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Public Education, Public Policy, and Metropolitan Universities
Jonathan Kozol The author describes the savage inequalities existing in public Public Education, education in contemporatry America. He calls for greater Public Policy, involvement of metropolitan universities in providing a more and inclusive preparation for teachers, and helping to redefine their role as Metropolitan children's advocates. Universities I would like to begin very briefly by telling you how I made my own personal journey out of academic life into an involvement with poor children. I never intended to become a teacher. I went to Harvard and had a Rhodes scholarship to Oxford and then spent a couple of years in Paris. I came back to the United States in 1964. I was feeling a little panicky: I was 26 by then, and yet I did not know what I was going to do in life. I was tempted to go back to Harvard and maybe go to law school, medical school, do some thing reputable. And then in the spring of '64, thou sands of American college kids started to go down to Mississippi for the summer, which would come to be known as Freedom Summer. The forerunners were those three young men, Schwerner, Chaney, and Goodman, one black and two white, who went into Mississippi and disappeared. A few months later their bodies were found buried in the mud in Phila delphia, Mississippi, murdered by the Ku Klux Klan. That had a stunning effect upon me. Without thinking, without reflection of any kind, I got on the subway at Harvard Square and went to the end of the line, which was Roxbury. -
The Playboy Interview: Jonathan Kozol Morgan Strong Playboy April, 1992
The Playboy Interview: Jonathan Kozol Morgan Strong Playboy April, 1992 Reproduced by special permission of Playboy magazine Copyright 1992 C by Playboy In 1896, the Supreme Court ruled in the reported on its inadequacies a quarter century case of "Plessy vs. Ferguson"that separate but ago in "Death at an Early Age," a controversial equal accommodations for blacks in railroad cars expose about poverty and racism in Boston's did notviolate the "equal protection" clause of public schools. With "Savage Inequalities," he the 14th Amendment and, therefore, were has sharpened his knife. Noting that many of the constitutionally valid. While the majority opinion country's schools have continued to deteriorate, was ponderously written and strained the bounds Kozol ridicules the ineffectual agendas of the of reason, the dissenting opinion, authored by past two Administrations' slickly packaged Kentucky-born Justice John Marshall Harlan, education policies. He relegates President was an exercise in simple eloquence: "In the George Bush to the role of, at best, disinterested eyes of the law, there is in this country no observer and, at worst sanctimonious fraud. superior, dominant, ruling class of citizens. There is no caste here. OurConstitution is While "Savage Inequalities" claimed a place color-blind, and neither knows nor tolerates on the best-seller lists almost immediately after classes amongcitizens . the humblest is the it arrived in bookstores, the critical response to peer of the most powerful. " it--and the national debate it stirred-has been even more passionate. Publishers Weekly, the In 1954, the Supreme Court ruled in authoritative voice of the book industry, was so "Brown vs. -
False Choices: Why School Vouchers Threaten Our Children's Future. INSTITUTION Rethinking Schools, Ltd
DOCUMENT RESUME ED 356 283 UD 028 950 AUTHOR Lowe, Robert, Ed.; Miner, Barbara, Ed. TITLE False Choices: Why School Vouchers Threaten Our Children's Future. INSTITUTION Rethinking Schools, Ltd. Milwaukee, WI. REPORT NO ISBN-0-942961-16-1 PUB DATE Sep 92 NOTE 37p. AVAILABLE FROM Rethinking Schools, 1001 E. Keefe Avenue, Milwaukee, WI 53212 (single copies, $3 plus $2 shipping and handling, 10-100 copies, $2 each plus shipping, 100 plus copies, $1.50 each plus shipping, 500 plus copies, $1 plus shipping). PUB TYPE Collected Works Serials (022) JOURNAL CIT Rethinking Schools; spec iss p1-32 Sep 1992 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Educational Change; Educational Discrimination; Educational Finance; *Educational Vouchers; Elementary Secondary Education; *Equal Education; *Financial