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This dissertation traces the history of day care licensing standards in Texas from the beginnings in voluntary welfare organizations to the 1976 revisions. Chapter I gives an overview of the study. The beginnings and subsequent development of day care as it emerged from a multiplicity of child welfare and education concerns is traced in Chapter II, and the concomitant development of day care licensing practice is discussed. In Chapter III the jurisdictional foundations of Texas licensing law are presented in a summary of related legislation passed in Texas from 1848 through 1975. Changes in the law and its enforcement are traced. A description of each set of day care licensing standards is presented in Chapter IV along with a discussion of the administrative and organizational aspects of implementation and enforcement. In Chapter V the social, political and educational factors influencing day care licensing in Texas at selected points in time are analyzed. A summary of the findings and recommendations for future study are included. (Author/RH)

During the eighteenth and nineteenth century, education, from the hands of religious congregations, single clergymen, as well as private citizens, became codified, unified, and public. Although these developments would occur transnationally across Europe, they can greatly differ due to the numerous regional circumstances. This long process is even more complex when considering the conditions of female education which was often conducted either at home or in religious institutions with little oversight from the government. Carlotta Ercolina De Saxy Visconti (1733-1805) was a Milanese noblewoman appointed by Joseph II as superintendent of female education in Lombardy, a role she would keep after the arrival of the French troops in 1796. De Saxy, through her published books and political position, tried to translate the educational principles created in the imperian metropole into reforms that were feasible both theoretically and pragmatically in northern Italy. De Saxy devised a free, comprehensive project dedicated to women of all social standing encompassing all aspects of education, she also included plans for funding, in addition to finding teachers, textbooks, and functional school buildings. Her work awarded her praise from intellectuals and politicians alike, and, although she never had her own salon, she succeeded in creating a network of enlightened thinkers across Italy and Europe, including Pietro Verri, Giuseppe Gorani, Pietro Metastasio, and Melchiorre Delfico. She encouraged them to publish their own work by connecting them with each other to further support their aspirations. Moreover, her Jansenist sensibilities prompted a correspondence between herself, philosopher Pietro Verri, and Jansenist bishop of Pistoia Scipione De' Ricci, a reformer of religious practises who closely collaborated with Peter Leopold in the Tuscan Grand Dutchy. This works aims, with the tools of micro and translational history, to uncover the long-term historical process of female schooling by analysing a local actor moving between Milanese culture and Habsburg government. The shift in the scope and objective of female education at the turn of the nineteenth century in Lombardy is illustrated by examining the connection between people and institutions from the perspective of the individuals involved in changing them.

This thesis seeks to understand the origins, development, and consequences of the carceral turn in American public education. Specifically, it considers how and why New York City came to deploy a vast force of police officers and security personnel, install sophisticated surveillance equipment, and put into place a set of highly punitive disciplinary policies that govern student behavior. Drawing from more than 40 different archives as well as 20 original oral histories, it maintains that school policing and student discipline have historically served as tools of social control and racial dominance, emerging with the very founding of organized education in America, and expanding most rapidly and dramatically as a direct response to the prospect of desegregated schooling and the attendant rupture in American life. In the wake of this conflict, the carceral apparatus was not only linked with, but institutionalized into, the public education system. Opposition to school desegregation, panic over the issue of juvenile delinquency, and white fears of Black criminality were mutually constitutive and jointly reinforcing - coming to a head in the mid-twentieth century and continuing to build upon each other throughout the ensuing decades towards a comprehensive system in the schools of exclusion, punishment, and arrest. On the level of both individual institutions and the education system as a whole, as more Black students enrolled in schools and flipped the demographics from predominantly white to predominantly Black, city and school officials increasingly met even ordinary student problems with carceral responses. City schools instituted sweeping disciplinary policies, forged partnerships with the municipal police department, and created security forces of their own as part of a larger system of student criminalization that both reflected and exacerbated existing social and racial hierarchies, stifled student organizing, and expanded the reach and power of the carceral state.

Throughout the British Mandate for Palestine (1920-1948), British women travelled to the country as missionaries, teachers, welfare workers, nurses, doctors, journalists and colonial wives. Their actions affected the lives of the people of Palestine and tell us much about the nature of British colonialism in this settler colonial context. In the existing historiography of the Mandate, a male-dominated narrative prevails, with British women receiving very little attention from historians. This is the first extensive study of these British women. It uses their correspondence, reports and publications, archived across Britain, Israel, the occupied Palestinian territories, Beirut, and Washington, D.C., to analyse their activities in various spheres of the intimate. The attitudes and actions of these women expose the variability of the colonial encounter in this setting. In Mandate Palestine, British women's intimate colonialisms were multiple: there existed an intrusive intimacy of condescension towards the Palestinian Arab community and a paradoxically distant intimacy of respect towards the Jewish community. This was based on discourses of difference constructed by British women and underpinned by hierarchies of child-rearing, domesticity, agency and modernity, with the Jewish community typically placed further up these social scales than the Palestinian Arab community. There were however inconsistencies in, and limitations to, these multiple intimate colonialisms, which ultimately undermined the strength of British women's discourse. This thesis develops existing histories of British women in early to mid-twentieth century Palestine and contributes to enhanced understandings of the British Mandate for Palestine more broadly. By inserting British women in Palestine into existing imperial literatures on intimate colonialisms, this thesis establishes a new framework for grappling with the nature of white women's colonialisms in the juncture between colonial and settler colonial phenomena: the concept of multiple intimate colonialisms. This marks an important and original contribution to both colonial and settler colonial studies.

