DOCSLIB.ORG

University of Oklahoma Graduate College’S Academic Counselor Abby

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
University of Oklahoma Graduate College’S Academic Counselor Abby View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SHAREOK repository UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE EDUCATIONAL RESPONSES TO THE CANCER INDUSTRIAL COMPLEX PINK WAR MACHINE: THEORIZING GENDER INSUBORDINATION FROM AUTOBIOGRAPHIES OF BREAST AND GYNECOLOGICAL CANCERS A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillmEnt of the requiremEnts for the DEgreE of DOCTOR OF PHILOSOPHY By JULIE MICHELLE KOGAN DAVIS Norman, Oklahoma 2019 EDUCATIONAL RESPONSES TO THE CANCER INDUSTRIAL COMPLEX PINK WAR MACHINE: THEORIZING GENDER INSUBORDINATION FROM AUTOBIOGRAPHIES OF BREAST AND GYNECOLOGICAL CANCERS A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY Dr. Susan Laird, Chair Dr. Thomas J. Burns Dr. Joan K. Smith Dr. Siduri HaslErig Dr. William Frick Dr. Jill Irvine © Copyright by JULIE MICHELLE KOGAN DAVIS 2019 All Rights ResErved. iv Dedication “Illness affects the body, YEt remains apart. It cannot reach the spirit Or touch the human heart. Love HEals!” –Robert E. Kogan, “January 6,” Love Heals: 31 Days of Loving You and Other Poems To Robert Earl Kogan, poet and dreamEr, and Linda Beth Kogan, who kept him grounded. v Acknowledgements There are many peoplE I neEd to thank. Foremost, Dr. Susan Laird whosE patiEncE and mEntorship haVE shown mE what tEaching with love is. Dr. Laird has sEEn mE through raising threE children, fostEred my intEllEctual passions, and beEn there for mE through joys and sorrows. Thank you will neVEr be enough. Dr. Thomas Burns I must thank for unwaVEring support, cups of hot tEa on cold days, spiritually renewing and challEnging conversations that pointEd mE in new directions, and, when neEded, a pocketful of HErshey’s kissEs. Dr. Jill Irvine’s introduction to Critical RacE Theory was invaluablE at a critical juncture in this projEct. Dr. Joan Smith has beEn an intEllEctual inspiration for my intErest in working with womEn’s autobiographies as Educating tExts, and my deEpest thanks to Dr. William Frick and Dr. Siduri HaslErig for supporting a topic that stretches the traditional bounds of educational studiEs. It is an honor to work with a committEE of such EstEEmEd scholars, and I am deEply gratEful to each of you for your stEadfast encouragemEnt. My thanks also to JEannine Rainbolt CollEge of Education DEan Greg Garn for his gracious assistancE, the collEges’ GraduatE Programs staff, Anna StEElE and MichaEl JEnkins, and the UniVErsity of Oklahoma GraduatE CollEge’s academic counsElor Abby Young and DEan Randy HEwEs for helping me to sEE this through. An immEnsE debt of gratitude is also owEd to Dr. Jane Roland Martin, whosE works provide a theoretical framEwork for this study and to Dr. John CovalEskiE, a valuablE advisEr and mEntor, Dr. Lucy TownsEnd, Dr. Susan Franzosa, and Dr. Robert Con Davis-Undiano. Many collEagues, both OU alumni and thosE finishing their own scholarly journeys neEd thanks. This includes all past and presEnt mEmbers of the Oklahoma Educational StudiEs Association-Norman chaptEr, and, most especially, Dr. Catherine Johnston and Dr. KEndra Abel, who inspirE mE with their own vital scholarship and who along with Camden Johnston nurture mE with their love. My deEpest thanks JohnniE-Margaret McConnell, whose graciousness and