A detailed, exhaustively researched examination of the justice of the peace in one frontier area, the Pacific Northwest.

From Abilene to Wichita and beyond, a constellation of cities glitters across the fertile plains of Kansas. Their history is entwined with that of the state as a whole, and their size and status are rarely questioned. Yet as James Shortridge reveals, the evolution of urban Kansas remains a largely untold story of competition, rivalry, and metropolitan dreams.

"Cities on the Plains" relates the history of Kansas's larger communities from the 1850s to the present. The first book to provide a comprehensive, comparative account of an entire state's urban development, it shows how Kansas's current hierarchy of cities and urban development emerged from a complex and ongoing series of promotional strategies. Railroads, the mining industry, the cattle trade-all exercised their influence over where and when these settlements were originally established.

Drawing on rich historical research filtered through cultural geography, Shortridge looks at the 118 communities that ever achieved a population of 2,500, and unravels the many factors that influenced the growth of urban Kansas. He tells how mercantilism dominated urban thinking in territorial days until after statehood, when cities competed for the capital, prisons, universities, and other institutions. He also shows how geography and size were employed by entrepreneurs and government officials to prepare strategies for economic development. And he describes how the railroads especially promoted the founding of cities in the nineteenth century-and how this system has fared since 1950 in the face of globalization and the growth of interstate highways.

Throughout the book, Shortridge demonstrates how cities competed for dominance within their regions, and he solves mysteries of growth and stagnation by evaluating them according to their abilities to respond to change. Sharing anecdotes along with insights, he tells why Wichita is "the unexpected metropolis," why the citizens of Leavenworth thought a prison was a better urban asset than a college, and how Garden City grew despite the plans of the Santa Fe Railroad.

"Cities on the Plains" provides an incisive new look not only at Kansas history but also at how American cities in general have evolved over the last century and a half.

This book addresses one the most contentious issues of postwar Western Europe, namely the organization of the primary and secondary stages of schooling in state education systems. In examining the politics of continuity and change in postwar schooling in Britain and the Federal Republic Germany, Gregory Baldi seeks to contribute to more general understandings of education's place in the welfare state, the development of social institutions, and the relationship between material and ideational factors in shaping political outcomes over time.

Social scientist Archie Mafeje, who was born in the Eastern Cape but lived most of his scholarly life in exile, was one of Africa's most prominent intellectuals. This ground-breaking book is the first to consider the entire body of Mafeje's oeuvre and offers much-needed engagement with his ideas. The most inclusive and critical treatment to date of Mafeje as a thinker and researcher, it does not aim to be a biography , but rather offers an analysis of his overall scholarship and his role as a theoretician of liberation and revolution in Africa. Bongani Nyoka argues that Mafeje's superb scholarship developed out of both his experience as an oppressed black person and his early political education. These, merged with his university training, turned him into a formidable cutting-edge intellectual force. Nyoka begins with an evaluation of Mafeje's critique of the social sciences; his focus then shifts to Mafeje's work on land and agrarian issues in sub-Saharan Africa, before finally dealing with his work on revolutionary theory and politics. By bringing Mafeje's work to the fore, Nyoka engages in an act of knowledge decolonisation, thus making a unique contribution to South studies in sociology, history and politics.

The Long Golden Afternoon tells the story of the transformative generation of golf that followed the rise of Young Tom Morris - an era of sweeping change that saw Scotland's national pastime become one of the rare games played around the world. It begins with the first epochal performance after Tommy - John Ball's victory at Prestwick in 1890 as the first Englishman and the first amateur to win the Open Championship - and continues through the outbreak of the Great War. If Tommy ignited the flame of golf in England, Ball's breakthrough turned that smoldering fire into a conflagration. The generation that followed would witness the game's coming of age. It would see an explosion in golf's popularity, the invention of revolutionary new balls and clubs, the emergence of professional tours, the organization of the game and its rules, a renaissance in writing and thinking about golf, and the decision that the Royal and Ancient Golf Club of St Andrews must always remain the sport's guiding light.