This thesis is the first focused study of working-class women who attended higher education institutions in England and Wales in the 1960s and 1970s. A very small proportion of working- class women completed courses of higher education in this period, despite educational reforms such as the Education Act of 1944 and the Robbins Report of 1963. As a result, historical studies of working-class women in the post-war period have not focused on those who pursued higher education, while studies of higher education rarely pay attention to the experiences of working-class women. By analysing thirty-seven oral history interviews, together with published statistics, written reminiscences, and contemporary social surveys, this thesis explores the impact of higher education on the lives of working-class women who matriculated between 1965 and 1975. By taking a life history approach, it analyses the place of higher education in women's life trajectories, rather than focusing on the experience of higher education alone. The thesis explores, in turn, how women came to apply to higher education; women's experiences of higher education; and women's post-graduate careers and social mobility. By exploring experiences at colleges of higher education as well as universities, this thesis offers the first insights into differences between types of institution for working-class women students. At the same time, this thesis considers whether and why these women had a distinctive generational experience. This thesis argues that higher education had a significant impact on these working-class women's lives, by facilitating social and occupational mobility and influencing women's senses of class and generation. Crucially, this impact was facilitated by the post-war social and economic context, particularly the introduction of mandatory student grants in 1962. However, this thesis also contends that this was not a golden age of social mobility through education. Thus, this period was one of both unprecedented opportunities and continuing limitations.

This dissertation calls for a reevaluation of the place of the School Certificate Examinations (SCE) in the history of the examination system in England. The SCE scheme has been portrayed as the inevitable successor to the independently run "Local Examinations" of the nineteenth century and as a recommendation of the Acland Report in 1911. Such a portrayal leaves out of account, firstly, the deep antipathy towards external examinations that was highly influential in the 19th and 20th centuries and, secondly, the proposed alternatives that were advocated by leading educationalists. The dissertation proposes that the early role of Arthur Acland in this history and his passionate opposition to external examinations have been overlooked in the academic literature. Substitutes for external examinations, such as that promoted by Matthew Arnold and Michael Sadler based on the German Abitur, are also shown as persuasively supported by those who wanted the examination system to be more teacher-controlled. The Bryce Report's (1895) advocacy of decentralised administration is presented as a key factor in the shaping of early examination policy and the study highlights the influence on decision-makers of a strong resistance to central government control. This context requires a nuanced explanation of the Board of Education's choice of university-based examination boards to deliver the SC examinations, which was opposed by LEAs and teachers' organisations. By the end of the 1920s the Board's officers were becoming disenchanted with these examination boards and they acted to diminish their influence on the Secondary School Examinations Council (SSEC). More generally, those who opposed the external examination system believed it to be a mechanical and bureaucratic assault on education itself. The Norwood Committee's report (1943), with the support of the Board's officers, thus proposed the abolition of general school-leaving examinations, limiting their use only to decision making about university entrance and scholarships. The study suggests reasons for the depth of the antipathy to external examinations, which is seen as deriving from the Board's negative experiences with the Revised Code (1862-1890) and from a private-school ideal of teachers as fully independent professionals. The latter view was notably promoted by Cyril Norwood. The study indicates, however, that the antipathy particularly of the Board's inspectors became an obsession which influenced both their determination to establish more central control of the system and their failure to recognise a legitimate role for school-leaving and vocationally oriented examinations in the newly emerging secondary schools. Such considerations are presented as possible explanations for the survival of the external examination system as it was problematically transformed from the SCE to the GCE in 1951.

Throughout the twentieth century so-called Poor Whites caused anxiety in countries where racial domination was crucial, such as South Africa, the colonies of European empire and the United States. The Poor Whites were troubling for a number of reasons, not least because they threatened white prestige and the entire system of racial control. The efforts of various governments, organisations and experts to discipline, control and uplift the group necessarily disadvantaged other races. These controls, such as colour bars and Jim Crow laws, had an enormous effect on the countries where the Poor Whites were seen as a problem. The results can still be seen in the profoundly unequal contemporary racial landscape, and which is given expression by protest groups such as Black Lives Matter. Yet the efforts to manage the Poor Whites have thus far been examined on a national basis — as a problem of the United States, or of South Africa, to name just the most significant locales and regimes. This dissertation attempts to expand our understanding of the geography of the Poor Whites by arguing that the ‘Poor White Problem’ was a transnational concern rooted in racial interests that transcended national concerns. The racial solidarity displayed by so-called ‘white men’s countries’ was also extended to the Poor Whites. Efforts to control and discipline the population were thus in service of the white race as a whole, and ignored national interests and national borders. The transnational management of the Poor Whites was done through a network of transnational organisations such as the League of Nations and the Rockefeller Foundation, as well as the careering experts they employed. The dissertation argues that these attempts constituted a transnational ‘governmentality’ according to which these organisations and their experts attempted to discipline a Poor White population that they viewed as transnational in order to uphold white prestige and tacitly maintain both global and local racial systems. This dissertation examines some of the ways in which Poor Whites were disciplined and racially rehabilitated. It examines health and sanitation, education and training, housing standards and the management of urban space, and finally photographic representation.

This thesis examines the apparent paradox between the introduction of new technology into the classroom and studies that have reported that they have had little effect on learning (Cuban, 1986; 2001; 2003; Selwyn, 2014; 2015; 2016a; 2016b). If this is the case, then it raises the question of why. Central to this thesis is the apparent distance between expectations of technology in teaching and learning and the current practices of teachers and young people. The context for this enquiry is a special school in the UK that is designated as an IT Showcase School. Following an examination of the literature, the thesis provides an account of the history of the Gutenberg press as a means of identifying how technology might change social and educational practices. Given the length of time it takes for major technological change to take effect, any study of the impact of new technology needs to be placed in a historical context. Of particular note, is that with respect to the Church the role of both the priesthood and the laity changed as a result of the Gutenberg press. The dissemination of knowledge through the books produced by the technology of the Press enabled the traditional authority of the Church to be challenged. This analysis is used as a guide to examining the current social and educational practices of young people and teachers to try to elicit whether any parallels can be drawn between the history of the Gutenberg and current uses of new technology. The historical analysis lays the ground for a study of the views of teachers and students to assess the ways new technology is being used by them. The views of young people and teachers are garnered through focus groups, a collaborative IT tool, and open-ended questionnaires. It is found that the traditional role of the teacher is being challenged as are the ways young people communicate outside the classroom. The teachers raised a series of issues that were barriers to the innovative use of technology, while the students drew a strong distinction between the uses of technology outside school and inside, which may also deter innovative technologies for learning. This thesis concludes with a set of practical implications for how we might improve the incorporation of technology in the learning process, more effectively.

