The Labour Party and Higher Education: 1945–51

Assessments of Labour's achievements in education in the immediate post‐war period have been largely critical, but almost exclusively focused on schools’ reform. This article in contrast considers Labour's policies for higher education, particularly universities. Three themes dominated the post‐war agenda: science and technology, expansion (and access), and appropriate models of higher education. The demands of science and technology and the conse‐quent need for expansion were the main drivers in Labour's programme. But the failure to offer a clear view of post‐war development in higher education, together with a deep‐seated ambivalence as to the role of technology and vocational education in universities, meant that plans for science, technology and expansion were only partially realised. The issue of appropriate models of higher education has bedevilled subsequent Labour governments, including the present administration, in their search for a policy for higher education.     

Mandating Americanization: Japanese Language Schools and the Federal Survey of Education in Hawaii, 1916–1920

Under the policies of the United States, it will be very difficult to prohibit schools of this kind unless it were definitely proven that they were teaching treasonable things. –P. P. Claxton, U. S. Commissioner of Education¹     

节俗娱乐化与女皇文化的交融——广元女儿节民俗文化的特异性

广元女儿节浓郁的娱乐性凸显了传统节俗由趋利避害向娱乐性的转化。女皇文化是广元女儿节的核心内涵,对女皇的顶礼膜拜表现了民间崇拜天地、神灵、英雄和权势的民族心理和民俗文化信息,因而有着旺盛的生命力,传承至今并不断发扬光大。