vi kindness restored my spirits along the way, StEfaniE HEinrich, whosE help with formatting was truly invaluablE, and Dr. Diane KErns for unwaVEring friEndship and inspiring work in womEn’s health Education. Dr. Thomas Cline, Dr. MElissa BreVEtti, Dr. Robin Stroud, Dr. Brian Corpening, Dr. Sula You, Dr. JamEs Yang, Dr. KristEn HolzEr, Dr. StEVEn MackiE, Dr. Joe MEinhart, Dr. NancE Cunningham, and Maura Hobbs, thank you all. This work owEs a great debt to Dr. MichaEl Surbaugh, whose focus on disability studiEs in Education lit a path for mE to follow. His gentlE light liVEs in my heart. Many other friEnds haVE woven a wEb of support that has kept mE going—The Bahá'ís of Norman, Oklahoma, Sue SchofiEld, Diana LEE, Hitomi and Sara Sankek, Dr. Priscilla Griffith, Dr. JiEning Ruan and MichaEl Ho, Cristina and Manuel Ramirez, and Virginia HEnson. I neEd to thank my family for their unending patiEncE, love, and cheErlEading: Dr. Joshua Michal Kogan Davis, M.D., and Dr. GracEn Conway Davis, M.D.-- compassionatE healErs, inspiring scholars, and gracious hosts. Thank you for giving mE a sEcond homE, delicious meals, and a room of my own with tEa and scones. I haVE immEnsE gratitude or the support of Noah Davis, whosE generous heart, stEady love, and wit buoy my spirits; and to Risa Davis, the woman I admire most. Your faith and love haVE beEn my “purplE heart rock,” and you paint my world with light. Your crew—Ray Matsumoto, Sam Sproat, Sam ArtEaga, Clair KEupen, AbbEy Staudt, JEnniE Scroggins, Madeline Martin, Christian Yabut, and Carson Statham brought laughtEr and new life into our home and into my heart . My Wisconsin family, Lisa, David, and Saul Praska gaVE mE reasons to look up from the keyboard and to the stars on clEar nights and stEadfast EncouragemEnt to cross the finish line. I want to thank my mother, Linda Kogan, whosE story inspires this projEct and who protEcts mE still with her fiErcE love. And my NEw MExico family, Rudolfo Anaya and Belinda HEnry—I haVE felt your love across the milEs. vii Table of Contents DEdication iV AcknowlEdgemEnts V Abstract xi Introduction 1 Breast and Gynecological CancErs: Culture SignificancE and MEdical History 4 LEarning from Facing FEar 9 CancEr in the AnthropocEne: A Human HEalth Education Crisis 13 Study Thesis and RationalE 28 Study Approach and DEsign 30 Study OVErviEw 32 Part I Introduction: Crossing into CIC Pink War Machine Culture 37 ChaptEr One: The Making of a Pink War Machine 40 A BriEf History of Pink War 40 The Pink Ribbon BattlE Standard 46 Pink War Boot Camp: Training Pink War SoldiErs for GEnder Subordination 48 MEchanisms of Control 53 Pink CommErcE 54 Compelling Conformity and Violating BodiEs 56 Suppressing VoicEs and Limiting LEarning 58 (Pink War) MEdical Authoritarianism 60 Compelling Conformity and Violating BodiEs 61 Distorting VoicEs and Limiting LEarning 66 Authoritarian MEdical HumanitiEs 70 viii Masculine-AuthorizEd MEdical REsEarch 72 Pink War Machine NormatiVE NarratiVEs 76 Compelling Conformity 80 Violating BodiEs 85 Distorting VoicEs and Pushing Pink CheEr 87 Limiting LEarning 90 Concluding NotEs 94 ChaptEr Two: The Breaking of a Pink War Machine 96 A Lack of Discipline in the Ranks: A BriEf History of Insubordination 98 Insubordination as a Threat to Masculine PowEr 100 Insubordination as ConsciEntious ObjEction 102 Theorizing Educating Action for GI in the Pink War Machine 108 Conduct Unbecoming A Pink War SoldiEr: GI in