This study aimed at describing how the nursing profession in Malta changed between 1964 and 1996 emerging as a profession a result of circumstances and changes within and without. Change appears to have been imposed from outside the profession but Maltese nurses did not react to changes whether it was to their benefit or not. Meanwhile, the cumulative effect of various factors such as demographical changes, educational status and political decisions initiated the process of professionalisation of nursing in Malta. Source materials included archival sources and oral history interviews with twenty four interviewees consisting of nurses and other persons who were influential during the time, including politicians. These were analysed in order to produce a narrative of professionalisation of nursing in Malta. This is the first indepth study on the subject. The chosen period under study begins in 1964, the year Malta gained independence and ends in 1996, the year when the post of Nursing Director was established, thus allowing nurses a relative autonomy. Nurses were initially led by the Sisters of Charity who supervised them. Changes in the demographics of nursing, the type of preparation needed for it and the management system together with political decisions that often followed similar ones taken abroad, affected Maltese nurses. The official opening of the St Luke's School for Nurses and the introduction of nurse education at tertiary level were significant markers in the process of professionalisation. The thesis presents an insight into how Maltese nurses did not show much eagerness to reach professionalisation but were still propelled towards it by changes occurring extrinsically and then intrinsically. This is perhaps unique since nurses in other countries had nurse leaders who actively worked to reach professionalisation.

Despite serving as the capital of a prototypical Rustbelt state during a period of economichardship and decline of other once prosperous neighboring Rustbelt cities, Columbus'shistory is rather separate from those of its peers. The strife experienced by the city duringthe 1960s and 1970s arose not from the collapse of its industrial districts, a dwindlingwhite ethnic population, or the dilapidation of its infrastructure, but quite the opposite.Columbus’s history is one of a city and an education system unable and unwilling toadapt with the changing racial and economic make-up of a rapidly developing urbancenter. In turn, the city of Columbus and its Board of Education engineered andperpetuated the isolation and impoverishment of black residents to various ghettos acrossthe city to contain and constrict the ever-growing black population that threatened todisrupt the status quo. Deprived by decades of neglect and injustice, Columbus’s blackcommunity sought to tear down the racial barriers constructed through neighborhoodgerrymandering and attendance zones, economic, social, and political isolation, andunequal access to educational resources and facilities that had denied their children aquality education. This responsibility ultimately fell to civil rights activists, parents,students, and educators who struggled for decades against indecisive administrators,intransigent board members and trustees, recalcitrant white parents, and over one hundred years of purposeful separation of the city’s black and white communities through a system of de-facto racial segregation. Despite their struggle and the aid of local and national civil rights organizations, social scientists, and the Supreme Court of the United States, the progress achieved during the 1960s and 1970s was largely overshadowed by the betrayal of their efforts in 1996.

In 2021-2022, once routine school board meetings erupted into intense showdowns because of the presence of what many believed to be Critical Race Theory within the school curriculum, Comprehensive Sex Education, disagreement over gender identity, and the nature of parents’ rights. There were shouting matches and accusations that schools, board members, and parents were racists, hated America and members of the LGBTQ community, were trafficking in communism, and were harming children. Commenters made fiery pledges to remove board members, and board members received hate mail including death threats. This research project interrogates parents’, guardians’, and concerned community members’ publicly expressed beliefs and anxieties about Critical Race Theory (CRT), gender identity, and Comprehensive Sex Education (CSE), at 10 geographically diverse K-12 public school board meetings in the U.S. available online in 2021-2022. It considers what their comments at the board meetings reveal about their understanding of the world, of America, American identity, and of their own values, hopes, and fears. The methodology used in the project is anthropological. There is close textual analysis to better ascertain the content, context, and meanings of the discourse formations and cultural codes. These are the primary sources analyzed: comments at the school board meetings, written and televised speeches, personal letters, newspapers, op-eds, slogans, protest signs, campaign commercials, websites, and social media. In addition, historical and archival research trace the genealogy of these discourse formations within American culture among the secular and white evangelical Religious Right.The anti-CRT commenters and those who hold to traditional gender ideologies want to maintain a particular culture, an ordering of the world, including ideology and theology that is rooted in hierarchy, exclusion, and particular gender norms heavily influenced by the Southern way of life. Anti-CRT and opponents of LGBTQ inclusivity at the public-school board meetings end up reproducing white supremacy and discrimination against the LGBTQ community because of their actions, perhaps despite their intentions. This research shows how the intense backlash against the teaching of CRT and Comprehensive Sex Education and gender inclusivity in public schools is linked to unspoken assumptions about religion, race, history, gender, and American identity.

This dissertation delves into the profound impact of the Second Great Awakening on American higher education and its enduring social consequences. Examining the period from the late eighteenth century to the mid-nineteenth century, the research uncovers the core belief that drove the Awakening—that America and its citizens were chosen for a divine purpose, endeavoring to manifest the kingdom of heaven on Earth. It explores how Protestant-led revivalism and social reform movements fueled by this core belief influenced the establishment and evolution of American higher education. Through in-depth case studies of Andover Theological Seminary, Lane Seminary, and Oberlin College, the research unveils the profound influence of the Awakening on these institutions' missions, pedagogy, and student life. Drawing from a wide array of primary and secondary sources, this dissertation demonstrates how the sacralizing impulse of this religious movement fundamentally reshaped the objectives of these institutes of higher education and the experiences of their students and faculty. This study makes a substantial contribution to the ongoing historiographical discussion on the Second Great Awakening. It underscores its enduring significance in shaping American society, culture, and ideology while highlighting its lasting influence on the dynamic terrain of higher education. A meticulous examination underscores how this awakening was pivotal in transforming American higher education into a powerful force capable of instigating substantial social change and molding the nation's intellectual and moral development.

