Europe and Asia Beyond East and West
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World History Education in Scholarship, Curriculum, and Textbooks, 1890-2002
WHAT ARE OUR 17-YEAR OLDS TAUGHT? WORLD HISTORY EDUCATION IN SCHOLARSHIP, CURRICULUM AND TEXTBOOKS, 1890-2002 Jeremy L. Huffer A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2009 Committee: Tiffany Trimmer, Advisor Scott Martin Nancy Patterson © 2009 Jeremy L. Huffer All Rights Reserved iii ABSTRACT Tiffany Trimmer, Advisor This study examines world history education in the United States from the late 19th century through 2002 by investigating the historical interplay between three mechanisms of curricular control: scholarship, curriculum recommendations, and textbook publishing. Research for this study has relied on unconventional source classification, with historical monographs which defined key developments in world history scholarship and textbooks being examined as primary sources. More typical materials, such as secondary sources analyzing philosophical educational battles, the history of educational movements, historiography, and the development of new ideologies from have been incorporated as well. Since educational policy began trending towards increasing levels of standardization with the implementation of compulsory education in the late 1800s, policymakers have been grappling with what to teach students about the wider world. Early scholarship focused on the history of Western Civilization, as did curriculum recommendations and world history textbooks crafted by professional historians of the period. Amidst the chaos of two World Wars, economic depression, the collapse of the global imperial system, and the advent of the Cold War traditional accounts of the unimpeachable progress of the Western tradition began to ring hollow with some historians. New scholarship in the second half of the twentieth century refocused world history, shifting away from the cyclical rise and fall of civilizations model which emphasized the separate traditions of various societies and towards a narrative of increasing interconnectedness. -
Resisting Chinese Linguistic Imperialism
UYGHUR HUMAN RIGHTS PROJECT SPECIAL REPORT Resisting Chinese Linguistic Imperialism: Abduweli Ayup and the Movement for Uyghur Mother Tongue-Based Education Rustem Shir, Research Associate Logo of the Ana Til Balilar Baghchisi (Mother Tongue Children’s Garden) May 2019 Contents Acknowledgement 4 Introduction 5 1. CCP language policy on education in East Turkestan 6 Foundations of CCP ethnic minority policy 6 Eras of minority language tolerance 9 Primary and secondary school ‘bilingual’ education policy 12 The Xinjiang Class 20 Mandarin as the language of instruction at Xinjiang University 22 Preschool and kindergarten ‘bilingual’ education policy 23 Suppression of the Movement for Uyghur Mother Tongue-Based Education 26 The Hotan Prefecture and Ghulja County Department of Education directives 28 Internment camps 29 Discussion 32 2. ABduweli Ayup and the Movement for Uyghur Mother Tongue-Based Education 36 Upal: Why couldn’t we study Kashgari? 36 Toquzaq: Oyghan! (Wake Up!) 38 Beijing: Our campus felt like a minority region 41 Doletbagh: My sad history repeating in front of me 50 Urumchi: Education for assimilation 55 Lanzhou: Are you bin Laden? 60 Ankara: Ethno-nationalism and a counterbalance 67 Urumchi: For the love of community 72 Lawrence: Disconnected 77 Kashgar: Rise of the Movement for Uyghur Mother Tongue-Based Education 81 Urumchi: Just keep silent 89 Kashgar: You’re going to be arrested 93 Doletbagh Detention Center: No choice, brother 98 Urumchi Tengritagh Detention Center: Qorqma (Don’t be afraid) 104 Urumchi Liudaowan Prison: Every color had disappeared 109 Urumchi Koktagh Prison: Do you want to defend yourself? 124 2 Urumchi/Kashgar: Release and return 127 Kashgar: Open-air prison 131 Ankara: Stateless and stranded 138 Paris: A new beginning 146 3. -
From African to African American: the Creolization of African Culture
From African to African American: The Creolization of African Culture Melvin A. Obey Community Services So long So far away Is Africa Not even memories alive Save those that songs Beat back into the blood... Beat out of blood with words sad-sung In strange un-Negro tongue So long So far away Is Africa -Langston Hughes, Free in a White Society INTRODUCTION When I started working in HISD’s Community Services my first assignment was working with inner city students that came to us straight from TYC (Texas Youth Commission). Many of these young secondary students had committed serious crimes, but at that time they were not treated as adults in the courts. Teaching these young students was a rewarding and enriching experience. You really had to be up close and personal with these students when dealing with emotional problems that would arise each day. Problems of anguish, sadness, low self-esteem, disappointment, loneliness, and of not being wanted or loved, were always present. The teacher had to administer to all of these needs, and in so doing got to know and understand the students. Each personality had to be addressed individually. Many of these students came from one parent homes, where the parent had to work and the student went unsupervised most of the time. In many instances, students were the victims of circumstances beyond their control, the problems of their homes and communities spilled over into academics. The teachers have to do all they can to advise and console, without getting involved to the extent that they lose their effectiveness. -