CancEr NarratiVEs 113 EmErgent-ConflictEd GI and the CasE of Rosamond Campion 115 Refusing to Comply 116 Sustaining the Body Mind 117 Educating the Body-Mind 118 Claiming VoicE 119 ProblEmatic PronouncEmEnts in Campion’s EmErgent GI 120 InstigatiVE/InformEr GI and the CasE of Susan Gubar 123 Refusing to Comply 126 Sustaining the Body 128 Educating the Body 130 Claiming VoicE 132 ix RestoratiVE-ReformEr GI and the CasE of Audre Lorde 135 Refusing to Comply 136 Sustaining the Body-Mind 138 Educating the Body-Mind 139 Claiming VoicE 142 Excursus: GI Educational AutobiographiEs in the Pink War Machine 143 Part II Introduction: ChallEnge and Change Inside the Pink War Machine 149 ChaptEr ThreE: EmErgent-ConflictEd GI: A ResponsE to Pink War CommErcE 153 Betty Rollin: Trapped in Pink War and Hoping to “Pass” 156 Refusing to Comply 158 Sustaining the body-mind 158 Educating Body-Minds 160 Claiming voicE 162 GEralyn Lucas: Trapped in Pink War and Hoping to Stand Out 164 Refusing to Comply and Sustaining the Body Mind 164 Educating the Body-Mind and Claiming VoicE 166 Anita Ho: Trapped in Pink War and Knowing BettEr 167 Refusing to Comply and Sustaining the Body-Mind 168 Educating Body-Minds and Claiming VoicE 173 ChaptEr Four: InstigatiVE/InformEr GI: A ResponsE to MEdical Authoritarianism 176 RosE Kushner: Embedded Pink War Journalist 178 Refusing to Comply 181 Sustaining the Body-Mind 184 Educating the Body-Mind 187 x Claiming VoicE 191 ChaptEr FiVE: RestoratiVE/ReformEr GI: A ResponsE to NormatiVE NarratiVEs 197 Audre Lorde: An Outsider Inside the Pink War Machine 198 Refusing to Comply 198 Sustaining Body-Minds 203 Educating Body-Minds 210 Claiming VoicE 216 Sandra StEingraber: Shutting Down the Machine 220 Refusing to Comply 224 Sustaining body-minds 226 Educating body-minds 228 Claiming VoicE 233 Preliminary Conclusions and Directions Foreword 238 PErsonal ReflEction 238 CaVEats, Limitations, and Future Directions 243 Closing Thoughts 246 Bibliography 248 xi ABSTRACT PremisEd upon John Dewey’s contEntion that dualist notions of minds isolatEd and ElEvatEd from bodiEs are an “Evil” perpetuatEd in Education (1916), this study appliEs Jane Roland Martin’s theoriEs of Education as EncountEr (2011), Education as a lifelong sEriEs of culture crossings (2006), and Education as the transmission of both cultural liabilitiEs and assets (2002) to curriculum theorizing from womEn’s cancEr narratiVEs as Educational autobiographiEs (CousEr, 1997; Lorber and Moore, 2002; Frank, 2013; DEwEy, 1916; Pinar, 1975; Franzosa, 1992; Martin, 2011; Laird 2017, 2018). InformEd also by analysEs of modes of body discipline and conditions affecting the well-being of bodiEs in communitiEs (Foucault 1982; FriEdman, 1989; Bartky, 1990; Young, 1994; ButlEr 2006; ShustErman 2008; Warren 2011), this tExtual study focusEs upon the U.S. “cancEr-industrial complEx” (Ehrenreich, 2001), the conglomEration of mEdical and resEarch institutions, governmEnt and nonprofit agenciEs, and commErcial corporations that shape patiEnt and public health Education for womEn with breast and gynecological cancErs (BGC) as a “pink war machine” that fostErs cisgender hetEronormativity and gender subordination (GS). Education for GS includes threE practicEs—“pink commErcE,” mEdical authoritarianism, and “pink narratiVEs”—which compel BGC patiEnts’ conformity to gender norms, violatE their bodiEs, suppress their voicEs, and limit and distort their learning.