Over the eighteenth century, ancient history was increasingly read in English, appearing in new forms and interpretations. This reflected the development of history in universities as a subject not merely read, but taught. This teaching took on many forms: serving as a predecessor to other studies, building a knowledge base of case studies for 'higher' subjects, or (increasingly) an independent subject. What ancient history was taught, how was it taught, why was it taught, and what did students go on to use it for? Ancient history as an independent subject had a limited role in the curriculum despite the foundation of Chairs of History in most universities. When it was taught as such, the focus was on explaining modern institutions via ancient comparisons; on the training of statesmen by classical examples; or, more rarely, on demonstrating a particular conception of social development. These uses of history could be seen across both national and subject boundaries. Whilst differences between universities are evident, evidence in the teaching of history suggests the absolute dichotomy between the English and Scottish systems has been overstated. The interesting case of Trinity College Dublin suggests common features across Britain in how 'liberal education' was conceived of and how history fit into it. The practical application of ancient history to the education of statesmen may be seen in the variety of ways it was used in political discourse. This is explored mainly in Parliament, the ultimate destination of the "statesmen" in whose training history was supposed to play a large part, via debates over questions of empire and imperial rights in the second half of the eighteenth century. Superior knowledge of ancient history constituted a rhetorical claim to the twin statuses of gentleman, being classically-educated, and statesman - showing understanding of historical context and precedent.

This thesis is an examination of policy-making and practice in design education in England from 1837-1992. It takes a longue durée approach to the history of the development of design education to provide a new narrative which shows a pattern of recurring debates concerning the purpose of design education and how it should be taught. Using the curricula of furniture design courses at three art schools to illustrate the way policy was put into practice, this thesis argues that historical context is key to understanding why debates regarding the way designers should be trained for industry have recurred since 1837. Based on a wide variety of primary source material the thesis contributes to historiography by extending the scope of previous histories of art and design education, and also, for the first time, focuses solely on the development of design education, whilst acknowledging its place in the wider development of art and design education. Following the introduction, chapter two of this thesis examines the events which led to the 1835-6 Select Committee and argues that many of the issues raised during the Committee influenced the teaching of design education through the remainder of the nineteenth century; this is further demonstrated through chapter three. Charting the development of design education into the twentieth century through chapters four, five and six, this thesis shows that changing historical contexts, such as the development of industrial methods or wider changes in higher education, have also had an impact on design education. In the light of changing historical contexts, policy makers for design education have continually questioned what design students should be taught and how they should be taught, which accounts, in part, for the recurring nature of debates in design education.

This thesis is a cultural history of the early Fabian Society, focusing on the decades between 1884, the Society’s inaugural year, and 1914. The canonical view is that ‘Fabianism,’ which the Oxford English Dictionary defines as the ‘doctrine and principles of the Fabian Society,’ is synonymous with State socialism and bureaucratic ‘efficiency.’ By bringing the methods of cultural history to bear on the Society’s founding members and decades, this thesis reveals that ‘Fabianism’ was in fact used as a dynamic metonymy, not a fixed doctrine, which signified a range of cultural, and even literary, meanings for British commentators in the 1890s and 1900s (Part 1). Further, by expanding the scope of traditional histories of the Fabian Society, which conventionally operate within political and economic sub-fields and focus on the Society’s ‘official’ literature, to include a close examination of the broader discursive context in which ‘Fabianism’ came into being, this thesis sets out to recover the symbolic aspects of the Fabians’ efforts to negotiate what ‘Fabianism’ meant to the English reading public. The Fabians’ conspicuous leadership in the modern education debates and the liberal fight for a ‘free stage,’ and their solidarity with the international political émigrés living in London at the turn of the twentieth century all contribute to this revised perspective on who the founding Fabians were, what they saw themselves as trying to achieve, and where the Fabian Society belonged—and was perceived to belong—in relation to British politics, culture, and society (Part 2). The original contribution of this thesis is the argument that the Fabians explicitly and implicitly evoked Matthew Arnold as a precursor in their efforts to articulate a kind of Fabian—latterly social-democratic—liberalism and a public vocation that balanced English liberties and the duty of the State to provide the ‘best’ for its citizens in education and in culture, as in politics.

Minnesota's history contains a narrative of segregation that not only shaped the physical landscape of its cities but also entrenched disparities in education and fractured communities. The racial covenants that first emerged in 1910 built the bedrock of housing segregation that led to segregated neighborhoods. The consequences of this systemic segregation extended beyond residential boundaries and infiltrated the corridors of education, where the harsh realities of racial imbalance often betrayed the promise of equal opportunity. By examining the interconnectedness of housing policies, school integration efforts, and community development, this study uncovers the roots of inequality and proves how Minnesota failed students of color in its attempt to address the schools and race challenge. This dissertation contends that the racial covenants that forced African Americans to live in select neighborhoods caused segregated schools, which the government neglected at both a state and local level. By the time the government began to address de facto segregation in the 1960s and 1970s, simply establishing a minority enrollment percentage for schools to meet was not enough. Central to this argument were the integration efforts of these decades, which, while aiming to dismantle the barriers of segregation, inadvertently burdened Black students with the responsibility of integration. Forced busing policies, coupled with the closure of predominantly Black schools, disrupted communities and exacerbated educational disparities. Furthermore, the construction of freeways, ostensibly for connectivity, disproportionately targeted Black neighborhoods, severing vital ties and deepening the wounds of segregation.