Exploring the Perception of Nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University
Eastern Washington University EWU Digital Commons EWU Masters Thesis Collection Student Research and Creative Works 2015 Exploring the perception of nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University Follow this and additional works at: http://dc.ewu.edu/theses Part of the Islamic World and Near East History Commons, and the United States History Commons Recommended Citation Alhethail, Reem Mohammed, "Exploring the perception of nationalism in the United States and Saudi Arabia" (2015). EWU Masters Thesis Collection. 330. http://dc.ewu.edu/theses/330 This Thesis is brought to you for free and open access by the Student Research and Creative Works at EWU Digital Commons. It has been accepted for inclusion in EWU Masters Thesis Collection by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected]. EXPLORING THE PERCEPTION OF NATIONALISM IN THE UNITED STATES AND SAUDI ARABIA A Thesis Presented To Eastern Washington University Cheney, WA In Partial Fulfillment of the Requirements For the Degree Master of Arts in History By Reem Mohammed Alhethail Fall 2015 ii THESIS OF REEM MOHAMMED ALHETHAIL APPROVED BY DATE ROBERT SAUDERS, GRADUATE STUDY COMMITTEE DATE MICHAEL CONLIN, GRADUATE STUDY COMMITTEE DATE CHADRON HAZELBAKER, GRADUATE STUDY COMMITTEE iii MASTER’S THESIS In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Eastern Washington University, I agree that (your library) shall make copies freely available for inspection. I further agree that copying of this project in whole or in part is allowable only for scholarly purposes. -
Innovation and the Resilience of Religion1
1 Innovation and the Resilience of Religion Sriya Iyer2 Chander Velu3 Jun Xue4 Tirthankar Chakravarty5 21 December 2010 1 This work has been funded by the Spiritual Capital Research Program, sponsored by the Metanexus Institute on Religion and Science, with the generous support of the John Templeton Foundation. Iyer is also grateful for research grant support to the Isaac Newton Trust, University of Cambridge. We are especially indebted to Indicus Analytics, Laveesh Bhandari, Siddartha Dutta, Shaheen Ansari, Gaurav Munjal, Suryakant Yadav, and the Indicus team who assisted us in helping collect the data for the India religion survey. For excellent research assistance we thank Rachana Shanbhogue, Abdul Mumit, Paul Sweeny and Nitika Khaitan. For helpful discussions we thank Robert Barro, Eli Berman, Partha Dasgupta, Sanjeev Goyal, Larry Iannaccone, Ben Jann, Timur Kuran, Rachel McCleary, Pratap Bhanu Mehta, Melvyn Weeks, and the other participants of the Spiritual Capital Research Program. For helpful comments we thank lecture series participants at St. Catharine’s College, Cambridge. 2 Corresponding author: Faculty of Economics and St. Catharine’s College, University of Cambridge, Sidgwick Avenue, Cambridge CB3 9DD, United Kingdom. Tel: 44 1223 335257. Email: [email protected] 3 Judge Business School, University of Cambridge. [email protected] 4 [email protected] 5 University of California, San Diego. [email protected] 1 Abstract This paper examines innovations to religious and non-religious service provision by religious organizations in India. We present a stylized Hotelling-style model in which two religious organizations position themselves at opposite locations to differentiate themselves on the religious spectrum in order to compete to attract adherents. -
Fantasies of Liberalism and Liberal Jurisprudence: State Law, Politics, and the Israeli-Arab-Palestinian Community Dr. Gad
1 Fantasies of Liberalism and Liberal Jurisprudence: State Law, Politics, and the Israeli-Arab-Palestinian Community Dr. Gad Barzilai Dr. Gad Barzilai is senior lecturer in political science and a jurist, co-director of the law, politics, and society program at Tel Aviv University. This paper was presented in different versions in the Center for the Study of Law and Society, Berkeley University, Center for Middle Eastern Studies, St. Antony’s College, Oxford University, faculty seminars at Tel Aviv University and the conference on Bergman, Hebrew University, Jerusalem. I would like to acknowledge helpful remarks made by Laura Edelman, Malcolm Feeley, Tamar Herman, Menachem Hofnung, Robert Kagan, David Kretzmer, Pnina Lahav, Noga Morag-Levin, Emanuel Ottollengi, Avi Shlaim, Ronen Shamir, Oren Yiftachel, and Efraim Yuchtman-Yaar. Yoav Dotan and Ruth Gavison were encouraging editors and two anonymous reviewers improved the article. Thanks. © Israel Law Review. 1 2 I. Between Bergman (1969) and Kaadan (2000) About thirty years after Bergman case1, Israel constitutional structure and its legal culture are not responsive to minority needs, and more largely to social needs of deprived communities. The liberal language and judicial review over Knesset legislation that have been empowered by and followed Bergman have not reconciled this utterly problematic discrepancy between jurisprudence and social needs. Bergman ruling has symbolized the outset of a new area in Israel jurisprudence, the area of liberalism, since it has empowered the notion of judicial counter majoritarianism as the center, however problematic, of democracy. It has been a modest ruling, and a careful one, dwelling only on procedural deficiencies as a cause of judicial abolition of parliamentary legislation. -
Great Divergence of the 18Th Century?
