Historical memory and the importance of the Bracero Project in the struggles of trabajadores migrantes today

The author undertook a field study at the Centro de los Trabajadores Agrvcolas Fronterizos (Center for Border Agricultural Workers, or CTAF) in El Paso, Texas, while she was a student on the Border Studies Program in the fall of 2000. This ethnography treats the theme of the connections between institutionalized racism and the suppression of historical memory, with specific reference to the Bracero Program. It also examines what roles ''outsiders'' can play in progressive political movements.     

Supporting and Developing Teachers through Telecommunications

Abstract

This article looks at how knowledge can be accessed using current technologies, so that forms of alternative delivery can be made available. It examines the effect of establishing links between schools and the university producing ‘virtual institutions’, and looks to the future.     

A case study of integration and destreaming: Teachers and students in an Ontario secondary school respond

The direction that secondary school reform should take has become a contested question in the province of Ontario, Canada, during the 1990s. This case study of one secondary school examines some of the issues surrounding the transition years. Two policies, destreaming and integration, mandatedbythe OntarioMinistryof Education in 1993, and fully implemented by 1995, are examined by means of interview and survey. Administrators, teachers and students commented on the transition from elementary to secondary school. We discuss questions related to destreaming (especially how teachers contend with mixed-ability classes) and integration (with a particular focus on mathematics, science and technology).     

An Analysis of Some New Statistical Methods for Selecting Test Items

In this study, the relationship between student affective performance and classroom physical environment, social climate, and management style were investigated in a sample of classes in Hong Kong primary schools. The results of Pearson and canonical correlation analyses indicated that among the measures of classroom environment, perceived quality of physical environment and class master's expert power, personal power, and coercive power were the strongest predictors of affective performance. This finding supports the importance of class master's management style in the classroom environment. Students' attitudes toward school and teachers appeared to be most sensitive to variation in the classroom environment, and self-concept was the least sensitive among the seven student affective measures. Students' self-efficacy of learning and intention to drop out were moderately sensitive to classroom environment. Profiles of effective and ineffective classroom environments were also mapped. In effective classrooms, class masters care for students, pay attention to teaching, do not use force or punishment but do create a good classroom climate with their professional knowledge, personal morality, and personality. Physical environment and psychological environment are both important; a good classroom environment is highly correlated with student affective performance.     

The communal constraints on parody: The symbolic death of Joe Bob Briggs

Arguments and Addresses of Joseph H. Choate. Collected and edited by Frederick C. Hicks, LL. B., Litt. D. With a Memorial by Elihu. Boot. St. Paul: West Publishing Company, 1927. 1189 pp.

Great Speeches, by Elizabeth W. Baker. New York: Allyn and Bacon, 1927. Pp. 191 and Appendix.

The Speech Arts, by Alice Evelyn Craig. New York: The Macmillan Company, 1926. 500 pp.

The Memoirs of William Jennings Bryan. Philadelphia: Winston and Company, 1925. 556 pp.

The Growth of the Mind—An Introduction to Child‐Psychology. By Kurt Koffka. Translated by R. M. Ogden. New York: Harcourt, Brace and Company, 1924. xvi + 383 pp.

Psychology and Education, by Robert Morris Ogden. New York: Harcourt, Brace and Company, 1926. xiii + 364 pp.

Causes and Their Champions, by M. A. DeWolfe Howe. Boston: Little, Brown and Company, 1926.

Trumpets of Jubilee, by Constance Mayfield Rourke. New York: Harcourt, Brace and Company, 1927.

The Pocket Oxford Dictionary, by P. G. Fowler and H. W. Fowler. American Edition, revised by George Van Santvoord. Oxford University Press, American Branch. Pp. xvi +1029.

The Romance of Words, by Ernest Weekley, M. A. New York: E. P. Dutton and Company, 1927. Pp. xi + 225.     

A Learning-Based System to Categorize Teacher Behavior

As part of their quest to secure academic credibility, physical educators in Australia, Canada, Britain, and the United States have increasingly privileged empirical–analytical forms of research. We argue that this strategy has resulted in a montage of professional values and practices that we term technocratic physical education (TPE). We contend that TPE is based on ideologies of professionalism, scientism, and instrumental rationality, which articulate one-dimensional definitions of excellence in teaching, the body, and sport and also marginalize issues related to political and moral ends. By drawing on the traditions of critical pedagogy and reflective teaching, we suggest some ways in which the limits of TPE can be transcended in pre- and inservice teacher education curricula.     

Between patriotism and nationalism: Johan Hendrik Swildens and the ‘pedagogy of the patriotic virtues’ in the United Dutch Provinces during the 1780s and 1790s

The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the ‘literacy ideologies of the British Empire’. ^{1 1} See de Castell, Suzanne and Allan Luke. “Literacy Instruction: Technology and Technique.” American Journal of Education 95, no. 3 (1987): 413–440. It was these literacy ideologies and concerns over the cultural authority of ‘standard English’ that were to spark a growing public and professional concern during the 1930s over New Zealanders’ speech and the growing ‘insidious’ influence of American‐derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand’s Native schools in the late 1930s.     

Book review section

FREE SPEECH: RESPONSIBLE COMMUNICATION UNDER LAW. By Robert M. O'Neil. Indianapolis, Indiana: The Bobbs‐Merrill Company, Inc., 1966; pp. viii 123+$1.25.

THE MOYNIHAN REPORT AND THE POLITICS OF CONTROVERSY, by Lee Rainwater and William L. Yancey. Cambridge: MIT Press, 1967; pp. xvii+493. $3.95.

VOICES OF CRISIS: VITAL SPEECHES ON CONTEMPORARY ISSUES, by Floyd W. Matson, New York: The Odyssey Press, Inc., 1967; pp. xi+304.

THE BLACK POWER REVOLT. Edited by Floyd B. Barbour. Boston: Porter Sargent Publisher, 1968; pp. 287. $5.95 cloth; $2.95 paper.

THE AGITATOR IN AMERICAN SOCIETY. By Charles W. Lomas. Englewood Cliffs, New Jersey: Prentice‐Hall, 1968; pp. viii+182.

BLACK POWER: THE POLITICS OF LIBERATION IN AMERICA. By Stokely Carmichael and Charles V. Hamilton. New York: Vintage Books, 1967; pp. xii+ 198. Paper $1.95.

REPORT OF THE NATIONAL ADVISORY COMMISSION ON CIVIL DISORDERS. New York: Bantam Books, 1968; pp. xi+609. Paper $1.25.