Public Schools in Massachusetts, 1870-1915. INSTITUTION Harvard Univ., Cambridge, Mass
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Redalyc.Fifty Years After Angicos. Paulo Freire, Popular Education
Revista Lusófona de Educação ISSN: 1645-7250 [email protected] Universidade Lusófona de Humanidades e Tecnologias Portugal Torres, Carlos Alberto Fifty Years After Angicos. Paulo Freire, Popular Education and the Struggle for a Better World that is Possible Revista Lusófona de Educação, núm. 24, 2013, pp. 15-34 Universidade Lusófona de Humanidades e Tecnologias Lisboa, Portugal Available in: http://www.redalyc.org/articulo.oa?id=34929705002 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Revista Lusófona de Educação, 24, 15-34 Fifty Years After Angicos. Paulo Freire, Popular Education and the Struggle for a Better World that is Possible Carlos Alberto Torres Que un individuo quiera despertar en otro individuo recuerdos que no pertenecieron más que a un tercero, es una paradoja evidente. Ejecutar con despreocupación esa paradoja, es la inocente voluntad de toda biografía.” 1 Abstract The main thesis of this paper is that Freire’s original experience in Angicos anticipated a grand design for social transformation of educational systems. As such it brought together two key concepts that formulated the basis of his educational system: popular culture as an counter-hegemonic project and popular education, more particularly what was later called citizen schools or public popular education as keystone of his new educational system. I use the term Paulo Freire System to show that his original attempts were not only to challenge pedagogical the prevailing banking education system that was so pervasive in Brazil and Latin American at the time. -
Radical Education Workbook in Britain in 2010
RADICAL EDUCATION WORK- BOOK CONTENTS Introduction1Self-Organisation TheMakingoftheWorkbook 2 FreeUniversityofLiverpool 19 HowtoUsetheWorkbook? 2 WorkerEducation 20 WhoMadetheWorkbook? 2 Self-Reliance:DiscussionontheUniversityofIslam 21 OpenArchive:56AInfoshop 22 ChallengingImposedCurricula Funding 23 Anti-ImperialEducation 4 X-Talk 24 SexandRelationshipsEducation 5 CitizenshipEducation 6 UsingthePedagogiesoftheOppressed L’EcoleModerne 8 PopularEducationandGuerillaWar(ElSalvador) 26 TheImage 27 Collectivity Power/Occupation 28 CircleTime 11 AFreirianPedagogyfortheEsolClassroom 30 EducationAgainstEmpire 12 BodyPedagogy 32 Collectivity 14 DoubtinGroups 15 ReadingList 33 DemocracyinSchools 16 2 Introduction Asacollectiveofstudentsandeducatorsworking Thisabsenceofcriticalapproachestocurriculum The‘Radical’inRadicalEducation inadiversityofsettings,fromprimaryschools alsoexistswithinsocialmovementsthemselves. Ouruseofthetermradicalisnotmeanttomake touniversities,socialcentrestoswimmingpools, Wheremanyradicalbookshopshaveextensive grandclaimsofpoliticalpurity,nortobeoff- andstraddlingthisworkwithourinvolvement sectionsofpoliticalanalysistheyrarelyhave puttingforthosewhodon’tthinkofthemselves instrugglesontheEducationfront,wefound sectionsoncommunityorganising,popular as‘radicals’.Itisusedprovisionallytomark ourselvespoorlyeducatedinthehistoriesof education,radicalresearchortheirhistories. outaterrainofpracticethatincludespopular radicaleducationthathavecirculatedintheUK Manymovementorganisersarenotawareofthese educationandresearch,militantorco-research, -
An Introduction to Popular Education
An Introduction to Popular Education Community Capacitation Center Multnomah County Health Department Multnomah County Health Department, 1999 Updated 05/16/18 An Introduction to Popular Education Workshop Objectives By the end of the workshop, participants will: Increase their understanding of the main sources, the ultimate goal, the principles, and the values of popular education (PE) Be able to use several PE methods and understand how those methods support and embody the principles and values of PE Understand and be able to use the action-reflection-action (or practice- theory-practice) circle in PE Workshop Agenda Introduction 15 min Dinámica/Movement Building Activity 20 min Brainstorming: What do we already know about Popular Education? 