Problems; *Futures (of Society); Nontraditional Education; Private Schools; Privatization; Public Schools; *School Choice; School Restructuring; *Urban Schools IDENTIFIERS Chicago Public Schools IL; Massachusetts ABSTRACT A voucher system of schooling would destroy the few democratic gains made in public education in recent years, worsen inequalities that already permeate education, and block opportunities for meaningful reform. Articles included in this special issue are: (1) an introduction, "Why We Are Publishing False Choices" ("Rethinking Schools" Editorial Board);(2) "The Hollow Promise of School Vouchers" (R. Lowe);(3) "Voucher Plans Proliferate: From Colorado to California, Milwaukee to Baltimore" (B. Miner); (4) "'Choice' Will Devastate Our Urban Schools" (M. Waters);(5) "Our Schools Need Money, Not Rhetoric" (C. J. Prentiss); (6) "Choice Is a Smokescreen" (L. Darling-Hammond);(7) "The Debate Is about Privatization, Not Choice" (D. Meier);(8) "Playing Politices with 'Choice'" (G. -
Interview with Jonathan Kozol
TECHNOS QUARTERLY Fall 1998 Vol. 7 No. 3 Interview with Jonathan Kozol By Mardell Raney A passionate and persistent advocate for our nation's poorest inner-city children, Jonathan Kozol has spent most of his adult life teaching, speaking, and writing about the conditions and problems of urban youth. Kozol's first book, Death at an Early Age (1967), a devastating chronicle of children he met during his first year of teaching, won the National Book Award. Rachel and Her children (1988), a study of homeless families, won the Robert F. Kennedy Book Award. His most recent book, Amazing Grace (1995), which appeared on the New York Times best- seller list for several months, takes place in the South Bronx, the poorest Congressional district in the U.S.—18 minutes by train from the seventh richest district in the nation. Jonathan Kozol lives near Boston, Massachusetts. What led to your concern for children and their problems? Why as a graduate of Harvard and a Rhodes scholar did you choose this direction? I come from a fairly traditional middle-class Jewish family. My father is a neurologist and psychiatrist. My folks thought that after being in England and spending a few years in Paris, I would come back and do something impressive. They were putting considerable pressure on me to go back to Harvard, perhaps to go to medical or law school, or more likely to become an English professor. I might well have done that were it not for the sudden disappearance of three young civil rights workers in Mississippi in June 1964 who were ultimately found to have been murdered by the Ku Klux Klan. -
RF Annual Report
ANNUAL REPORT 1978 © 2003 The Rockefeller Foundation 2003 The Rockefeller Foundation THE PRESIDENT'S REVIEW ANNUAL REPORT 1973 POUffP&TION 2003 The Rockefeller Foundation THE ROCKEFELLER FOUNDATION 1133 AVENUE OF THE AMERICAS, NEW YORK, NEW YORK 10036 PRINTED IN THE UNITED STATES OF AMERICA 2003 The Rockefeller Foundation CONTENTS Trustees, Officers, and Staff s I Eif'or marten IS THE PRESIDENT'S REVIEW GRANTS AND PROGRAMS off Hunger 32 Population and Health 41 for Development S3 EquaS Opportunity 64 Arts, Hy inanities and Contemporary Values 74 Quality of the Environment 95 Special interests and Explorations 1 02 Fellowships 11 0 FINANCIAL STATEMENTS 1 1 7 Index 128 2003 The Rockefeller Foundation 2003 The Rockefeller Foundation TRUSTEES AND TRUSTEE COMMITTEES December 31, 1978 THEODORE M. HESBURGH Chairman ROBERT V. ROOSA Vice-Chairman KENNETH N. DAYTON BILL MOVERS JAMES C. FLETCHER JANE C. PFEIFFER JAMES P. GRANT JOHN D. ROCKEFELLER iv CLIFFORD M. HARDIN ROBERT V. ROOSA THEODORE M. HESBURGH HENRY B. SCHACHT VERNON E. JORDAN, JR. NEVIN S. SCRIMSHAW LANE KIRKLAND ELEANOR B. SHELDON JOHN H. KNOWLES BILLY TAYLOR MATHILDE KRIM PAUL A. VOLCKER RICHARD W. LYMAN CLIFTON R. WHARTON, JR. SMEGUTIWS GGMMITTES THE PRESIDENT Chairman Alternate Members JAMES P. GRANT KENNETH N. DAYTON THEODORE M. HESBURGH VERNON E. JORDAN, JR. JANE C. PFEIFFER LANE KIRKLAND ROBERT V. ROOSA MATHILDE KRIM ELEANOR B. SHELDON BILL MOYERS PAUL A. VOLCKER FINANCE COMMITTEE ROBERT V. ROOSA Chairman Alternate Members KENNETH N. DAYTON HENRY B. SCHACHT CLIFFORD M. HARDIN BILLY TAYLOR PATTERSON, BELKNAP, WEBB & TYLKR ROBKRT M. PBNNOYKR 5 © 2003 The Rockefeller Foundation OFFICERS AND STAFF IN NEW YORK December 31, 1978 ADMINISTRATION JOHN H. -
