American Education Statecraft and Educational Alternatives

The chapter analyses and evaluates the ascent of a neo-liberal and neo-conservative higher education policy, global university rankings, internationalization, quality assurance, entrepreneurial and competition for international students among universities, both locally and globally. Higher education policy reforms reflect aspects of a dominant ideology of neo-liberalism and neo-conservatism. Neo-liberal policies are largely based on dominant market-oriented ideologies, rather than democratic policy reforms. The commodification of higher education, with its focus on vocationalism and labour market prospects for highly skilled and competent graduates, is a vivid outcome of market-driven economic imperatives of neo-liberal ideology. The chapter analyses the shifts in methodological approaches to globalisation, and neo-liberalism, and their impact on education policy. The chapter critiques globalisation, policy and education reform and suggests the emergence of new economic and political dimensions of neo-liberalism as cultural imperialism. Such hegemonic shifts in ideology and policy are likely to have significant economic and cultural implications for national education systems, reforms and policy implementations.KeywordsAcademic achievementAuthentic democracyBusiness-oriented model of educationCompetitive market forcesCritical discourse analysisCultural imperialismDiscourses of globalisationEconomic inequalityEducation reformsGlobal citizenshipGlobal university rankingGlobalisationGlobal university rankings,governanceHigher education policyHuman capitalHuman rights educationIdeologyIntercultural understandingInternationalizationMacro-social perspectiveMarketisationNeo-conservatismNeo-liberal higher education policyNeo-liberal ideologyParadigmsPerformance indicatorsProgressive pedagogyQuality education for allSocial inequalitySocial stratificationSocial justiceSocial stratificationTransformative pedagogy

1. The Colonial Experience, 1607-1776 The Colonists at Jamestown The Spanish Colonists in Florida The Pilgrims/Puritans Education Contributions of Other Groups The Extent of the Puritan Contribution The Growth of Higher Education Before the Revolutionary War Relations Between the Puritans and Native Americans Deteriorate Conclusion 2. The Effects of the Revolutionary War Era on American Education Distinguishing a Truly American System of Education The Rise of Charity Schools Supplements to Charity Schools Free Schools and African Americans The Charity School Movement Becomes Nationwide The Decline of the Charity School System The College Level Conclusion 3. The Early Political Debates and Their Effect on the American Education System The Views of the Democratic Republics and the Federalists The Presidents and Educational Leaders from Each Political Party How the Victories By Democratic-Republicans Influenced American Education Conclusion 4. Education, African Americans, and Slavery African American Education in the North The Education of African Americans in the South Changing American Education Forever: Education and Events Leading Up to the Election of Lincoln and Liberation for the Slaves American Northern Heroes Conclusion 5. The Education of Women and Native Americans, Latinos, and Asian Americans The Education of Women The Education of Native Americans The Education of Asian Americans The Education of Latinos Conclusion 6. The Widespread Growth of the Common School & Higher Education Horace Mann and the Rise of the Common Schools Mann's Arguments that Common Schools Would Promote the Common Good Resistance to the Public Schools Contemporaries of Horace Mann in the Common School Movement The Civil War and the Common School Movement The Growth of Higher Education During the First Half of the 1800s Where State Universities Grew and Where They Did Not The Growth of State Colleges in Other States Conclusion 7. The Effects of the Events During and Between the Civil War and World War I The Impact of the Civil War The Impact of the Post-Civil War Period The Debate Over African American Education Increased Immigration Social Role of the School Land Grant Colleges Major Events in the Post-Civil War Period Events Leading Up to and Including World War I Conclusion 8. The Liberal Philosophy of Education As Distinguished from Conservatism The Schools of Educational Philosophy The Educational Philosophy of John Dewey Other Liberal Reformers Moderate Liberals Moderates Neo-Conservatives Conclusion 9. The Great Depression and the Long-Term Effects on World War II and the Cold War on American Education The Educational Challenges of the Great Depression (1929-1941) The Impact of World War II on Education The Rise of Community Colleges The Cold War Conclusion 10. The Civil Rights Movement and Federal Involvement in Educational Policy Truman's Contribution The Pursuit of Civil Rights Legislation in the Courts Brown Helps Build Momentum for the Civil Rights Movement Expanding the Reach of the Civil Rights Movement: Affirmative Action Expanding the Reach of the Civil Rights Movement: Bilingual Eduation Conclusion 11. The Turbulence of the 1960s The Vietnam War and Student Activism Civil Rights and Education The New York City Teacher's Strike The Primacy of New Educational Thought The Removal of Prayer from the Schools Sex Education Conclusion 12. The Rise of Public Criticism of Education Basic Arguments Addressing the Data What Does the College Board's Assessment Mean? Advances in Public Education During the 1963-1980 Period How Did the Rising Criticism of Education Influence Schools? Conclusion 13. The Rise of Multiculturalism & Other Issues The Rise of Multiculturalism The Success of Multicultural Curricula The Debate About Multiculturalism The Future of Multiculturalism Vocational Education Education for the Children with Special Needs or Disabilities Conclusion 14. Educational Reform Under the Republicans and Democrats Reforms Under the Republicans Reagan, Bush, and George W. Bush Democratic Party Reforms Under Bill Clinton The Political Atmosphere Today Conclusion 15. Other Recent Educational Issues and Reforms Equalization of School Expenditures School Shootings School Uniforms The Influence of the Family Learning from Foreign Systems of Education Technology in the Schools Homeschooling Conclusion

