This book critically considers how tertiary institutions of higher education in the United States are charged with the duty of preserving democracy, teaching citizenship literacy, and contributing to economic stability. The author offers a comparative analysis of how presidential and national policy agendas shape these social institutions' re-creation and re-constitution of ideological identities that influence the social position of the participants in the institution types, creating a divide in the realization of national identity across institutional and class lines. In fulfilling this role, four- and two-year institutions become representations of the social class divisions in the United States as the institutions and their students experience American national identity differently. By answering a call to serve the American public and presidential agendas, institutions of higher education reinforce the economic and social divisions in American society, resulting in varied understandings of American national identity.

This volume examines the role of higher education in producing and reproducing American cultural identity from 1862 to 2015 and considers whether changes in federal policy regarding higher education result in paradigm shifts that directly impact the purpose of higher education. American institutions of higher education have served as a beacon of American idealism and identity since the foundation of the earliest universities. As the nation developed, higher education matured and maintained a position of importance in the future of the nation. While the university has perpetuated American national cultural identity, the nation-state has resourced and legitimated the university, inextricably linking national identity and higher education. In this historical analysis, the relationship between national identity, federal legislation, and higher education is established, and an identity of superiority, defined in economic terms, reinforced by higher education, is revealed.

This book critically considers how tertiary institutions of higher education in the United States are charged with the duty of preserving democracy, teaching citizenship literacy, and contributing to economic stability. The author offers a comparative analysis of how presidential and national policy agendas shape these social institutions' re-creation and re-constitution of ideological identities that influence the social position of the participants in the institution types, creating a divide in the realization of national identity across institutional and class lines. In fulfilling this role, four- and two-year institutions become representations of the social class divisions in the United States as the institutions and their students experience American national identity differently. By answering a call to serve the American public and presidential agendas, institutions of higher education reinforce the economic and social divisions in American society, resulting in varied understandings of American national identity.

This interdisciplinary text takes into account the impact of the Cold War on various locales, groups, societies, organizations, and technology. Included in this work are chapters on education, political groups, cultural challenges and rivalries, nuclear technology and weaponry, the impact of nuclear exposure, and the new global order in a post-nuclear age. Edited by an historian, each chapter is written from multiple disciplinary perspectives a a political science, history, social science, science, and medicine a a making this work exceptionally unique with broad sweeping conceptual frameworks, methods, and points of analysis, all the while focused upon a four- decade era of fear. The work of Stivachtis and Manning offer an engaging look into the organization of the international community, world affairs, and inter-cultural challenges during the Cold War to understand the impact on global society through the lens of the English School of International Relations. Cimbala's chapter delves into the challenges to controlling and understanding nuclear warfare throughout the Cold War and how the knowledge of control or preventing catastrophic nuclear war in the historic period is significantly different from the current nuclear age, from the perspectives of what nations have weapons, of what magnitude, and the potential for warfare. The impact of nuclear exposure well after the Cold War is examined in Osono's work, which analyzes the physiological and neurological impact of nuclear waste on workers in China who unknowingly unearthed barrels of nuclear waste. Nekola offers readers a view into the role of the exiled Czech political parties that operated in outside of the regulations of the Iron Curtain, after the 1948 Communist Coup, maintaining party publications and organization throughout the 1950s. The work of Bar-Noi analyzes the relationship between the Israeli and Soviet governments as the nation of Israel was founded and ultimately placed in the political cross-hairs of world leaders from 1945 to 1967. Palmadessa's works on U.S. education a a k-12 compulsory and higher education a a considers the ways in which education responded to the call for patriotic support of the U.S. in opposition to the communist regime in Russia and the understanding of the global role education was to play. The Cold War shook the world, its institutions, cultural groups, and scientific communities to their core. The Cold War: Global Impacts and Lessons Learned offers readers insight into the immediate challenges, the continued obstacles, and the knowledge gained from this tumultuous period riddled with fear that dominates the narrative of 20th century world history.

This edited collection exhibits research that considers economic, educational, technological, and strategic planning that contributed to nations' involvement in and the lasting impact of engagement in World War II. Written by historians and social scientists from around the world, each chapter offers an insight into the experiences and implications of those involved in the war -- as leaders, civilians, politicians -- and the continued strains resulting from diplomatic relationships and the casualties on and off the battlefield. The Second World War devastated the world a not equally in all areas or nations, but it altered the course of human history. These works contribute to the ability to make sense of this brutal war and in doing so, offer readers an opportunity to learn about some lesser-understood implications and results of the Second World War.

Throughout American history, education has served as an institution of support, safety, growth, stability, and has risen to serve the public in times of great national need. In 2020, educational institutions have demonstrated the strength of schools, the creativity and innovative practices of educators, and the public's desire and need for compulsory and higher education to support the youth of America to lead the nation in new directions. Yet, despite the work of educators and even entire institutions, schools, colleges, and universities in the United States are still deeply flawed and in need of support for continued growth to meet the needs of the public in the 21st century. We are living in tumultuous times, whether the challenges come from known enemies, internal social unrest, vicious politics and lacking leadership, discrimination in multiple forms, and a global, deadly pandemic, the difficulties that face members of the American community are deeply entrenched and are positioned to be a formidable force for the foreseeable future. Until the institution, its leaders, and policy-makers acknowledge the relationship between these challenges and the needs of the youth, education's most important asset, the teachers, are left to fight a battle that cannot be won by individual effort. The future of American education depends upon institutionalized changes in how youth and adults are prepared to be active, participative, members of society. The works in this collection highlight vulnerabilities in education, focusing on matters of social justice; each chapter contributes measures to confront injustices in education and offers resolutions. The needs are clear, the works are persuasive, and the recommendations applicable.