The book examines the destruction of the architectural heritage in Mosul perpetrated by Islamic State between 2014 and 2017. It identifies which structures were attacked, the ideological rationale behind the destruction, and the significance of the lost monuments in the context of Mosul's urban development and the architectural history of the Middle East. This methodologically innovative work fills an important gap in the study of both current radical movements and the medieval Islamic architecture of Northern Iraq.

The official journal of the Organization of Educational Historians VOLUME 39, NUMBER 1, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. NCLB-The Educational Accountability Paradigm in Historical Perspective, Mark Groen. Using Microbiography to Understand the Occupational Careers of American Teachers, 1900-1950, Robert J. Gough. Flannery O'Conner and Progressive Education: Experiences and Impressions of an American Author, John A. Beineke. The Idea of Infancy and Nineteenth-Century American Education, Joseph Watras. The Great Depression and Elementary School Teachers as Reported in Grade Teacher Magazine, Sherry L. Field and Elizabeth Bellows. Called to Teach: Percy and Anna Pennybacker's Contributions to Education in Texas, 1880-1899, Kelley M. King. A Southern Progressive: M. A. Cassidy and the Lexington Schools, 1886-1928, Richard E. Day and Lindsey N. DeVries. History's Purpose in Antebellum Textbooks, Edward Cromwell McInnis. Texas's Decision to Have Twelve Grades, Kathy Watlington. The Rise and Demise of the SAT: The University of California Generates Change for College Admissions, Susan J. Berger. Imagining Harvard: Changing Visions of Harvard in Fiction, 1890-1940, Christian K. Anderson and Daniel A. Clark. God and Man at Yale and Beyond: The Thoughts of William F. Buckley, Jr. on Higher Education, 1949-1955, James Green. Paul Ricoeur, Memory, and the Historical Gaze: Implications for Education Histories,Sherri Rae Colby. Indefinite Foundings and Awkward Transitions: The Grange's Troubled Formation into an Educational Institution, Glenn P. Lauzon. BOOK REVIEWS. Loss, C. P., Between Citizens and the State: The Politics of American Higher Education in the 20th Century, Princeton, NJ: Princeton University Press, 2011, 344 pp., and Urban, W. J., More Than Science and Sputnik: The National Defense Education Act of 1958. Tuscaloosa, AL: The University of Alabama Press, 2010, 264 pp. Reviewed by T. Gregory Barrett. Hendry, P., Engendering Curriculum History. New York: Routledge. 2011, 258 pp. Reviewed by Daniel M. Ryan. D. E. Mitchell, , R. L. Crowson, and D. Shipps, eds., Shaping Education Policy: Power and Process. New York: Routledge. 