The chapter analyses current emerging research trends in education reforms around the world. The chapter critiques and evaluates a neo-liberal and neoconservative education policy reforms globally. It discusses meta-ideological hegemony and paradigm shifts in education. It analyses globalisation processes impacting on education and policy reforms, both locally and globally, designed to promote economic competitiveness, national identity and social equity through education reforms. The chapter critiques standards-driven and outcomes-defined policy. The analysis of education policy reforms, and the resultant social stratifications in the global culture, demonstrates a complex nexus between globalisation, ideology and education reforms – where, on the one hand, democratisation and progressive pedagogy is equated with equality, inclusion, equity, tolerance and human rights, while on the other hand, globalisation is perceived, by some critics at least, to be a totalising force that is widening the inequality, and the socio-economic status (SES) gap and cultural and economic capital between the rich and the poor, and bringing power, domination and control by corporate bodies and powerful organisations.

Miller-Idriss, C., Siddiqui, S. (2019). Introduction. Journal of Education in Muslim Societies, 1(1), 1–2. DOI 10.2979/jems.1.1.01 • Copyright © 2019 International Institute of Islamic Thought Introduction W elcome to the first issue of the Journal of Education in Muslim Societies (JEMS), which is being published as part of the International Institute of Islamic Thought’s new Advancing Education in Muslim Societies (AEMS) initiative in partnership with Indiana University Press. JEMS aims to contribute original scholarly research to debates, practices, policies , and reforms affecting education in Muslim societies in an attempt to link the academic and theoretical domains with policy and practice. By casting light on the state of education and educational reform in these societies, we seek to interrogate their core problems, needs, reform objectives, approaches and perspectives, crosscutting trends, innovations, opportunities, and other education-related challenges. Some clarification of terms is important. First, we reject the notion that the world is divided into Muslim and non-Muslim societies. Thus, the journal examines education in any society in which Muslims are present. In Muslim-majority societies, for example, our examination may focus on nationwide systems (secular as well as religious), while in Muslim-minority societies, we may study the educational activity of the indigenous Muslim populations. Second, our definition of education is broad and inclusive. It includes, but is not limited to, religious education, PreK-12, higher education, parenting, nonformal education, youth development, and adult learning over the course of one’s life. Within formal educational systems, we seek scholarly contributions related to education policy, curriculum, pedagogy, governance and leadership, and assessment and evaluation. Outside of formal educational systems, we aim to publish original research on early childhood development and parenting, non-formal and alternative education, after-school programs and summer camps, and continuing education programs. JEMS also encourages scholarship in the areas of educational equity; the context of education; the role of philanthropy in education; and the relevant philosophical, epistemological, and theoretical underpinnings. We seek articles by researchers from across disciplines (for example, history, political science, religious studies, sociology, public affairs, nonprofit management, business, and philanthropy) and from policymakers and practitioners throughout the world working in this emerging field. This first issue focuses on the role of what we call “third space reform” in education. Most existing approaches to global educational reform frame education in utilitarian and transactional terms, viewing it as a means to strengthen democracy (the first space) or as an engine for a nation’s economic development (the second space). These are not unworthy goals, of course. However, the AEMS initiative starts from the premise that the purpose of education is both utilitarian and transformative. In this framework, education is not only a transaction through 2 JournalofEducationinMuslimSocieties · Vol. 1, No. 1 which degree attainment leads to a life of accomplishments, but also a lifelong process through which individuals experience meaning and fulfillment. Responding to a need for highlighting socio-emotional learning and holistic learner development, AEMS represents a potential “third space” in global educational reform efforts—one that blends and expands the civic education and human capital approaches toward overall student and human well-being. This is a key philosophical difference with existing approaches to education reform. Given its strong research and evidence base, AEMS will ensure that all children have access to education for a meaningful life—namely, one that offers psychological and emotional stability; social and relational fulfillment; and purposeful and impactful economic, community, and political engagement. This first issue consists of a report of the Symposium on Muslim Philanthropy and Civil Society held at Indiana University in Indianapolis during October 2018, which analyzed issues related to education in Muslim societies, three peerreviewed research articles, and four book reviews. In the flagship article for this premiere issue, Ilham Nasser, Cynthia MillerIdriss , and Ahmed Alwani present the conceptual research framework underpinning AEMS, an empirical initiative that seeks to contribute evidence-based knowledge on the state of education and, more specifically, the well-being of students in an authentic and context-sensitive manner. While prior educational research and interventions have emphasized education for employment or citizen development, the authors argue for a broader and more holistic approach to young people...