Cliodynamics: The Journal of Quantitative History and Cultural Evolution Great Divergence of the 18th Century? Andrey Korotayev1,2, Julia Zinkina3, Denis Zlodeev1 1 National Research University Higher School of Economics 2 Institute of Oriental Studies, Russian Academy of Sciences 3 Russian Presidential Academy of National Economy and Public Administration Abstract The article suggests that the Great Divergence of the 19th century between “the West” and “the East” was preceded by the Great Divergence in the 18th century between the Global North and the Global South. This may be attributed to a new, much higher level of state efficiency in the Global North. The eastern and western regions of the Global North frequently used different methods to make their state apparatuses more efficient, but achieved strikingly similar results during the 18th century. The Great Divergence of the 19th century, remarkably, occurred within the Global North. Introduction. The Great Divergence One of the major contributions made by Jack Goldstone to the study of social macroevolution is constituted by his founding of the 'California School' in whose framework the Great Divergence theory was developed (Frank 1998; Goldstone 1991, 2002, 2008a, and 2008b; Marks 2002; Pomeranz 2000 and 2002; Vries 2003, 2010, and 2013; Wong 1997). In the 19th century, northwestern Europe saw the birth of capital-intensive and fossil-fuel based manufacturing. Spreading throughout Europe and the United States, these changes triggered explosive growth resulting in the gap in per -
Religious Fundamentalism in Eight Muslim‐
JOURNAL for the SCIENTIFIC STUDY of RELIGION Religious Fundamentalism in Eight Muslim-Majority Countries: Reconceptualization and Assessment MANSOOR MOADDEL STUART A. KARABENICK Department of Sociology Combined Program in Education and Psychology University of Maryland University of Michigan To capture the common features of diverse fundamentalist movements, overcome etymological variability, and assess predictors, religious fundamentalism is conceptualized as a set of beliefs about and attitudes toward religion, expressed in a disciplinarian deity, literalism, exclusivity, and intolerance. Evidence from representative samples of over 23,000 adults in Egypt, Iraq, Jordan, Lebanon, Pakistan, Saudi Arabia, Tunisia, and Turkey supports the conclusion that fundamentalism is stronger in countries where religious liberty is lower, religion less fractionalized, state structure less fragmented, regulation of religion greater, and the national context less globalized. Among individuals within countries, fundamentalism is linked to religiosity, confidence in religious institutions, belief in religious modernity, belief in conspiracies, xenophobia, fatalism, weaker liberal values, trust in family and friends, reliance on less diverse information sources, lower socioeconomic status, and membership in an ethnic majority or dominant religion/sect. We discuss implications of these findings for understanding fundamentalism and the need for further research. Keywords: fundamentalism, Islam, Christianity, Sunni, Shia, Muslim-majority countries. INTRODUCTION -
Confucianism As a World Religion | Princeton University Press
Confucianism as a World Religion | Princeton University Press https://press.princeton.edu/books/hardcover/9780691155579/confu... Religion Confucianism as a World Religion: Contested Histories and Contemporary Realities Anna Sun Announcing the launch of the Princeton University Press Ideas Podcast. Listen to the latest episodes. 1 of 10 12/20/20, 6:18 PM Confucianism as a World Religion | Princeton University Press https://press.princeton.edu/books/hardcover/9780691155579/confu... Hardcover Price: $55.00 / £46.00 ISBN: 9780691155579 Published: Apr 21, 2013 Copyright: 2013 Pages: 272 Size: 6 x 9.25 in. More Paperback ebook Buy This Download Cover Share Overview Author(s) Praise 9 "[T]his admirable book presents a fascinating, well-researched, historical account of the establishment of Confucianism as a world religion in tandem with the emergence of comparative religion as a discipline. Sun's keen sense of history serves her equally well as she turns to contemporary issues. This well written book is strongly recommended not only for China specialists, but also for anyone seeking to understand the world's creeds and rituals. An outstanding book." —Choice "Confucianism as a World Religion is destined to become a classic, especially in Confucian studies and comparative religion. [T]his text is likely to be very popular in graduate seminars on comparative religion, Confucianism, and the sociology of religion. More of an introduction to Confucianism may be necessary for a full understanding of what Sun is up to, but this book is certainly one of the most important English-language texts on Confucianism." —Andrew Stuart Abel, American Journal of Sociology Announcing the launch of the Princeton University Press Ideas Podcast. -
Localization and the Chinese Overseas: Acculturation, Assimilation, Hybridization, Creolization, and Identification