Load more

Recommended publications
  • Download Program
    2 American 0 E ducational 0 S tudies 7 A ssociation ANNUAL CONFERENCE October 24-28, 2007 Joint Meeting with the History of Education Society THE MARRIOTT HOTEL AT KEY CENTER CLEVELAND, OHIO American Educational Studies Association ANNUAL CONFERENCE October 24-28, 2007 Joint Meeting with the History of Education Society THE MARRIOTT HOTEL AT KEY CENTER CLEVELAND, OHIO _______________________________________________________________________________________________________________________________________ AESA The role of AESA is to provide a cross-disciplinary forum in which scholars can gather to exchange and debate theoretical issues and empirical research that addresses the social context of education. The cross-disciplinary commitment of the organization creates a landscape for the discussion of a broad range of issues involving multiculturalism and diversity, globalization, the politics of education, and pedagogical practice. _______________________________________________________________________________________________________________________________________ For further information about the association, please visit our website: www.educationalstudies.org. AESA 2007 ANNUAL CONFERENCE _______________________________________________________________________________________________________________________________________ AESA Officers Past President, Steve Tozer, University of Illinois at Chicago President, Dennis Carlson, Miami University President-Elect and Program Chair, Susan Franzosa, Fairfield University Vice President, Kathy Hytten,
    [Show full text]
  • Index of Thinking Volumes
    THE JOURNAL OF PHILOSOPHY FOR CHILDREN __________________________________________________ Index of Volumes Volume 1, No. 1 (1979) Buchler, Justus. “What is a Discussion?” 49­54. DuPuis, Adrian and A. Gray Thompson. “Bilingual Philosophy in Milwaukee.” 35­39. Eble, Kenneth E. “Could a Child’s Question Be Answered this Way?” 59. Entwistle, Doris R. and Leslie Alec Hayduc. “What Contributes to Children’s Academic Outlook?” 12. Hare, R. M. “The Logic of Moral Education.” 42. Hayakawa, S. I. “A Second Look at ‘Childish Behavior’.” 27. Johnson, Henry C., Jr. “The Return to ‘Moral Education’.” 41­48. Katz, Claire Elise. “Bridging the Gap,” 13­14. Letwin, Leon. “Education and the Constitutional Rights for Children.” 11­19. Matthews, Gareth. “Thinking in Stories.” 4. Montaigne, Michel de. “Of the Education of Children.” 9­11. Roddy, Joseph & James Watras. “Challenging Children to Think.” 5­8. Simon, Charlann. “Philosophy for Students with Learning Disabilities.” 21­33. Wagner, Paul A.“Philosophy, Children, and ‘Doing Science’.” 55­57. Worsfold, Victor L. “What Claims Can Children Make?” 13. Volume 1, No. 2 (1979) Aman, Kenneth and Sister Anna Maria Hartman. “Philosophy for Children in a Spanish­Speaking Contest.” 4­10. Barr, Donald. “How Important are Categories for Children.” 11. Berman, Ronald. “On Writing Good.” 12. Brent, Frances. “Philosophy and the Middle­School Student.” 39. Chesternon, Gilbert Keith. “The Ethics of Elfland.” 13­20. Dostoevsky, Fedor. “Ghost and Eternity.” 27. Education Commission of the States. “The Higher Level Skills: Tomorrow’s ‘Basics’.” 11. Freire, Paulo. “Education Through Dialogue.” 11. Gosse, Edmund. “Untitled from Father and Son.” 43­46. Hullfish, H. Gordon. “Thinking and Meaning.” 12.
    [Show full text]
  • The Gendered Character of Higher Education
    PPMARTIN 12/05/97 3:35 PM ARTICLES BOUND FOR THE PROMISED LAND: THE GENDERED CHARACTER OF HIGHER EDUCATION * JANE ROLAND MARTIN Given the history of women and higher education in the United States, the fact that fifty percent or more of undergraduates are now female is cause for cele- bration,1 but not complacency. This article discusses the chilly coeducational class- room climate2 for women in institutions of higher education,3 the inadequate repre- sentation of women in the professoriate,4 and the relative silences about and misrepresentations of women in higher education’s curriculum.5 The goal is not to reiterate what is already well known. Rather, the emphasis is on the importance of seeing what are often considered to be quite separate problems concerning women in higher education as related to one another and of treating them as forming part of a larger pattern. To this end, I will propose a new way of thinking about women and higher education rooted in immigrant imagery.6 One strength of this reorien- tation of perception and thought is that it encourages the pulling together of what have been seen as unrelated phenomena. Another is that it points to the valuable distinction between assimilation and acculturation. In the concluding section, I will list some of the benefits of an acculturationist stance not only for girls and women, but also for the nation.7 I. THE IMMIGRANT HYPOTHESIS Not quite sixty years ago Virginia Woolf invited women to stand on the bridge connecting two worlds—private and public, home and professions, women’s and men’s—and “fix our eyes upon the procession—the procession of * Professor of Philosophy Emerita, University of Massachusetts, Boston; Visiting Professor of Education, Harvard University, 1996-97.
