crownover, Marcio Segundo, Vanessa Fonseca, Juan Manuel Contreras, Brian Heilman, and Peter Pawlak
This article presents a review of global data on boys' education in the Global South and recent findings on the influence of boys' educational attainment on their attitudes and behaviors in terms of gender equality. The article also presents three examples—from Brazil, the Balkans, and India—on evaluated, school-based approaches for engaging boys and girls in reducing gender-based violence and promoting greater support for gender equality. Recommendations are provided for how to integrate such processes into the public education system in such a way that provides benefits for both boys and girls in a relational approach.
Grassroots Dedication and Opportunism
The Pre-university Anthropology Education Movement in the United States
Colleen Popson and Guven Witteveen
To anyone who has taught anthropology to middle and high-school students in the United States, the discipline's value to intellectual and social development is undeniable. These educators are the engine of a small, long-lived movement to make anthropology a core part of the curriculum that students are exposed to during middle and high school, before they enter college or university. Despite valiant efforts and because of some very difficult challenges - (public misperception of the field, lack of institutional support, and the nature of the U.S. public education system) - the movement has not caught the momentum it needs to induce major changes. Nonetheless, new opportunities and some limited pockets of success offer good reasons to be cautiously optimistic. Rather than trying to compel entire school districts or education departments to adopt anthropology courses and standards, advocates are now focused on leveraging such opportunities to introduce as many educators and students as possible to anthropology.
Revising a Four-Square Model of a Complicated Whole
On the Cultural Politics of Religion and Education
Oddly but tellingly, anthropology has largely treated religion and education separately. Anthropological studies of education have tended to focus on reason and rationality, while those of religion have focused on ritual, belief, magic, and ceremony. Yet there is a missed opportunity, I argue in this essay—one that is perhaps hidden by the history of anthropology itself—for seeing religion and education as folding into one another and at times being indistinguishable. Viewing religion and education as recursively related—including in anthropological and social theory—opens up a conceptual locus and mode for analyzing how the public realm is being newly transformed, and how political orders and governmental regimes emerge, sometimes in accord with, other times in contradistinction to, a 'four-square' model of 'public-education/private-religion' that is associated classically with the modern state.
Religion Education and the Transformational State in South Africa
In 2003, after more than 10 years of policy debate and public controversy, the South African minister of education announced a new policy for religion and education that distinguished between religious interests, which are best served by religious communities, and educational objectives for teaching and learning about religion, religions, and religious diversity that should be served by the curriculum of public schools. This article locates South Africa's new policy for religion and education in relation to attempts to redefine the role of the state in the transition from apartheid to democracy. The policy emerged within a new constitutional framework, which ensured freedom for religious expression and freedom from religious discrimination, but also within the context of state initiatives to affirm cultural diversity and mobilize unifying resources for social transformation. Accordingly, this article examines South Africa's policy for religion and public education as an index for understanding post-apartheid efforts in redefining the state as a constitutional, cultural, and transformative state.
French Color Blindness in Perspective
The Controversy over "Statistiques Ethniques"
Daniel Sabbagh and Shanny Peer
In the United States, while some race-based policies such as affirmative action have faced often successful political and legal challenges over the last quartercentury, historically, the very principle of official racial classification has met with much less resistance. The Equal Protection Clause of the Constitution’s Fourteenth Amendment, according to which “no state shall deny to any person within its jurisdiction the equal protection of the laws,” was not originally intended to incorporate a general rule of “color blindness.” And when in California, in 2003, the “Racial Privacy Initiative” led to a referendum on a measure—Proposition 54—demanding that “the state shall not classify any individual by race, ethnicity, color or national origin,” this restriction was meant to apply exclusively to the operation of public education, public contracting or public employment, that is, the three sites where affirmative action was once in effect and might be reinstated at some point, or so the proponents of that initiative feared. In any case, that measure was roundly defeated at the polls.