2011, 312 pp. Reviewed by Sherri Rae Colby. Gasman, M., The History of U.S. Higher Education: Methods for Understanding the Past. New York: Routledge, 2010, 240 pp. Reviewed by John A. Beineke. VOLUME 39, NUMBER 2, 2012 Editor's Introduction, Paul J. Ramsey. ARTICLES. ""Whosoever Will, Let Him Come"": Evangelical Millennialism and the Development of American Public Education, John Wakefield. ""Good Fences Make Strange Neighbors"": Released Time Programs and the McCollum v. Board of Education Decision of 1948, David P. Setran. Evolution and South Carolina Schools, 1859-2009, Benjamin J. Bindewald and Mindy Spearman. Reverend John Witherspoon's Pedagogy of Leadership, Christie L. Maloyed and J. Kelton Williams.Transatlantic Dialogue: Pestalozzian Influences on Women's Education in the Early Nineteenth Century America,Maria A. Laubach and Joan K. Smith. Is Liberal Arts Education for Women Liberating?: From Cold War Debate to Modern Gender Gaps, Andrea Walton. Coercion, If Coercion Be Necessary: The Educational Function of the New York House of Refuge, 1824-1874, Josie Madison. Shaping Freedom's Course: Charles Hamilton Houston, Howard University, and Legal Instruction on U.S. Civil Rights, Robert K. Poch. Theodore Sizer and the Development of the Mathematics and Science for Minority Students Program at Phillips Academy Andover,Jerrell K. Beckham. Disproportionate Burden: Consolidation and Educational Equity in the City Schools of Warren, Ohio, 1978-2011, Leah J. Daugherty Schmidt and Thomas G. Welsh. The Power of Boarding Schools: A Historiographical Review, Abigail Gundlach Graham. Challenge and Conflict to Educate: The Brazos Agency Indian School, Brandon Moore, Karon N. LeCompte, and Larry J. Kelly. ""Incommensurable Standards"": Academics' Responses to Classical Arrangements of Native American Songs, Jacob Hardesty. A Century of Using Secondary Education to Extend an American Hegemony over Hawaii, Kalani Beyer. BOOK REVIEWS:Titus, J. O., Brown's Battleground: Students, Segregation, & the Struggle for Justice in Prince Edward County, Virginia, Chapel Hill: University of North Carolina Press, 2011, 279 pp. Reviewed by Dionne Danns. Horsford, S. D., Learning in a Burning House: Educational Inequality, Ideology, and (Dis) integration. New York: Teachers College Press. 2011, 129 pp. Reviewed by Melanie Adams. James, R., Jr., Root and Branch: Charles Hamilton Houston, Thurgood Marshall, and the Struggle to End Segregation. New York: Bloomsbury Press. 2010, 276 pp.Reviewed by Robert K. Poch. Burkholder, Z., Color in the Classroom: How American Schools Taught Race, 1900-1954. New York: Oxford University Press, 2011, 264 pp. Reviewed by Amy A. Hunter and Matthew D. Davis. Rury, J. L. and S. A. Hill., The African American Struggle for Secondary Schooling, 1940-1980: Closing the Graduation Gap. New York: Teachers College Press, 2012, 261 pp. Reviewed by Claude Weathersby.Frankenberg E., and E. DeBay, eds., Integrating Schools in a Changing Society: New Policies and Legal Options for a Multiracial Generation. Chapel Hill, NC: University of North Carolina Press. 368 pp. Reviewed by Joseph Watras.