30 min Dinámica/Movement Building Activity 10 min Radio Play: History of Popular Education 30 min Break 15 min Cooperative Learning: Reflection on Radio Play 45 min Lunch 50 min Dinámica/Movement Building Activity 10 min Sociodrama/Problem Posing: Identifying the Problem and Developing Critical Consciousness 60 min Break 10 min Dinámica/Movement Building Activity 10 min Cooperative Learning: Moving to Action 15 min Evaluation 15 min Conclusion 5 min Multnomah County Health Department, 1999 Updated 05/16/18 2 Brainstorming and Sociodramas Ground Rules for Brainstorming All ideas are accepted without judgment. There are no wrong answers. Encourage participation from everyone. As much as possible, the facilitator should write down exactly what people say. (This means: Don’t try -
Boston Symphony Orchestra Concert Programs, Season 126, 2006-2007, Subscription, Volume 02
BOSTON SYM PHONY ORCHESTRA JAMES LEVINE MUSIC DIRECTOR BERNARD HAITINK CONDUCTOR EMERITUS SEIJI OZAWA MUSIC DIRECTOR LAUREATE • a (tie. Leaa richer J [fH1*V?*!?n w If John Hancock is proud to support the Boston Symphony Orchestra. the future is yours A World-Class Alcohol and Drug Treatment Program lliii View from The McLean Center, Princeton, MA E McLEAN CENTER AT FERNSIDE A comprehensive residential treatment program. Expertise in treating co-occurring psychiatric disorders. Highly discreet and individualized care for adults. Exceptional accommodations in a peaceful, rural setting. McLean Hospital: A Legacy of Compassionate Care and Superb Clinical Treatment wvvw.mclean.harvard.edu • 1-800-906-9531 McLean Hospital is a psychiatric teaching facility of Harvard Medical School, an affiliate of Partners Massachusetts General Hospital and a member of H E A I T H L \ R F Partners HealthCare. REASON #75 transplan exper s It takes more than just a steady hand to perform a successful organ transplant. The highly complicated nature of these procedures demands the utmost in experience and expertise. At Beth Israel Deaconess Medical Center, we offer one of the most comprehensive liver, kidney and pancreas transplant programs available today. Our doctors' exceptional knowledge and skill translate to enhanced safety and care in transplant surgery - and everything that goes into it. For more information on the Transplant Center, visit www.bidmc.harvard.edu or call 1-800-667-5356. A teaching hospital of Beth Israel Deaconess Harvard Medical School Medical Center Official | Hospital of the Boston Red Sox Affiliated with Joslin Clinic | A Research Partner of Dana-Farber/Harvard Cancer Center James Levine, Music Director Bernard Haitink, Conductor Emeritus Seiji Ozawa, Music Director Laureate 126th Season, 2006-2007 Trustees of the Boston Symphony Orchestra, Inc. -
Quaderni D'italianistica : Revue Officielle De La Société Canadienne
LUCA CODIGNOLA FRANCIS PARKMAN'S ROMAN EXPERIENCE (1844) On 5 April 1844, the twenty-year old Francis Parkman (1823-93) wrote to his mother, Caroline Hall Parkman (1794-1871), from Rome.' He had been there for some six weeks and was about to leave for Florence. He had fallen under the charm of the Eternal City. "You may think two months a long time to remain in Rome, but it is not too much to see the place thor- oughly-in fact, it is not half enough. I do not think the time could be more profitably spent. "^ He was careful to reassure her that his extended stay had nothing to do with a new penchant towards Roman Catholicism: "The farce of [Joseph] Coolidge Shaw has not been reenacted in my person." J.C. Shaw (1821-50 ori 851), as we shall see, was a cousin of the Parkmans and had recently converted, vainly trying to persuade Parkman to follow his example. "We are in the midst of the fooleries before the Holy Week," Parkman continued, going on to describe the weeks before Easter and the pagan rites performed by the superstitious faithful in their thousands.^ Almost 46 years later, a historian of great repute, Parkman was still using expressions of the kind to describe his days in Rome to a consider- ably wider public. That had proved a useful, first-hand introduction to the Catholic world he was afterwards to write about so extensively in his books, he explained. However, it had had no particular effect on his philo- sophical or religious convictions, despite the many positive aspects he was forced to acknowledge in so many members of the Catholic Church.'^ One A preliminary and shorter version of this article was published as Luca Codignola, "Francis Parkman. -
