Early political struggles over principles of governance culminated in our "commercially competitive civil society" in which numbers equate with power, resulting in disempowerment of rural people, decreasing rural influence on public policy, and consequent irrelevant education in rural communities. Education can provide the basis for a…

Examines ideological and economic preconditions that brought about the feminization of teaching in the nineteenth century. Emphasizes urban/rural differences and the links between education and other sectors of the labor market and economy. (GC)

Argues that the Commission on Interracial Cooperation, the most extensive civil rights organization in the South in the 1920s and '30s, gained its authority and longevity through networking with external elites, not through developing a broad indigenous constituency. Presents an overview of the organization's history and leadership. (KH)

Demographic information, history, and research relating to psychological services in rural schools are examined. Although some factors are unique to rural schools, it is concluded that services and perceptions of practitioners are similar in rural and urban areas. School psychologists spend most of their time in assessment for special placement.…

In 1923 John D. Rockefeller's General Education Board (GED) undertook a project to reform the public schools in two rural Indiana counties. The GED demonstration project developed from more than two decades of concern about America's rural problems. The attempt by cosmopolitan outside experts to change the rural schools is described. (RM)

Traces the evolution of Portuguese national identity, 1926-74, in relation to its African colonies, particularly Mozambique, to demonstrate that colonialism enforces values, identities, and "hierarchies of domination" within the colonizing society as well as between colonizers and colonized peoples. Examines the role of education in…

Examines the institutional history of public schools in the United States in the context of gender, and investigates gender practices and policies in the context of formal education. There was far less gender segregation in classrooms under the control of teachers than in informal groups of children outside adult supervision. (BJV)

Explains the colonial school's role in terms of the distribution of education by vertical (social strata) and horizontal (regional) integration, the type of education offered, and the political and social context of interwar Vietnam. Indicates the schools played a divisive role, an effect not due solely to foreign domination. (LC)

During a time of great unrest, formerly White schools have undertaken, with considerable success, one of the most critical educational innovations attempted in the African continent. Success appears, ironically, to be due to the same strong structure which for nearly 50 years made the schools effective instruments of White supremacy. (BRR)