This thesis is presented as a portfolio and represents the assemblage of artefacts produced by me for the degree: Doctor of Education. The portfolio is structured in three parts. The three parts of this thesis can look disparate and unconnected - separated as they are by time, purpose, intention, thinking and learning - but a common thread runs through my work and is my driving intuition. Essentially, I see five strands as dominant and influential in my work and these can be encapsulated as: my philosophical position and belief in democratic education; my theoretical educational perspective as a social constructivist, stressing the social and culture dimensions of learning; my pedagogical approach as a facilitator of adult learning coupled with my constant enquiry into the nature of learning and teaching, especially within the twenty- first century; my belief in the centrality of narratives - the stories told and the ways in which they are told - and how they are understood and given meaning at a cultural level; and the dynamic relationship between policy and practice. The work presented in this thesis builds on my earlier study and professional educational practice. I have lectured in further and higher education for over twenty years and my enquiry is generated by the immediate concerns I have within my own practice as an educator in higher education and post-16 'teacher' education, as is evident in Part One of the thesis. It is also generated by the concerns and enquiry of other educators and theorists at a local and global level. The context and dominant subject of all three parts of this thesis are lecturers who work in the Further Education college sector, in Scotland. The college sector is relatively recent in the history of Scottish education but, and perhaps because of this, is the most dynamic and reflects the essence of Scottish democratic education. Most of the research on the Further Education sector, and those lecturers working within, has been undertaken outside of Scotland and refers to a different set of conditions from the Scottish context in relation to practices and policies. I was driven to research the history of Scottish education as I felt I needed to know 'my' history and to understand why I had particular views on education that were grounded in democratic principles. This awareness of my own, implicit, values became palpable when working with colleagues in the English further education (FE) sector and those working in English universities as teacher educators for FE. I was struck by the omnipresence of the policy context and how this negatively impacted upon them as practitioners, appearing to paralyse and dominate their thinking and practices. Their professional autonomy seemed compromised, even eradicated and they expressed strong feelings of hopelessness. I often found myself as the lone voice at the Universities Council for the Education of Teachers, Post-16 Committee advocating collective action from members to challenge the barrage of contemporary policy directives, perceived by them as detrimental to their students, the educational sector and their professional status. This seemed anathema to them yet logical to me and I recognised a fundamental difference between us in relation to my own feelings of agency and the belief in the individual potential to effect change and my awareness of a more subtle policy context in relation to FE in Scotland. This recognition made me aware that my cultural experiences as someone educated in Scotland and now as an educator in Scotland was critical. This led me to investigate the nature of Scottish education historically and contemporaneously, especially within the college sector. This work provides the literature review for the study and is found in Part Two of the thesis. Following from this literature review, my research for Part Three shifts from a purely theoretical basis to an empirical investigation into the ways in which lecturers are conceptualised as professionals, within the college sector in Scotland. My intuition was that there were stark differences between: lecturer experiences and practices; of conceptualisations of lecturer professionalism; and the relationship between policy and pedagogic practice, in the Scottish and English further education sectors. This perception was well founded and the investigation in Part Three identifies and analyses how and why these findings are significant for lecturers working in Further Education colleges in Scotland and beyond.

Adding a much needed historical and comparative dimension to current debates about Attention Deficit Hyperactivity Disorder (ADHD), the present thesis provides an analysis of the changing construction and treatment of childhood hyperactivity in Britain and the United States, focusing on the period from 1960 to 2010. The focal point is the historical discrepancy between the two countries in diagnostic and therapeutic practices, and the question of how and why perspectives have increasingly converged over the past 20 years. Whereas British medical and educational professionals continued to rely on environmental explanations and interventions for the vast bulk of disruptive behaviour in school children, the American concept of hyperactivity disorder from the 1960s onwards became increasingly inclusive and biomedical in orientation. This expansion was closely related to the rise of psycho-stimulants as a widely employed treatment for hyperactivity and attention problems in the US. British and other European clinicians, on the other hand, resisted drug treatments up until the mid-1990s, when rates of diagnosis and prescription grew dramatically on both sides of the Atlantic. A key aim of this study is to explore and explain the rise of ADHD and Ritalin in both the American and British contexts, looking at the interplay of political, professional, institutional and socio-cultural factors that have contributed in each case. The study concentrates on three distinct but interconnected spheres which, both separately and in combination, have underpinned and shaped approaches to hyperactivity in the two countries: medicine, education and the wider public arena, represented by parent support groups. While chapters 2, 3 and 4 focus on the medical debates and practices surrounding hyperactivity, and the points of connection and disconnection between the two medico-psychiatric communities, chapters 5 and 6 examine the role of schooling, disability activism, and educational policy, especially that relating to special educational needs. Finally, chapter 7 explores the issue of parent activism which has been an important factor in the growth and critique of ADHD in both settings.

This thesis questions a series of assumptions concerning the nineteenth- and early-twentieth-century modernization of European spaces. Current scholarship tends to concur with essayistic texts and images by contemporary intellectuals that technological and organizational developments increased the freedom of movement of those living in western-European societies, while at the same time alienating them from each other and from their environment. I assess this claim with the help of Dutch travel egodocuments such as travel diaries and letters. After a prosopographical investigation of all available northern-Netherlandish travel egodocuments created between 1500 and 1915, a selection of these documents is examined in greater detail. In these documents, travellers regarded the possession of identity documents, a correct appearance, and a fitting social identity along with their personal contacts, physical capabilities, and the weather as the most important factors influencing whether they managed to gain access to places. A discussion of these factors demonstrates that no linear increase, nor a decrease, occurred in the spatial power felt by travellers. The exclusion many travellers continued to experience was often overdetermined. The largest groups affected by this were women and less educated families. Yet travellers could also play out different access factors against each other. By paying attention to how practices matched hopes and expectations, it is possible to discover how gravely social inequities were really felt by travellers. Perhaps surprisingly, all social groups desired to visit the same types of places. Their main difference concerned the atmosphere of the places where the different groups felt at home. To a large degree this matched travellers' unequal opportunities. Therefore, although opportunities remained strongly unequal throughout the period, this was not always experienced as a problem. Also, in cases where it was, many travellers knew strategies to work around the obstacles created for them.