Socialism and Education in Britain 1883 -1902
Socialism and Education in Britain 1883 -1902 by Kevin Manton A Thesis Submitted in Partial Fulfilment of the Requirements for the degree of DOCTOR OF PHILOSOPHY (PhD) Institute of Education University of London September 1998 (i.omcN) 1 ABSTRACT This thesis examines the policies of the socialist movement in the last two decades of the nineteenth century with regard to the education of children. This study is used to both reassess the nature of these education policies and to criticise the validity of the historiographical models of the movement employed by others. This study is thematic and examines the whole socialist movement of the period, rather than a party or an individual and as such draws out the common policies and positions shared across the movement. The most central of these was a belief that progress in what was called the 'moral' and the 'material' must occur simultaneously. Neither the ethical transformation of individuals, nor, the material reformation of society alone would give real progress. Children, for example, needed to be fed as well as educated if the socialist belief in the power of education and the innate goodness of humanity was to be realised. This belief in the unity of moral and material reform effected all socialist policies studied here, such as those towards the family, teachers, and the content of the curriculum. The socialist programme was also heavily centred on the direct democratic control of the education system, the ideal type of which actually existed in this period in the form of school boards. The socialist programme was thus not a utopian wish list but rather was capable of realisation through the forms of the state education machinery that were present in the period. -
Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H
Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H. Haworth Anarchist Pedagogies: Collective Actions, Theories, and Critical Reflections on Education Edited by Robert H. Haworth © 2012 PM Press All rights reserved. ISBN: 978–1–60486–484–7 Library of Congress Control Number: 2011927981 Cover: John Yates / www.stealworks.com Interior design by briandesign 10 9 8 7 6 5 4 3 2 1 PM Press PO Box 23912 Oakland, CA 94623 www.pmpress.org Printed in the USA on recycled paper, by the Employee Owners of Thomson-Shore in Dexter, Michigan. www.thomsonshore.com contents Introduction 1 Robert H. Haworth Section I Anarchism & Education: Learning from Historical Experimentations Dialogue 1 (On a desert island, between friends) 12 Alejandro de Acosta cHAPteR 1 Anarchism, the State, and the Role of Education 14 Justin Mueller chapteR 2 Updating the Anarchist Forecast for Social Justice in Our Compulsory Schools 32 David Gabbard ChapteR 3 Educate, Organize, Emancipate: The Work People’s College and The Industrial Workers of the World 47 Saku Pinta cHAPteR 4 From Deschooling to Unschooling: Rethinking Anarchopedagogy after Ivan Illich 69 Joseph Todd Section II Anarchist Pedagogies in the “Here and Now” Dialogue 2 (In a crowded place, between strangers) 88 Alejandro de Acosta cHAPteR 5 Street Medicine, Anarchism, and Ciencia Popular 90 Matthew Weinstein cHAPteR 6 Anarchist Pedagogy in Action: Paideia, Escuela Libre 107 Isabelle Fremeaux and John Jordan cHAPteR 7 Spaces of Learning: The Anarchist Free Skool 124 Jeffery Shantz cHAPteR 8 The Nottingham Free School: Notes Toward a Systemization of Praxis 145 Sara C. -
A Popular Education Handbook. an Educational Experience Taken from Central America and Adapted to the Canadian Context