Humboldt Revisited offers a fresh perspective on the contemporary discourse surrounding reform of European universities. Arguing that contemporary reform derives its basis from pre-constructed truths about the so-called 'Humboldt-university,' this monograph traces the historical descent of these truths to the American reception of Humboldt's ideas from the mid-19th century up until the 1960s. Drawing from a rich selection of historical sources, this volume offers an alternative to conventional explanations of the forces behind the ongoing reform of European universities. It also challenges the conventional historical narrative on the Humboldt University, providing new insight into the American reception of the German ideas.

In this follow up to Laukaitis' Denominational Higher Education During World War II (Palgrave 2018), this collection investigates connections between religion, student activism, and higher education to reveal the complexity of public reactions to the controversies around the Vietnam War. Historical treatments of how the Vietnam War generated tensions on campuses across the country remain centered on public universities such as University of California-Berkeley, Kent State, and University of Wisconsin-Madison. Missing from the historical analysis is how the Vietnam War affected the campuses of Christian liberal arts colleges. This work centers on how Christian liberal arts colleges across the landscape of the United States encountered the national crisis in relationship to their Christian tenets and how particular religious communities and student bodies responded to the war.

Through the history of this housing complex, this book illuminates Salvador Allende's dedication to the imperative of the right to the city for Chile's marginalized people. Built in affluent Las Condes in Santiago, on what is arguably the most expensive parcel of land in Chile, the Villa San Luis was one of Salvador Allende's most visible and dramatic social projects. Allende's six-year term was ended in the middle by a military coup d'etat on 11th September 1973. Yet, material culture from Villa San Luis remains to convey the legacy of his commitment to providing disadvantaged families with dignified housing. It is a national lieu de memoire and an iconic space, a reminder of a truly remarkable innovation in social housing and of Allende's personal and political commitment to making Santiago a just city. Postcoup, the remains of the complex also relate the wider injustice of the Pinochet regime. Many of its families were violently evicted during the dictatorship. Some were dispossessed, taken away from Las Condes in garbage trucks, and dumped in poor communities around Santiago. The land was usurped by Pinochet on behalf of the army and later sold to developers to construct high-rise symbols of a new, neoliberal Chile. Over the decades, however, former residents fought back and, in 2020, they succeeded in making its one remaining structure, remnants of Block 14, a memorialized place of justice and reconciliation. It now a national monument and museum.

Whose job is it to teach the public about sex? Parents? The churches? The schools? And what should they be taught? These questions have sparked some of the most heated political debates in recent American history, most recently the battle between proponents of comprehensive sex education and those in favor of an "abstinence-only" curriculum. Kristy Slominski shows that these questions have a long, complex, and surprising history. Teaching Moral Sex is the first comprehensive study of the role of religion in the history of public sex education in the United States. The field of sex education, Slominski shows, was created through a collaboration between religious sex educators-primarily liberal Protestants, along with some Catholics and Reform Jews-and "men of science"-namely physicians, biology professors, and social scientists. She argues that the work of early religious sex educators laid the foundation for both sides of contemporary controversies that are now often treated as disputes between "religious" and "secular" Americans. Slominski examines the religious contributions to national sex education organizations from the late nineteenth century to the early twenty-first. Far from being a barrier to sex education, she demonstrates, religion has been deeply embedded in the history of sex education, and its legacy has shaped the terms of current debates. Focusing on religion uncovers an under-recognized cast of characters-including Quaker and Unitarian social purity reformers, military chaplains, and the Young Men's Christian Association- who, Slominski deftly shows, worked to make sex education more acceptable to the public through a strategic combination of progressive and restrictive approaches to sexuality. Teaching Moral Sex highlights the essential contributions of religious actors to the movement for sex education in the United States and reveals where their influence can still be felt today.

Critical Race and Education for Black Males: When Pretty Boys Become Men is not another boring academic book full of complex theories and jargon that only people who have earned a doctoral degree can understand. It is a series of narratives based on the author's experiences as a Black male from the third grade through earning his PhD in Policy Studies in Urban Education. Each chapter illustrates how race, racism, and gender influenced Dr. Vernon C. Lindsay's upbringing in Chicago, Illinois, and the south suburbs. In vivid detail, he provides insight to his life as a preacher's kid, the struggle in searching for an authentic vision of himself, and how school suspensions, detentions, and other infractions impacted the process to realize his full potential. Critical Race and Education for Black Males: When Pretty Boys Become Men is written in a format conducive to students and teachers. It strategically uses language that makes the material relatable to Black males and practical for educators who desire to create positive relationships with their students. Critical Race and Education for Black Males is designed for courses that reflect the following themes: critical race theory in education; African Americans and education; introduction to urban education; social theory in educational foundations; critical pedagogy; gender, difference, and curriculum; and teaching and learning in the multicultural, multilingual classroom.

Presented here is an overview of the recent scholarship on the sub- and counter-culture aspects of the Communist movement. The articles cover Britain, France, the Netherlands, Germany, Norway, and Finland, spanning the entire history of Communism, from the 1920s to the 1980s. Such issues as ethnic organizations, cadre formation, the Communist scouts movement, party families, and Communist fiction are explored. Themes discussed include gender, ethnicity, generation, local milieu, and the role of intellectuals.

This edited volume focuses on the historical role of the OECD (The Organisation for Economic Co-operation and Development) in shaping global education policy. In this book, contributors shed light on the present-day perspective of Comparative Education as a logical addition to current scholarship on the history of international organizations in the field of education. Doing so, the book provides a deeper understanding of contemporary developments in education that will enable us to reflect critically on the trajectories and future developments of education worldwide.