This thesis investigates the emergence of an internationally renowned psychiatric community in Uganda. Starting at the beginning of colonial rule in 1894, it traces the changing nature of mental health care both within and beyond the state, examining the conditions that allowed psychiatry to develop as a significant intellectual tradition in the years following Independence in 1962. This ‘golden age’ of psychiatry saw Uganda establish itself as a leader of mental health care in Africa, an aspect of history that is all the more marked for its contrast with the almost complete collapse of mental health care after the expulsion of the Asian population by Idi Amin in 1972. Using a wide range of new source material, including interviews with psychiatrists, traditional healers, and community elders, this thesis pushes the history of psychiatry in Africa beyond the examination of government policy and colonial hegemony. It brings together the history of psychiatry with the histories of missionary medicine, medical education, and international health by asking what types of people, institutions, and organisations were involved in the provision of mental health care; how important the growth of Makerere Medical School was for intellectual and institutional psychiatry; and how ‘African’ mental health care had become by the end of the period. It presents a history of mental health care in a country that has tended to be overshadowed by Kenya in the historiography, yet whose engagement with medical missionaries and efforts to advance medical training meant that the trajectory of psychiatry came to be quite different. Focusing in particular on the significance of western-trained Ugandan medical practitioners for mental health care, the thesis not only analyses African psychiatrists as historical actors in their own right, but represents the first attempt to examine the development of psychiatric education in Africa.

Science and technology is regularly featured on radio, in newspapers, and on television, but most people only get firsthand exposure to ‘cutting-edge’ technologies in museums and other exhibitions. During this period, the Science Museum was the only permanent national presentation of science and technology. Thus, it is important to acknowledge the Museum’s history and the socio-political framework in which it operated. Understanding the delays in the Museum’s physical development is critical, as is understanding the gradual changes in the Museum’s educational provision, audience, and purpose. While the Museum was the main national exhibition space, the Festival of Britain in 1951 also provided a platform for the presentation of science and technology and was a statement of Britain’s place within the new post-War world. Specifically, within its narrative, the Festival addressed the relationship between the arts and the sciences and the influence of science and technology on daily life. Another example of the presentation of science was the quest for a planetarium in London - a story that involves the Science Museum, entrepreneurs, and Madame Tussauds. Comparing the Museum’s efforts with successful planetarium schemes isolates several of the Museum’s weaknesses - for example, the lack of consistent leadership and the lack of administrative and financial freedom - that are touched on throughout the work. Since most of this history is unknown, this work provides a fundamental basis for understanding the Museum’s current position, for making connections and comparisons that can apply to similar problems at other institutions, and for learning lessons from the struggles that can, in turn, be applied to other institutions.

In this doctoral thesis I develop a methodological system to facilitate the comparison of syllabus topics in history education across international contexts. The thesis brings together many years of work and while rooted in the philosophy of Hegel draws on the ideas and concepts of a wide plurality of thinkers. Essentially, the thesis is a 'synthesis', developing from my pre-doctoral experiences as an educator in the UK and overseas (thesis) and my critique of comparative textbook research (antithesis). In the doctorate, syllabus topics are understood to be composed of constellations of influencing variables or parts; the relationship between topic and variable conceived as reciprocally constituting and dialectical. Essentially, I argue that to compare curriculum knowledge the researcher need not necessarily compare 'things in themselves' - e.g. textbooks, examinations, official censorship guidelines etc., - but rather relationships and effects. Syllabus topics are thus understood as the expression of relationships with influencing variables. Only when variables and relationships have been identified and appropriately valued does it become possible to compare syllabus topics in a meaningful way. In this thesis I develop a concept of the researching subject that is neither totally centred nor totally de-centred. Modernism's centred subject assumes a research horizon that is both limitless and objective, while the de-centred postmodern subject denies the concept of horizons by championing only relative particularities and subjective experience. Identifying the hermeneutic element in the work of Hegel, Gadamer and Foucault I chart a location 'beyond' the oppositions. The subject is thus understood as an agent empowered to act, and perform critique, but within limits that are sensitive to cultural difference. The comparative researcher is thus conceived operating within a specified 'sphere of liberty'; the liberty to compare depending on the training, intercultural skills and first-hand experiences of the researcher. In this research the Second World War is utilised as an 'exemplar topic'. With the end of the Cold War the importance and significance of the war has receded in political terms. Nevertheless it remains as a popular subject in history classes around the world. Morally, the war continues to raise fundamental questions. But to understand the impact of the war as a syllabus topic in educational terms we must identify its form and content as an object. The syllabus topic as a whole is composed of a constellation of parts, influencing factors, push and pull variables. What is the 'power/knowledge' relationship between whole and parts in particular contexts? How does a particular syllabus topic express these relationships? It is argued that relationships between topic and parts must be identified if we are to begin to understand their effects in classroom settings.

In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.