This entry analyzes current emerging research trends in education reforms around the world, critiquing and evaluating neoliberal education policy reform globally and discussing meta‐ideological hegemony and paradigm shifts in education. It analyzes globalization processes, impacting on education and policy reforms globally, that are designed to promote economic competitiveness, national identity, and social equity through education reforms. The entry reviews standards‐driven and outcomes‐defined policy. It also offers a brief analysis of education policy reforms, and the resultant social stratification in the global culture, which demonstrates a complex nexus between globalization, ideology, and education reforms – where, on the one hand, democratization and progressive pedagogy is equated with equality, inclusion, equity, tolerance, and human rights, while on the other hand, globalization is perceived, by some critics at least, to be a totalizing force that is widening the socioeconomic status (SES) gap and cultural and economic capital between the rich and the poor, and bringing power, domination, and control by corporate bodies and powerful organizations.

The chapter analyses current research trends in education reforms around the world, with a focus on higher education. The chapter critiques and evaluates a neo-liberal and neoconservative education policy, meta-ideological hegemony and paradigm shifts in education, globalisation processes impacting on education and policy reforms, models of governance in education, global university rankings, internationalization, competition for international students among universities, both locally and globally, promoting economic competitiveness, national identity and social equity through education reforms, and teaching globalism through a human rights framework.

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

Schools are better at expressing social goals than at operationalizing those goals in a manner that might actually realize them. School reform efforts are better at changing the rhetorical commitment of schools to particular educational goals than at bringing the teaching and learning in schools in line with these goals. And historical studies of education are better at identifying the evolving language of educational goals than at detailing the impact of these goals on the core pedagogical relation between teacher and student. Thus the language of goals dominates education, educational reform, and historical research on education. In this paper, I explore the central elements of education’s language fetish, the historical and sociological roots of this condition, and its consequences for education and society. The focus will be on American education; but much of the argument resonates with education in other settings, since it tries to tell a story about the social role that education is asked to play in modern liberal democracies.

Riding to Learn, Learning to Ride: Early School-busing in Connecticut, 1900–1945

This paper uses comparative ethnography to examine the global spread of neoliberal education policies and public school teacher resistance to them in Brazil and the United States. Initially focused on teacher responses to São Paulo’s Programa Educação Compromisso (Commitment to Education Program), the study was expanded into a cross-national comparison with US education reforms that Brazilian elites promoted as successful and imitable models. The aim of the study thus became to compare local forms of teacher resistance to elite-driven global policy models. However, when the COVID-19 pandemic exploded between rounds of data collection, it created both new challenges and opportunities for the comparative ethnographic study. The pandemic introduced practical constraints that prevented a traditional ethnographic comparison, but it also made more visible the crucial role of public schools in guaranteeing the basic rights of school communities, and revealed how teachers’ collective responses to a global health crisis were informed by prior educational policy reforms. Ultimately, the paper argues that both elite-driven policy mobility and the global pandemic contributed to convergent trajectories in distant and historically distinct public school systems, imposing new challenges on teachers but also galvanizing similar practices of resistance and community engagement.