24. Jonathan Kozol
PATRICIA A. CRAWFORD 24. JONATHAN KOZOL Writer, Intellect, and Powerful Voice for the Marginalized Jonathan Kozol is one of the most recognizable and widely known critical pedagogues of this generation. For nearly half a century, he has forcefully, tenaciously, and persuasively argued that the public school system in America is broken; that by its very nature it does not serve the needs of all children, particularly those who are Black, Hispanic, or poor. Rather, he argues, urban schools are too frequently constructed in ways that isolate, demean, and disenfranchise the very people they were intended to serve. Like many critical pedagogues, Kozol’s work has consistently addressed issues of race, class, equity, and hegemonic dominance. However, unlike many who work in the field, Kozol has chosen to position his work directly at the intersection of critical thought and popular culture. While many critical writings are aimed at an academic readership and characterized by a dense professional lexicon, Kozol has chosen to make his work accessible to a wide variety of readers. His style of writing is straight forward; his tone blending passionate and personal perspectives of life and schooling in some of the poorest areas in the United States. The result has been that the sharp, yet poignant, social critiques put forth in Kozol’s work have reached an amazingly broad audience. Kozol’s work includes a National Book Award winner, Death at an Early Age: The Destruction of the Hearts and Minds of Negro Children in the Boston Public Schools (1967), as well as several New York Times best sellers, including Savage Inequalities: Children in America’s Schools (1991), Amazing Grace: The Lives of Children and the Conscience of a Nation (1995), Ordinary Resurrections: Children in the Years of Hope (2000), and The Shame of the Nation: Restoration of Apartheid Schooling in America (2006). -
Members of the Westminster College Community Who Served As Presidents of Colleges and Universities
Members of the Westminster College Community Who Served as Presidents of Colleges and Universities Westminster College placed an advertisement in the 1928 Seminole, the yearbook of Synodical College. The text of the ad indicates that Westminster “…supplied 35 colleges and universities with presidents…” A partial listing follows with summary information for 23 Westminster alumni and 13 faculty or administrators. Contact Ray Brown, Director of Institutional Research at [email protected] or 573-592-5238 if you know of others who should be added to the list or have additional information on institutions served by Westminster alumni. [updated May 24, 2006] George F. Ayres (WC class of 1887) president of Lindenwood College [Source: Bulletin of Westminster College, 1918] Charles B. Boving (WC class of 1891) served as president of WC (1911-1914) Walter Hensill Bradley (WC class of 1886) minister; 1890, professor at Shurtleff College; 1891-05, Dean at Blackburn College; 1897-04; President of Blackburn College [Source: Bulletin of Westminster College, 1918] William Thomas Carrington (attended WC in 1871) served as president of the State Normal School in Springfield, MO from 1905-1918. State Normal School, District #4, was authorized by the Missouri General Assembly on March 17, 1905. With a pledge by local business leaders of $25,000 and a 38-acre tract on the corner of National and Grand streets, State Normal School #4 was sited in Springfield on July 26, 1905. W.T. Carrington, who was serving as State Superintendent of Schools, was selected as the school's first President. He served until 1918. Carrington himself was a product of State Normal School #1 in Kirksville where he took a Master of Scientific Didactics degree. -
Inauguration of John Grier Hibben, President Of