Thomas Jefferson’s autobiography reveals his continual struggle against slavery and his frustration at the resistance of the “public mind” in Virginia, predominantly composed of slave-owning aristocrats. Despite vocal condemnations of slavery, attempts to translate his anti-slavery stance into formal documents faced significant resistance from the society he aimed to change. Even within the House of Burgess, Jefferson's support for a bill allowing individual slave owners to free their slaves was met with contempt. His draft of the Declaration of Independence, condemning the King for slavery, was revised by delegates, impeded by both northern financiers of the slave trade and southern aristocrats unwilling to denounce the institution. Jefferson's boldest anti-slavery proposal, the Report of a Plan of Government for the Western Territory, aimed to ban slavery north and south of the Ohio River but failed by one vote. Recognizing the difficulty of changing the public mind overnight, Jefferson argued for a gradual approach, emphasizing the importance of education. His 1778 Bill for the More General Diffusion of Knowledge aimed not only at education but also at restructuring Virginia's aristocracy into a meritocracy. Jefferson envisioned natural aristocrats, leaders educated in moral principles, guiding the public mind toward embracing emancipation. He believed these leaders should be chosen based on virtue and talents, not wealth or birth, creating an enlightened society capable of bearing the proposition of emancipation. In his retirement, Jefferson looked to the next generation of Virginians as potential champions of emancipation, inspired by his own education at William and Mary. The University of Virginia, founded with the objective to instruct citizens in their rights, interests, and duties, aimed to produce statesmen capable of harmonizing societal interests. However, despite unofficial anti-slavery sentiments within the university's early leadership and professors, the institution's role in forming the natural aristocracy appeared to be compromised, echoing the challenges Jefferson faced throughout his life in trying to influence societal attitudes toward slavery.

This study investigates the history of British and American Military Bandmasters’ lived experiences through a Phenomenological Hermeneutic Analysis construct to the development of the Public-School Band movement. This thesis aims to provide insight through transcribed interviews, historical documentation, and pre-recorded transcriptions of the thoughts and practical influences of developing the effectiveness of band teacher preparation in American public school band programs. A better understanding of these advances warrants a comprehensive overview of military band history and a sense of how the curriculum process, formation, and growth in British and American Military Bands influenced approaches and philosophical thought through experiences of band instructor training. The participants from this study offer a diverse perspective of British Military Bandmasters, American Military Bandmasters, and public-school band directors’ concepts of band teaching through social developments, cultural attributes, and military guidance, which created military band schools, band curricula, and progressive development for progressive band teacher training of the school band movement.

Sexuality is an inextricable part of every person’s life, and all people get some form of education about sex in their lives, regardless of what they were taught in school. As such, it can be argued that sex education is, in fact, the most important kind of education we can provide for young people and should be a necessary requirement for all public school education. Sexuality is also inherently tied to all social identities and can impact the intersections of those identities in extremely public and political ways. The perpetuation of systemic injustice toward minoritized groups of people in the United States is mirrored in the historical and present condition of school-based sex education. For these reasons, the author argues that school-based sex education (SBSE) and all of its components (including policy, curriculum, and teacher preparation) needs a rebranding and a perspective shift in order to provide students with useful, effective, and necessary skills for creating and maintaining healthy relationships of all kinds. This dissertation study examines the history and present status of school-based sex education in U.S. public schools and calls for changes to policy, curriculum, and teacher training programs to improve the quality of SBSE across the country.

This dissertation focuses on the development of the Lost Cause mythology in North Carolina between the 1880s to the 1920s. The Lost Cause is a racist and inaccurate view of the Civil War years promoted by Neo-Confederate Southerners. This dissertation argues that the Lost Cause developed primarily through the efforts of Neo-Confederate organizations like the United Daughters of the Confederacy. These individuals built a compound-public space that united grassroots movements with official governmental figures to promote the Lost Cause mythology. The formation of this compound-public space and its impact on the Lost Cause provided the necessary cultural support for the development of a Democratic-backed white supremacist campaign in North Carolina in 1898 conducted to reduce the political power of Republicans and African Americans, and to re-establish Democratic hegemony. This dissertation explores the ways in which Neo-Confederates constructed the compound-public space including: the role of politics, gender, religion, education, the media, and Confederate monuments with the express goal of increasing the political power of the Democratic Party.

In a study of the genesis of the 'dual system' of universal elementary education in England and Wales, obtaining at the present, it is easy to be influenced by the received view that the 1870 Elementary Education Act was a wise and judicious measure, albeit a move of limited potential, by W. E. Forster and the Liberal ministry of 1868, under William Gladstone.Educational historians, in the main, while setting out the importance of the 1870 Elementary Education Act, tend to expound an established opinion that the legislation was predominantly the work of Forster, who was ably assisted by an unwritten alliance between the Conservative Party and the Established Church. However, in order to understand fully, the developments leading up to the act itself, it is necessary to appreciate the little recognised, fundamental influences and pressures initiated by both radicals and nonconformists on the final outcome, and the resultant antagonisms in the struggle for universal elementary education, especially those political and religious controversies which were characterised by the wider debate of the years between 1866 and 1870.It is my purpose in the study to trace the developments of events over this period, and to give just deference to the specific details, preferences and campaigning that would set up the right conditions for the successful passing of legislation in 1870. In this respect, I contend that the final, amended bill, as passed by Forster, was the result of a four year agitation, and only really emerged in 1870, and in the form that it did, because of the radical and nonconformist influence. In qualifying this, it is not my purpose to support the ideas and philosophies of those protagonists, but rather to justify their importance as catalysts in the development of legislation, and in the moulding of the significant clauses which established the bill as a compromise. The act of 1870 was only successful because of the continued pressure and influence of the radicals and nonconformists in their challenge to the, hitherto, voluntary system of elementary education.The major part of this study is concerned with events between the latter part of 1866 and August, 1870 which saw the passing of Forster's education bill. This period saw the growth of both the Manchester Education Aid Society and the Birmingham Education Society; attempts at legislation for the reform of elementary education in both the House of Commons and the House of Lords on four occasions between 1867 and 1868; the collapse of the voluntaryists under Edward Baines; the passing of the second reform bill, which enabled Gladstone to form a radical and reforming ministry; the creation of the National Education League as a truly nationwide pressure group, and its adversary the National Education Union; and ultimately, the planning of the education bill and its passage on to the statute book.