DOCUMENT RESUME ED 289 024 CE 049 178 AUTHOR Arnold, Rick; Burke, Bev TITLE A Popular Education Handbook. An Educational Experience Taken from Central America and Adapted to the Canadian Context. INSTITUTION CUSO Development Education, Ottawa (Ontario).; Ontario Inst. for Studies in Education, Toronto. PUB DATE Oct 83 NOTE 62p.; Some photographs may not reproduce clearly. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Adult Education; Classroom Techniques; *Community Education; Developing Nations; Disadvantaged; Educational Resources; Foreign Countries; *Group Dynamics; Material Development; *Nonformal Education; Postsecondary Education; *Program Development; Slides; Teaching Methods IDENTIFIERS Canada; *Central America; *Popular Education ABSTRACT In this booklet two members of a Canadian educational development organization share their experiences during 1983 in trying to adapt the popular education they had experienced in Central America to the Canadian context. The guide is organized in five chapters. Chapter 1 defines popular education and describes its characteristics and the role of the popular educator. Chapter 2 provides three program examples of popular education: a workshop for teachers about popular education in Central America, a workshop on workins people in Canada and Central America, and a workshop on popular education for community groups. Techniques for building a popular education program are shared in Chapter 3. They include sculpturing, sociodrama, role play, drawing, and songwriting. Chapter 4 contains exercises to help the group process, such as ice breakers, group building, and relaxa+ion. Finally. Chapter 5 explains how to develop resources--in this case, a slide show--and describes four slide-tape shows produced by Rick Arnold and Bev Burke about Central America. -
Excerpt from “Massachusetts in the Woman Suffrage Movement: Revolutionary Reformers”
Western New England Law Review Volume 42 42 Issue 3 Article 3 2020 EXCERPT FROM “MASSACHUSETTS IN THE WOMAN SUFFRAGE MOVEMENT: REVOLUTIONARY REFORMERS” Barbara Berenson Follow this and additional works at: https://digitalcommons.law.wne.edu/lawreview Recommended Citation Barbara Berenson, EXCERPT FROM “MASSACHUSETTS IN THE WOMAN SUFFRAGE MOVEMENT: REVOLUTIONARY REFORMERS”, 42 W. New Eng. L. Rev. 359 (2020), https://digitalcommons.law.wne.edu/ lawreview/vol42/iss3/3 This Article is brought to you for free and open access by the Law Review & Student Publications at Digital Commons @ Western New England University School of Law. It has been accepted for inclusion in Western New England Law Review by an authorized editor of Digital Commons @ Western New England University School of Law. For more information, please contact [email protected]. WESTERN NEW ENGLAND LAW REVIEW Volume 42 2020 Issue 3 EXCERPT FROM “MASSACHUSETTS IN THE WOMAN SUFFRAGE MOVEMENT: REVOLUTIONARY REFORMERS” BARBARA BERENSON* INTRODUCTION In Massachusetts in the Woman Suffrage Movement: Revolutionary Reformers, I tell the story of the courageous and visionary activists who fought tenaciously for nearly a century to secure women the vote. The book balances the national and state stories. Massachusetts played a critical leadership role in the national campaign: among other things, it was the site of the first national woman’s rights convention, the headquarters of the American Woman Suffrage Association, and the home of the Woman’s Journal, the nation’s leading pro-suffrage newspaper. Until the final years of the movement, suffragists waged a state-based campaign: they sought to persuade states to amend their constitutions to enfranchise women and thereby ensure that critical number of representatives and senators in the United States Congress would be beholden to women voters. -
Learning by Doing, in Varied Settings 11 Learning by Doing by Diverse Students at All Levels Contributes to the Year-Round 12 Alumni News NBSS Educational Experience