INAUGURATION OP JOHN GRIER HIBBEN PRESIDENT OF PRINCETON UNIVERSITY SATURDAY, MAY THE ELEVENTH MCMXII INAUGURATION OF JOHN GRIER HIBBEN PRESIDENT OF PRINCETON UNIVERSITY SATURDAY, MAY THE ELEVENTH MCMXII PROGRAMME AND ORDER OF ACADEMIC PROCESSION Trartsfq^rred from Librariao's Office. m <9 1914 INAUGURAL EXERCISES at eleven o'clock ^^^l^^e March • • . from Athalia . .Mendelssohn ^^^'^^" Veni Creator Spiritus .... Palestrina SCHIPTURE AND PRAYER Hexry van Dyke Murray Professor of English Literature ADMINISTRATION OF THE OATH OF OFFICE Mahlon Pitxey Associate Justice of the Supreme Court of the United States DELIVERY OF THE CHARTER AND KEYS John Aikman Stewart Senior Trustee, Ex-President pro tempore of Princeton University INAUGURAL ADDRESS John Grier Hibben President of Princeton University CONFERRING OF HONORARY DEGREES on Edward Douglass White The Chief Justice of the United States William Howard Taft President of the United States THE ONE HUNDREDTH PSALM Sung in unison by choir and assembly standing Accompaniment of trumpets BENEDICTION Edwin Stevens Lines Bishop of Newark Postlude Svendsen (The audience is requested to stand while the academic procession is entering and passing out) ALUMNI LUNCHEON The Gymnasium at quarter before one o'clock M. Taylor Pyne^ '77, presiding The Reverend David R. Frazer, D.D. will say grace ADDRESSES William Howard Taft President of the United States Edward Douglass White The Chief Justice of the United States Francis Landey Patton President of Princeton Theological Seminary Ex-President of Princeton University Abbott Lawrence Lowell President of Harvard University Arthur Twining Hadley President of Yale University Nicholas Murray Butler President of Columbia University Jacob Gould Schurman President of Cornell University ORDER OF ACADEMIC PROCESSION FIRST DIVISION Professor William Libbey, D.Sc. -
Vermont History Or to Her Separate Communities Or Public Men
PROCEEDINGS OF THE VERMONT HISTORICAL SOCIETY FOR THE YEARS JOM.HH4 '* Copyrighted by /*// The Vermont Historical Society 1915 T TABLE OF CONTENTS. PAGE Portrait of Redfleld Proctor Frontispiece Constitution 5 Officers of the Society, 1914-15 9 Active Members 12 Corresponding Members 23 Honorary Members 23 Proceedings of Meeting Oct. 14, 1913 27 Oct. 20, 1914 30 Jan. 19, 1915 33 Jan. 20, 1915 37 Librarian's Report, 1913 41 1914 44 Treasurer's Report, 1913 53 1914 55 Public Address on Redfield Proctor, Jan. 19, 1915 57 Speech of Redfield Proctor on Cuba 105 Otter Creek in History 125 One Thousand Men 149 Index 277 Unveiling of Daniel P. Thompson Tablet 293 Constitution of the Vermont Historical Society Constitution ARTICLE I. This association shall be called "The Vermont His- torical Society," and shall consist of Active, Correspond- ing, and Honorary Members. ARTICLE n. The object of the Society shall be to discover, collect, and preserve whatever relates to the material, agricultural, industrial, civil, political, literary, ecclesiastical and military history of the State of Vermont. ARTICLE III. The officers of the Society, who shall constitute its Board of Managers, to be elected annually and by ballot, shall be a President, three Vice-Presidents, a Recording Secretary, two Corresponding Secretaries of foreign and domestic correspondence, a Librarian and a Cabinet- Keeper, a Treasurer, and a Curator from each county in this State. ARTICLE IV. There shall be one annual, and occasional meetings of the Society. The annual meeting for the election of of- ficers shall be at Montpelier on Tuesday preceding the third Wednesday of January; the special meetings shall be at such time and place as the Board of Managers shall de- termine. -
Social Justice Research Center Newsletter
October 2008 Edition SSoocciiaall JJuussttiiccee RReesseeaarrcchh CCeenntteerr NNeewwsslleetttteerr Upcoming Events Oct. 10: Jonathan Kozol, author of Savage Inequalities: Children in America's Schools (Harper Perennial 1991), will deliver the keynote address for the College of Education’s 2008 John P. “Jack” Ellbogen Symposium for Teaching and Learning. Oct. 16: Louis “Pancho” McFarland will discuss “Multiracial Macho: Hip Hop and Chicano Identity” to close out the Hispanic Heritage Month Lecture Series. Oct. 27-28: Manuel Munoz, author of Zigzagger (Northwestern University Press, 2003), engages discussion at a series of events including the University of Wyoming Creative Writing Department’s Visiting Writer Series. Nov 6-7: Jeff Duncan-Andrade, Co-Director of the Educational Equity Initiative at San Francisco State University’s Cesar Chavez Institute, will be visiting campus as the Social Justice Research Center’s first scholarly guest of the year. Featured Reads The Social