This book examines the importance of Traditional Ecological Knowledge (TEK) and how it can provide models for a time-tested form of sustainability needed in the world today. The essays, written by a team of scholars from diverse disciplinary backgrounds, explore TEK through compelling cases of environmental sustainability from multiple tribal and geographic locations in North America and beyond. Addressing the philosophical issues concerning indigenous and ecological knowledge production and maintenance, they focus on how environmental values and ethics are applied to the uses of land.Grounded in an understanding of the profound relationship between biological and cultural diversity, this book defines, interrogates, and problematizes, the many definitions of traditional ecological knowledge and sustainability. It includes a holistic and broad disciplinary approach to sustainability, including language, art, and ceremony, as critical ways to maintain healthy human-environment relations.

Bringing together scholars from the Italian and English-speaking worlds, this book reviews the history of the memory and representation of Fascism after 1945. Ranging in their study from patriotic monuments to sado-masochistic films, the essays ask how, why and when Mussolini's dictatorship mattered after the event and so provide a fascinating study of the relationship between a traumatic past and the changing present and future.

This edited volume represents a collective contribution to the current debates on developing university research capacity. The chapters in this volume offer empirical case studies from post-Soviet countries which share a common history, common policies and practices of higher education. These commonalities make the regional focus meaningful and analytically valid. At the same time, the case studies demonstrate divergence from the shared Soviet tradition and offer historical, sociological, and political analyses of how and in what ways universities in former Soviet countries internalised their research mission and developed the capacity to carry out this mission. This volume is the first of its kind to examine national and institutional resources, political will, and individual agency to understand how these influenced universities' motivation, expertise, and opportunities of undertaking research since the early 1990s, and how universities changed their structures and practices under these influences. The book will appeal to students and scholars in the fields of education, sociology, political science, and economics.

The inspirational story of an amazing group of soccer-playing South African "grannies". In rural South African, beloved humanitarian "Mama Beka" defied social convention and started a soccer team for the women in her community. The Soccer Grannies, as they came to be known, won over their families and villages who at first rejected the idea of older women playing soccer, and that single team quickly grew into dozens. Soon, the strength, tenacity, and pure joy of the Soccer Grannies had captured the attention of the world. In Soccer Grannies: The South African Women Who Inspire the World, Jean Duffy, a soccer-playing mom herself, recounts how she and her team set to work to bring the Soccer Grannies to the U.S. after hearing their incredible story. Despite many obstacles that stand in their way, the Soccer Grannies finally arrive, and Jean describes the wonderful friendships and cultural exchanges that follow. But Soccer Grannies tells more than just the physical journey of the South African women; it also details the Grannies' personal journeys, sharing poignant insights into the realities of women living in South Africa. Life beyond the pitch has not been easy for the Grannies. They have persevered through apartheid, rampant poverty and unemployment, the loss of children to AIDS, domestic abuse, and more. But with the friendship and support of their fellow Soccer Grannies, these women face life's challenges with dignity, humor, and hope. Their stories show to the world the power of sport and its unique ability to bring people and cultures together.

Black and White: The Birth of Modern Boxing is the definitive history of the early years of transatlantic pugilism. It reveals the poisonous racism disfiguring the sport and the black boxers fighting an uphill struggle for equality. It lays bare ugly attempts by authorities to stifle or ban a sport that millions flocked to see, and exposes the unethical actions of distinguished figures such as Lord Lonsdale and Sir Winston Churchill. Black and White brings to life some of the greatest fights in history as the narrative charts boxing's growth from underground sleaze to fashionable spectacle. Along the way we hear the stories of the great champions of the era including Jack Dempsey, Jack Johnson, Jimmy Wilde and Ted 'Kid' Lewis. The book culminates in the 'Fight of the Century', where a gallant European and an unpopular American battled for supremacy as the world looked on with trepidation.