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Books > Humanities > History > History of specific subjects > General
The Franklin Book Programs (FBP) was a private not-for-profit U.S.
organization founded in 1952 during the Cold War and was subsidized
by the United States' government agencies as well as private
corporations. The FBP was initially intended to promote U.S.
liberal values, combat Soviet influence and to create appropriate
markets for U.S. books in 'Third World' of which the Middle East
was an important part, but evolved into an international
educational program publishing university textbooks, schoolbooks,
and supplementary readings. In Iran, working closely with the
Pahlavi regime, its activities included the development of
printing, publishing, book distribution, and bookselling
institutions. This book uses archival sources from the FBP, US
intelligence agencies and in Iran, to piece together this
relationship. Put in the context of wider cultural diplomacy
projects operated by the US, it reveals the extent to which the
programme shaped Iran's educational system. Together the history of
the FBP, its complex network of state and private sector, the role
of U.S. librarians, publishers, and academics, and the joint
projects the FBP organized in several countries with the help of
national ministries of education, financed by U.S. Department of
State and U.S. foundations, sheds new light on the long history of
education in imperialist social orders, in the context here of the
ongoing struggle for influence in the Cold War.
An Intellectual History of School Leadership Practice and Research
presents a detailed and critical account of the ideas that underpin
the practice of educational leadership, through drawing on over 20
years of research into those who generate, popularise and use those
ideas. It moves from abstracted accounts of knowledge claims based
on studying field outputs, towards the biographies and practices of
those actively involved in the production and use of field
knowledge. The book presents a critical account of the ideas
underpinning educational leadership, and engages with those ideas
by examining the origins, development and use of conceptual
frameworks and models of best practice. It deploys an original
approach to the design and composition of an intellectual history,
and as such it speaks to a wider audience of scholars who are
interested in developing and deploying such approaches in their
particular fields.
Cathedrals of Learning: Great and Ancient Universities of Western
Europe provides a conspectus of the great Western European
universities, pithily tells their life stories, showcases their
architectural heritage, and describes the art, literary, and
natural history collections they have accumulated over the
centuries. This book profiles the ancient universities and their
distinctive organizational cultures, reveals their customs,
ceremonies, and traditions, their quirks and quiddities, recounts
their complicated histories, describes their architectural wonders
(libraries, museums, anatomy theaters, botanical gardens) and
treasures (rare manuscripts, antiquities, paintings, and objects
d'art of all kinds), and introduces their famous alumni,
distinguished scholars, Nobel Prize-winning scientists, and
famously eccentric personalities. It is a book for scholars,
researchers, and anyone interested in these ancient institutions
that remain centers of learning in the contemporary world.
In a remarkable decade of public investment in higher education,
some 200 new university campuses were established worldwide between
1961 and 1970. This volume offers a comparative and connective
global history of these institutions, illustrating how their
establishment, intellectual output and pedagogical experimentation
sheds light on the social and cultural topography of the long
1960s. With an impressive geographic coverage - using case studies
from Europe, the Americas, Africa and Asia - the book explores how
these universities have influenced academic disciplines and
pioneered new types of teaching, architectural design and student
experience. From educational reform in West Germany to the
establishment of new institutions with progressive,
interdisciplinary curricula in the Commonwealth, the illuminating
case studies of this volume demonstrate how these universities
shared in a common cause: the embodiment of 'utopian' ideals of
living, learning and governance. At a time when the role of higher
education is fiercely debated, Utopian Universities is a timely and
considered intervention that offers a wide-ranging, historical
dimension to contemporary predicaments.
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