Introduction School buses not only provide safe transportation for children on their daily commute to and from school, but also facilitate access to education regardless of their location or income, making them eligible. Consolidating student transportation, not only reduces traffic and pollution, but it has historically also played a key role in desegregating schools after Brown v. Board. The humble yellow school buses remains a cornerstone of communities and kid-friendly transportation systems nationwide because it promotes shared learning experiences and can help build a sense of community among a diverse student body. According to the author, busing technology has exerted a significant impact on the lives of children in America throughout history. By examining the study of the historical and contemporary forces behind this innovative device, we can get a new picture of how technology functions in our society today and ask ourselves who developed this device. Content summary This book is divided into four chapters after the introduction. In Chapter 1, the early busing programs encountered significant resistance from integrate-averse white communities as they attempted to dismantle the entrenched system of racially segregated public education. Despite the long-term benefits of busing for black students’ academic and professional outcomes, busing also caused significant short-term hardships due to hostility in predominantly white schools. Moreover, busing decimated the number of black teachers, severely damaging an important source of cultural understanding and role models. As a result of weakened enforcement of desegregation mandates, residential segregation and private schools undermined the effectiveness of busing and revealed, its limitations in addressing systemic inequalities over time. Although the busing system fulfilled its functional role, it failed to change the discriminatory learning environment it sought to eliminate. As a result of this formidable challenge, it showed that truly equitable education requires holistic reforms, not isolated technical solutions, to address the deepest inequities in society. Busing’s legacy underscores that to fulfill the full equality, there is still a long way to go, even more than 65 years after Brown’s landmark integration decision. The second chapter focuses on the experience on a school buses, and questions the idealized view of the yellow school buses as a fun experience for children. It examines the reality of long commute times experienced by 60 Bellwood elementary and middle school students who, as the participants of a desegregation program, spent over two hours each way taking the bus to attend schools in nearby districts. In spite of the fact that exhausting commutes deprived children of control over their journey and made meeting basic needs difficult due to bus rules, the author concluded that students used sounds, games, music, and creative expression to build community despite the noisy conditions. Although enrichment activities were attempted and adult power/supervision remained a constant pressure, it was ultimately questioned whether such lengthy commuting techniques truly conferred dignity and needs on students as their primary users experienced exhausting journeys with little agency each school day. School buses design and futures are the focus of chapters 3 and 4. Chapter 3 examines the physical characteristics and design of school buses to determine how they are interpreted by students and what expectations they reflect. In the report, it is stated that the vinyl seats, lack of amenities, difficult-to-operate windows, and bare metal interior take precedence over comfort as a utilitarian means of transportation. It examines how the bus functions as a platform for educating students and shaping interactions on and inside the bus as well as outside of it. By using this "old" technology, this chapter emphasizes the importance of human relationships and analog interactions in learning, and argues that it allows us to reconsider what educational technology encompasses. The last chapter critically examines the role of school buses in American public education, and questions whether their operation and designs have actually improved students’ lives and experiences given the many hours they spend on buses each day. Though school buses emerged as a method of desegregation after Brown v. Board, it is unclear if this approach has provided equity for marginalized students. In addition, buses represent a "colonial technology" that transports students to schools built on stolen indigenous lands without considering indigenous voices or sovereignty. As a result, school buses do not meet the criteria for effective public transportation since they do not travel frequently or comfortably to desired locations and are not always affordable, when considering the costs of students’ time and dignity. The COVID-19 pandemic interrupted busing and highlighted its dysfunction, but there remains an opportunity to redesign transportation and school structure rather than simply returning to the status quo of unchanged busing which has done little to substantially address inequities in educational opportunity. Analysis and evaluation This book provides an in-depth examination of the history and legacy of school desegregation through busing programs, as well as a critical analysis of the role of school busing in American public education. It investigates the short- and long-term effects of busing on marginalized students, explores students' lengthy commuting experiences, and analyzes the design of buses and how they exert interactional influence. Due to transportation shortcomings, the work questions whether school busing truly improves students' experiences or dignity. It also asserts buses represent outdated “colonial technology” and do not address systemic inequities over time. Therefore, the book emphasizes that achieving educational equality by isolated techniques is not sufficient. By reconsidering buses as an educational platform and reimagining transportation structures, the book presents an opportunity to further holistically reform the public education as a means of eliminating deep-rooted inequity and inadequacies that have been persisting since Brown v. Board for decades. By historically reviewing the shortcomings of busing and asking whether busing really improves students’ lives, the book suggests that broader reforms in education, transportation, and community engagement are needed. By presenting thought-provoking issues regarding persistent inequities in public education despite policies such as busing, this important analysis will be of interest to readers seeking insights into education policy and reform. Therefore, the most impressive aspect of the book is the depth and breadth of its historical and critical analysis in evaluating efforts to desegregate schools through busing programmes. It impressively traces in extensive detail the short and long-term effects of busing on marginalised student populations over time. In addition, the book offers an insightful critique of how bus transportation models have influenced student experiences rather than simply fulfilling their functional role, and questions whether commuters truly uphold student dignity. By challenging assumptions about technical solutions and calling for far-reaching educational reforms, the book raises thoughtful implications that are still crucial to the pursuit of full equity that add considerable value. This book appears to offer a more comprehensive analysis of school desegregation efforts through busing programmes compared to other similar works, as evidenced by several distinguishing factors. Its examination provides unprecedented depth in tracing both the short and long-term historical impact over 65 years since Brown v. Board. By taking a systematic view of the issues and calling for holistic reforms in education, transportation, and communities, the book presents a broader perspective compared to more narrowly focused policy analyses. The empirical examination of student experiences, such as lengthy commutes, adds context that has not been fully explored elsewhere. It also distinguishes itself by maintaining contemporary relevance through its implications for educational equity. Conclusions and limitations This book challenges the assertion that desegregation through transportation alone is sufficient to achieve full equity by examining both the historical role and limitations of busing, and suggesting that systemic changes are still needed. The analysis suggests buses should enhance their comfort through redesign, and maximize their platform capabilities. Moreover, critiques of buses as "colonial technology" that do not include indigenous voices have implications for inclusive participation in reforming these structures. Hence, it emphasizes that equal opportunity continues to be a challenge decade after Brown v. Board by highlighting the ongoing challenges of equality. To address deep-rooted inequities in educational opportunities through a systemic approach that focuses on the well-being of students and to redress the historical wrongs, requires holistic, multi-pronged reforms in education, transportation, design, and community engagement, not just isolated technical solutions. While the study offers a comprehensive critique of school desegregation efforts, some potential criticisms are that it could be strengthened by more direct empirical evidence and data to support its claims. Additionally, though arguing existing approaches are insufficient, it does not provide specific alternative policy solutions or frameworks. There is also a risk that the systemic view overlooks the complex policy trade-offs faced by different stakeholders. Applying current sensibilities to historical contexts may not fully account for the political realities that policymakers are confronted with.