Construction of Difference and Inequality: Race, Class, Gender, and Sexuality, by Tracey E. Ore, explores “how systems of stratification are formed and perpetuated and how forms of stratification are interconnected.. to aide students in understanding how their own attitudes, actions, and perspectives may serve to perpetuate a stratified system.” White Logic, White Methods: Racism and Methodology, by Tukufu Zuberi and Eduardo Bonilla-Silva, examines how the white racial lenses of the social sciences and of social scientists have limited their understanding of racial matters and handicapped their capacity to appreciate the significance of the "racial stratification effect." This text explores the possibilities and necessary dethroning of current social research practices, and demands a complete overhaul of current methods, towards multicultural and pluralist approach to what we know, think, and question. -
About the Authors
Journal of Educational Controversy Volume 2 Number 1 Jonathan Kozol's Nation of Shame Forty Article 24 Years Later 2007 About the Authors Follow this and additional works at: https://cedar.wwu.edu/jec Part of the Education Commons Recommended Citation (2007) "About the Authors," Journal of Educational Controversy: Vol. 2 : No. 1 , Article 24. Available at: https://cedar.wwu.edu/jec/vol2/iss1/24 This About the Authors is brought to you for free and open access by the Peer-reviewed Journals at Western CEDAR. It has been accepted for inclusion in Journal of Educational Controversy by an authorized editor of Western CEDAR. For more information, please contact [email protected]. et al.: About the Authors ABOUT THE AUTHORS M. Beatriz Arias, Ph.D., is an Associate Professor in the Division of Curriculum and Instruction in the Mary Lou Fulton College of Education at Arizona State University. Her scholarly interests focus on educational policy and instruction for English Language Learners (ELLs). Dr. Arias has been a Courtappointed expert in many school desegregation cases across the nation, including Los Angeles, CA, Denver CO and Chicago IL. She was a federally appointed Court Monitor in San Jose CA from 1987 through the termination of the desegregation decree in 2003. Professor Arias teaches courses preparing teachers to work with English Language Learners, and conducts research on the role of language in the identity formation of immigrant students. Her book, Linguistic Segregation and Educational Equity for Latinos in the Southwest, will be forthcoming in 2007. Bruce Bivins is an Assistant Principal at Franklin High School in Seattle, who is pursuing his educational doctorate through the Center for Educational Leadership at the University of Washington. -
Lafayette College Catalog
Lafayette College Catalog 2008 - 2009 INTRODUCTION Contents Contents ............................................................ 1 International Economics and Commerce.......161 Mathematics ..................................................162 Introduction....................................................... 2 Mathematics and Economics.........................167 Mission Statement............................................. 2 Military Science ............................................167 Profile................................................................ 2 Music.............................................................171 Vision................................................................ 3 Neuroscience.................................................176 History .............................................................. 3 Philosophy.....................................................177 Lafayette Today ................................................ 4 Physics ..........................................................180 Accreditation..................................................... 4 Policy Studies................................................184 Psychology ....................................................185 Religion and Politics .....................................190 Academic Programs .......................................... 6 Religious Studies...........................................190 Degrees ............................................................. 6 Russian and East European Studies...............195