Cultural and Religious Studies, February 2018, Vol. 6, No. 2, 73-87 doi: 10.17265/2328-2177/2018.02.001 D DAVID PUBLISHING Localization and the Chinese Overseas: Acculturation, Assimilation, Hybridization, Creolization, and Identification TAN Chee-Beng Sun Yat-sen University, Guangzhou, China Based on materials on the localized Chinese overseas, including the Melaka Babas, who are mostly Malay-speaking Chinese, this article reflects on the use of such terms as acculturation and assimilation, as well as hybridization and creolization, in relation to highly localized Chinese. All these concepts are seen as different ways of describing cultural formation in transcultural context. In particular, the relevance of using creolization to refer to the kind of creative process of cultural formation beyond its original usage in the Caribbean is discussed. This results in the identification of fragmented creolization as in the case of the Caribbean and a rooted creolization as in the case of the Babas. The author shall first discuss the issues of assimilation and integration, followed by hybridization and creolization. This is followed by the discussion on localization of Chinese overseas and identity. The concluding section provides some remarks on the concepts reviewed, and three main categories of acculturated Chinese are identified, namely, Chinese who are linguistically assimilated but still observe major Chinese traditions, Chinese who are so acculturated to the mainstream society that they hardly practice Chinese traditions, and Chinese who are both highly localized and highly mixed “racially”. Keywords: acculturation and assimilation, hybridization, creolization, localization and identity, Baba, Chinese overseas Introduction1 A noticeable feature of Chinese overseas is their local cultural adaptation. -
Postcoloniality, Science Fiction and India Suparno Banerjee Louisiana State University and Agricultural and Mechanical College, Banerjee [email protected]
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2010 Other tomorrows: postcoloniality, science fiction and India Suparno Banerjee Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the English Language and Literature Commons Recommended Citation Banerjee, Suparno, "Other tomorrows: postcoloniality, science fiction and India" (2010). LSU Doctoral Dissertations. 3181. https://digitalcommons.lsu.edu/gradschool_dissertations/3181 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. OTHER TOMORROWS: POSTCOLONIALITY, SCIENCE FICTION AND INDIA A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College In partial fulfillment of the Requirements for the degree of Doctor of Philosophy In The Department of English By Suparno Banerjee B. A., Visva-Bharati University, Santiniketan, West Bengal, India, 2000 M. A., Visva-Bharati University, Santiniketan, West Bengal, India, 2002 August 2010 ©Copyright 2010 Suparno Banerjee All Rights Reserved ii ACKNOWLEDGEMENTS My dissertation would not have been possible without the constant support of my professors, peers, friends and family. Both my supervisors, Dr. Pallavi Rastogi and Dr. Carl Freedman, guided the committee proficiently and helped me maintain a steady progress towards completion. Dr. Rastogi provided useful insights into the field of postcolonial studies, while Dr. Freedman shared his invaluable knowledge of science fiction. Without Dr. Robin Roberts I would not have become aware of the immensely powerful tradition of feminist science fiction. -
Leaving Western Civ Behind WILLIAM H
Leaving Western Civ Behind WILLIAM H. MCNEILL I PROPOSE TO SURVEY MY EFFORT to understand Plato, Augustine, Luther, Voltaire, Marx, human history, seeking to clarify how I got to Flaubert, and many others. The Human Web (2003) from earlier world- views proffered by teachers and then altered My undergraduate years and elaborated by me, starting in childhood The course was put together by Ferdinand and proceeding all the way to the senility that Schevill, an elderly history professor who lec- PERSPECTIVES begins to beset me today. tured three times a week to a class of several In the beginning was Sunday school, where hundred. Schevill’s lectures had a clear and kindly teachers told us comprehensive point of view, juxtaposing Bible stories and did reason against faith, St. Socrates against St. their best to keep us quiet, except when we Paul, with clear and emphatic preference for My college years sang hymns. Christian doctrine was left out: Socrates and the human reason he stood for as contributed lasting no original sin, no redeeming grace, no hell the best available guide to human affairs. I either; and heaven remained very misty. The already had inklings of this secular—really, assumptions core message boiled down to this: Jesus loved eighteenth-century—viewpoint from high I used when us, and we should love him in return, just as school, where we had used Carl Becker’s text- working out all we loved and depended on our own mothers. book for modern European history. But it was my subsequent Not much of a worldview, but all a Canadian only under Schevill’s influence that what I Presbyterian Sunday school in the early 1920s will call the “Western Civ” model of the hu- notions about felt it safe to impart.