This book reviews the state of education in Myanmar over the past decade and a half as the country is undergoing profound albeit incomplete transformation. Set within the context of Myanmar’s peace process and the wider reforms since 2012, Marie Lall’s analysis of education policy and practice serves as a case study on how the reform programme has evolved. Drawing on over 15 years of field research carried out across Myanmar, the book offers a cohesive inquiry into government and non-government education sectors, the reform process, and how the transition has played out across schools, universities and wider society. It casts scrutiny on changes in basic education, the alternative monastic education, higher education and teacher education, and engages with issues of ethnic education and the debate on the role of language and the local curriculum as part of the peace process. In so doing, it gives voice to those most affected by the changing landscape of Myanmar’s education and wider reform process: the students and parents of all ethnic backgrounds, teachers, teacher trainees and university staff that are rarely heard.

The article presents the results of comparative study of the American, Russian and Kazakhstan experience of alternative education.It reveals the implementation of alternative ideas in schools of Russia and Kazakhstan.The article describes the students' attitude to the alternative education in American and Russian schools.The study was held in a number of Montessori schools in Minnesota USA (Sunshine Montessori School, Seward Montessori School, Great River School).Methods of observation, survey, questionnaire, personal interviews with students and teachers of schools were used.Questioning of American students was held in Great River School.The study surveyed 100 school students.They answered questions about their learning experiences in an alternative school.The questionnaire was anonymous and consisted of 14 questions.The questions were both of direct and expanded character, with a choice of options.Russian students from three secondary schools in the Republic of Tatarstan, Kazan answered the same questions.The study showed that despite the differences in the production of alternative education in the United States and Russia, among the characteristics of alternative education inherent in the American and Russian schools, students noted student-centered character of education, overcoming authoritarianism in teaching and creativity and cognitive activity.

The reform of the Ukrainian education system is one of the key tasks of modern national policy, as a result of which the issue of considering and borrowing positive foreign educational experience is updated, which determines the relevance of scientific research. The purpose of the work is to analyse and identify the characteristic features of the process of development and modernisation of the Norwegian educational system. In the study, the author used a number of general scientific theoretical research methods, in particular, the analysis and synthesis of scientific and methodological literature, and the comparison and generalisation of the developed source base. The paper deals with the problem of analysing the current educational reform in Norway. It was established that the country belongs to the leading developed countries in the field of educational policy, and its level is an important factor in intellectual, economic, social, scientific and technical, innovation, technological, and cultural development. The main reasons and consequences of reforming the Norwegian educational space are substantiated. The author’s vision of Norway s educational reform is presented. It was determined that focusing on the modern labour market, Norwegian education priorities today include: the ability to operate with innovative technologies and knowledge; a combination of conventional and alternative education, public and private; increasing the role and importance of education in the life of society, turning it into a real production and social force, the central connecting link of the system “science – technology – man – production – culture”. The practical value of the paper lies in the structural analysis of the Norwegian experience of reforming the educational system, which allows reviewing the problematic aspects of Ukrainian education and find relevant methods for solving them

Healthy schools