fall 2011 N O RT H benne T S TR ee T SC H O O L NEWSLETTER LEARNING BY DOING � eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee Preservation carpentry student Jared Lodge examines the plaster cove at the eaves of the Brethren’s Workshop at Mount Lebanon Shaker Village. Story on page 11. Partnerships with other higher-education institutions brought Featured Stories 3 are we artists? graduate-level students to North Bennet Street School this 4 climbing the stairs summer for hands-on training to enrich their master’s degree 5 on the pathway programs. Relationships with other non-profits provided 7 one graduate’s journey 8 new programs internship opportunities for NBSS students to learn from 10 keeping nyc in tune masters in their field. Learning by doing, in varied settings 11 learning by doing by diverse students at all levels contributes to the year-round 12 alumni news NBSS educational experience. 15 calendar new programs reach the keeping nyc in tune graduate level A unique internship with a non-profit in New Partnerships with other higher-education York City that places pianos in public spaces. institutions result in summer courses in NBSS students kept them in tune in June. bookbinding and preservation carpentry. page 10 page 8 BENCHMARKS · Fall 2011 2 First graders in the new Eliot School art room Locksmithing’s new home is a high-ceiling, light-filled, at NBSS. harbor-view space steps away from the working docks and high-end restaurants that define the South Boston waterfront. Eliot School partnership EVA MARTIN, JM ‘o3 North Bennet Street School enjoys a successful partnership with the nearby John Eliot School—a public K-8 school. -
PAULO FREIRE PEDAGOGY of the OPPRESSED ; • 30TH ANNIVERSARY EDITION •
PAULO FREIRE PEDAGOGY of the OPPRESSED ; • 30TH ANNIVERSARY EDITION • Translated by Myra Bergman Ramos With an Introduction by Donaldo Macedo A continuum • IfNEW YORK • LONDON 2005 The Continuum International Publishing Group Inc 15 East 26,h Street, New York, NY 10010 The Continuum International Publishing Group Ltd The Tower Building, 11 York Road, London SE1 7NX Copyright © 1970, 1993 by Paulo Freire Introduction © 2000 by Donaldo Macedo All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of The Continuum International Publishing Group Inc. Printed in the United States of America Library of Congress Cataloging-in-Publication Data Freire, Paulo, 1921- [Pedagogia del oprimido. English] Pedagogy of the oppressed / Paulo Freire ; translated by Myra Bergman Ramos ; introduction by Donaldo Macedo.—30th anniversary ed. p. cm. Includes bibliographical references. ISBN 0-8264-1276-9 (alk. paper) 1. Freire, Paulo, 1921- 2. Education—Philosophy. 3. Popular education—Philosophy. 4. Critical pedagogy. I. Title. LB880.F73 P4313 2000 370.11*5—dc21 00-030304 To the oppressed, and to those who suffer with them and fight at their side Contents Publisher's Foreword 9 Introduction to the Anniversary Edition by DONALDO MACEDO 11 Foreword by RICHARD SHAULL 29 Preface ^ 35 Chapter 1 43 The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process. -
Terrorism and Communism: a Contribution to the Natural History of Revolution
Terrorism and Communism A Contribution to the Natural History of Revolution Karl Kautsky 1919 Preface I. Revolution and Terror II. Paris III. The Great Revolution IV. The First Paris Commune The Paris Proletariat and Its Fighting Methods The Failure of Terrorism V. The Traditions of the Reign of Terror VI. The Second Paris Commune The Origin of the Commune Workmen’s Councils and the Central Committee The Jacobins in the Commune The International and the Commune The Socialism of the Commune Centralisation and Federalism Terrorist Ideas of the Commune VII. The Effect of Civilisation on Human Customs Brutality and Humanity Two Tendencies Slaughter and Terrorism The Humanising of Conduct in the Nineteenth Century The Effects of the War VIII. The Communists at Work Expropriation and Organisation The Growth of the Proletariat The Dictatorship Corruption The Change in Bolshevism The Terror The Outlook for the Soviet Republic The Outlook for the World Revolution Preface The following work was begun about a year ago, but was dropped as the result of the Revolution of November 9; for the Revolution brought me other obligations than merely theoretical and historical research. It was only after several months that I could return to the work in order, with occasional interruptions, to bring this book to a class. The course of recent events did not minister to the uniformity of this work. It was rendered more difficult by the fact that, as time went on, the examination of this subject shifted itself to some extent. My starting point represented the central problem of modern Socialism, the attitude of Social Democracy to Bolshevik methods.