    [Show full text]
  • The Place of Reason in Education
    THE PLACE OF REASON IN EDUCATION By Bertram Bondman OHIO STATE UNIVERSITY PRESS THE PLACE OF REASON IN EDUCATION By Bertram Bandman Educational philosophies frequently col­ lide with some violence but without mak­ ing much impact on the educational com­ munity and on its practices and policies. That such collisions are inconclusive is seen to result from the absence of accept­ able criteria for rationally judging be­ tween conflicting educational proposals. Mr. Bandman seeks to demonstrate the relevance of philosophy to education by undertaking a philosophical examination of the crucial question in education "What should be taught?" His purpose is to de­ termine what, if anything, qualifies as a rational argument in helping us to answer this fundamental question. In his examination of the scope and limits of reason in education, Mr. Band- man attempts to locate pertinent canons of criticism by which an educational argu­ ment may be assessed, on the assumption that it is quite possible to deal rationally with arguments that are employed in edu­ cational controversy. He imposes no single philosophical standard for making such an assessment, and though he offers criti­ cism of metaphysical and moral assump­ tions in education, he neither accepts nor rejects any philosophical doctrine in toto. An evaluative argument in education, Mr. Bandman finds, is one that may be used either as a quarrel or debate, as a proof or demonstration, or as a set of (Continued on back flap) Studies in Educational Theory of the John Dewey Society NUMBER 4 The Place
    [Show full text]
  • Fifty Major Thinkers on Education: from Confucius to Dewey/Edited by Joy A
    FIFTY MAJOR THINKERS ON EDUCATION In this unique work some of today’s greatest educators present concise, accessible summaries of the great educators of the past. Covering a time-span from 500 BC to the early twentieth century, the book includes profiles of: • Augustine • Dewey • Erasmus • Gandhi • Kant • Montessori • Plato • Rousseau • Steiner • Wollstonecraft Each essay gives key biographical information, an outline of the individual’s principal achievements and activities, an assessment of their impact and influence, a list of their major writings and suggested further reading. Together with Fifty Modern Thinkers on Education, this book provides a unique reference guide for all students of education. Joy A.Palmer is Professor of Education and Pro-Vice-Chancellor at the University of Durham, England. She is Vice-President of the National Association for Environmental Education and a member of the IUCN Commission on Education and Communication. Advisory Editors: Liora Bresler is Professor of Curriculum and Instruction at the University of Illinois, Urbana-Champaign. David E.Cooper is Professor of Philosophy at the University of Durham. ROUTLEDGE KEY GUIDES Routledge Key Guides are accessible, informative and lucid handbooks, which define and discuss the central concepts, thinkers and debates in a broad range of academic disciplines. All are written by noted experts in their respective subjects. Clear, concise exposition of complex and stimulating issues and ideas make Routledge Key Guides the ultimate reference resources for students,
    [Show full text]
  • Education Feminism
    Introduction Barbara J. Thayer-Bacon, PhD University of Tennessee, Knoxville The Background In 1994 Lynda Stone published an outstanding collection of feminist writers who were writing about feminist theory and pedagogy in connection to educational theory and practice.1 Right around the same time, Barbara Thayer-Bacon developed a “Feminist Epistemology and Education” course that she began teaching at Bowling Green State University (BGSU). This course employed Belenky, Clinchy, Goldberger, and Tarule’s Women’s Ways of Knowing as the starting point, continuing with the articles and essays of current work in feminist epistemology (which eventually evolved to using Thayer-Bacon’s own book, Relational “(e)pistemologies,”) and ending with Lynda Stone’s edited book, The Education Feminism Reader.2 The course was cross-listed with Women’s Studies and Educational Foundations and Inquiry, and offered graduate students a possible course toward a graduate certificate in Women’s Studies. Students from various programs across the campus such as American Studies and Communications Studies took the course and found the connections between feminist theory and educational theory important and exciting. When Thayer-Bacon was hired by the University of Tennessee (UT) in 2000, she found that there was a shortage of course options available to graduate students who wanted a certificate in Women’s Studies, which was offered at UT as well. This was espe- cially the case for students earning degrees in the College of Education. She introduced her “Feminist Epistemology and Education” course (CSE 609) to the UT curriculum, and when another feminist scholar joined the Cultural Studies in Education program, the title of the course was broadened to “Feminist Theory and Education” so either one of us could teach CSE 609, and each offer our own unique course design.
    [Show full text]
  • Doctoral Dissertation Template
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE BOSTON WOMEN’S HEALTH BOOK COLLECTIVE’S ENCOUNTER WITH THE MEDICAL MIS-EDUCATION OF WOMEN: A CONCEPTUAL AND HISTORICAL INQUIRY A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By DIANE URSULA ZACHARY KARNS Norman, Oklahoma 2017 THE BOSTON WOMEN’S HEALTH BOOK COLLECTIVE’S ENCOUNTER WITH THE MEDICAL MIS-EDUCATION OF WOMEN: A CONCEPTUAL AND HISTORICAL INQUIRY A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES BY ______________________________ Dr. Susan Laird, Chair ______________________________ Dr. Mirelsie Velazquez, Co-Chair ______________________________ Dr. Michele Eodice ______________________________ Dr. Katherine Pandora ______________________________ Dr. William Frick © Copyright by DIANE URSULA ZACHARY KARNS 2017 All Rights Reserved. For Bruce – my husband, adventure buddy, and best friend. Your sacrifices and unwavering belief in me made this possible. One lifetime with you will never be enough. Acknowledgements First, I would like to thank Vilunya Diskin and Joan Ditzion for sharing your time, thoughts, and experiences with me. It was an honor to speak with you both. And to the Boston Women’s Health Book Collective whose work has served millions of women the world over – you are an inspiration. To my committee: Dr. Susan Laird, this would not have been the same without you. Dr. Mirelsie Velazquez, thank you for teaching me the value of stories. Dr. William Frick, your kind words and steadfast support have been greatly appreciated. Dr. Katherine Pandora, thank you for your teaching, excellent resources, and thoughtful comments. Dr. Michele Eodice, thank you for reminding me that dissertations are written one word at a time and for keeping me convinced that I could do this.
    [Show full text]
  • Philosophy of Education (Dimensions of Personality), by Nel Noddings.Pdf
    Philosophy of Education Nel Noddings STANFORD UNIVERSITY 1 Westview Press A Member of Perseus Books, L.L.C. Dimensions of Philosophy Series All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Copyright © 1998 by Westview Press, A Member of Perseus Books, L.L.C. Published in 1995 in the United States of America by Westview Press, Inc., 5500 Central Avenue, Boulder, Colorado 80301- 2877, and in the United Kingdom by Westview Press, 12 Hid's Copse Road, Cumnor Hill, Oxford OX2 9JJ Library of Congress Cataloging-in-Publication Data Noddings, Nel Philosophy of education / Nel Noddings p. cm. -- (Dimensions of philosophy series) Includes bibliographical references and index. ISBN 0-8133-8429-X. -- ISBN 0- 8133-8430-3 (pbk) 1. Education--Philosophy. I. Title. II. Series. LB15. 7. N63 1995 370′ . 1--dc20 95-8820 CIP Printed and bound in the United States of America The paper used in this publication meets the requirements of the American National Standard for Permanence of Paper for Printed Library Materials Z39. 48-1984. 10 9 8 7 6 2 Acknowledgments 6 Introduction ..........................................................................................................................................................7 1 Philosophy of Education Before the Twentieth Century.........................................................................9
    [Show full text]
  • Download Program
    American Educational Studies Association 2002 Annual Meeting October 30 - November 3, 2002 Omni William Penn Hotel Pittsburgh, Pennsylvania Meeting Cooperatively with the HISTORY OF EDUCATION SOCIETY Pittsburgh Marriott City Center Hotel Direction: Exit the Omni William Penn onto Grant Street and look for the HES hotel, the Pittsburgh Marriott City Center, across Steel Plaza and up the hill UNIVERSITY COUNCIL FOR EDUCATIONAL ADMINISTRATION Hilton Pittsburgh Hotel Direction: Exit the Omni William Penn onto Grant Street, enter the Steel Plaza “T” station, and take the free subway ride to Gateway Center. After walking up the stairs of the “T” station at Gateway Center, bear slightly right, walk down Liberty Avenue toward the Golden Triangle, and look for the UCEA hotel, the Hilton Pittsburgh, at the intersection of Liberty Avenue and Commonwealth Place. MIDWEST/NORTHEAST REGIONAL COMPARATIVE AND INTERNATIONAL EDUCATION SOCIETY Omni William Penn Hotel and University of Pittsburgh Direction: The society will meet with AESA in the Omni William Penn on Thursday, October 31, and Friday, November 1. MW/NE CIES sessions will move to the campus of the University of Pittsburgh in the Oakland area of the city on Saturday, November 2, and Sunday, November 3. Ask for directions at the William Penn concierge’s desk. MEXICO CITY 2003! October 29 – November 2 Sheraton Maria Isabel Hotel and Towers Founded in 1525, Mexico City is the oldest capital in the Americas. The city will offer AESA members the largest number of museums and the fourth largest number of theatres in the world as well as many archaeological and historical sites.
    [Show full text]