Writing Across the Curriculum (WAC) programs are an educational initiative that aim to support faculty in implementing writing into their classrooms and engaging students in their learning through writing. WAC courses are typically those outside standard English and Literature courses at postsecondary institutions. This project investigates perspectives at a Midwestern University to explore practices and definitions of WAC, writing, advocacy, and feedback. Specifically, the research focuses on two questions: 1. What are the current understandings and practices of WAC, writing, advocacy, and feedback at Midwestern University? 2. How do WAC programs benefit from collaboration with Writing Centers and community connections from a sustainability standpoint? Using humanistic approaches, this study focuses on the shared experiences of a History WAC faculty member, History WAC student, and the Writing Center Coordinator at Midwestern University. Data was collected through a series of interviews with each participant and coded according to a Grounded Theory approach. The findings from each participant’s interviews are represented as an individual chapter sharing their stories as perspectives important to ongoing conversations regarding how WAC is understood, writing is defined and experienced, and advocacy is identified, as well as practices of WAC instructor written feedback on student writing. The project draws connections between WAC, writing, feedback practices, and advocacy discourse as important concepts to WAC sustainability and concludes with potential implications for WAC programs, WAC scholars, and writing instructors. Focusing on inclusionary practices, this study pulls from the experiences at Midwestern University to provide frameworks of race for WAC and self-reflective inclusive sentence-level training for faculty, students, and writing consultants. Furthermore, the study indicates that feedback practices in the WAC classroom should consider students’ entire identity. The implications of this study aim to transform understandings of WAC and sustain a community of writers.

Generations of women in the Evangelical Church have embodied narratives passed from mother to daughter, from church leadership, and through their religious communities. These narratives, including those of women’s subservience and deserving of suffering endured from spouses, church leaders, and others, have origins in the earliest days of church history. In this thesis I examine how such narratives are embedded in books on pubertal guidance targeted to mothers and daughters in Evangelical Christian communities. Building on Fish’s work on interpretive communities, Gramsci’s conceptualization of hegemony, Foucault theorizing on power, and an interdisciplinary literature on the interaction between religion, culture, and politics, I interrogate themes of puberty, sexual function, gender roles, consent, and gender-based violence addressed in books on pubertal guidance, and how these books contribute to or reinforce evangelical Christian doctrinal narratives on gender and sexuality. Through a methodological approach using grounded theory, narrative inquiry, autoethnography, and textual analysis, findings indicate Evangelical Christian culture creates an interpretive community which drives only acceptable interpretation of religious texts (primarily the Bible), gender norms, and patriarchal power dynamics. Themes emerging from the texts analyzed, including Complementarianism, submission, purity, modesty, inadequacy, and silencing, have deep consequences not only for women and girls in Evangelical Christian communities, but for society at large as the legislative push for adherence to Evangelical Christian doctrinal ideologies work to remove access to basic human rights for people who do not adhere them. Misinformation, incomplete information, and hegemonic narratives serve to perpetuate gender inequality and have broad effects on women’s and girls’ mental, emotional, and physical health. In light of the most recent intrusions by Christian Nationalists into the legislative fabric of U. S. federal, state, and local governments in an attempt to enforce religious practice and ideology in the legislative arena, this thesis provides important insight into the communication methods and the theoretical basis for women to accept the hegemonic concepts presented to them in their Evangelical Christian communities. The importance of this thesis becomes evident considering how Christian books contribute to this communication, especially considering its potential for affecting legislation and culture in the future.

I chose to focus on improving libraries to make them viable institutions in this age of quick information because I have noticed a gap in how libraries are perceived and utilized by the general public. As someone who works as a designer in the library system, I have observed a great emphasis on programming and events. However, not as much attention is given to the physical space and how it can be made more attractive to people of all ages and backgrounds.In today's fast-paced world, people have access to a wealth of information at their fingertips, making libraries appear to be less relevant than they were in the past. However, libraries still have an essential role to play in society, especially in fostering lifelong learning, community building, and providing access to resources that are not readily available to everyone. By rethinking how libraries are currently designed and used, we can ensure that they remain relevant and useful to people in the digital age.One of the key issues that I want to address is how to make the library a place that appeals to both adults and children. While libraries have traditionally been viewed as places for young children, there is a need to attract and engage adults with diverse interests and life commitments. By focusing on creating a space that is both visually appealing and offers resources and services that cater to adults, we can make libraries more attractive to a wider audience.Furthermore, I want to explore how the visual layout of libraries, including signage and wayfinding, can be optimized to help people navigate and better understand the resources available to them. Research has shown that people respond more quickly and accurately to visual stimuli, making it important to create clear and effective signage that can help people find what they need. By studying how visual cues can create an intuitive and easy-to-use library system, we can make libraries more user-friendly and accessible to all.In conclusion, improving libraries to make them viable institutions in the modern world is an important and timely topic. By focusing on creating a physical space that is attractive and appealing to people of all ages, as well as utilizing visual cues and effective wayfinding, we can ensure that libraries remain relevant and useful in the digital age. Using visual communication design, I will develop a framework and checklist of best practices to improve the library experience, including wayfinding, placemaking, branding, and other factors that can enhance the functionality and user experience of libraries.

As time moves forward, events from the past become blurred in memory. People remember, honor, and learn from history. On September 11, 2001, the United States lost 2,983 civilian lives in a terrorist attack by al Qaeda. Since 2001, the United States government has made many decisions aimed at protecting those on United States soil. To commemorate the lives lost and to prevent an act of terror in the future, historians evaluate how to remember and learn from the events that occurred on September 11. Learning from the past prepares people for the future. To educate future generations, middle and high school teachers must provide students with valuable lesson plans about September 11. In the middle school and high school classrooms around the country, the process and content used to teach the terrorist attacks of September 11 has evolved over the past twenty years, from relying mostly on personal accounts to include academic articles, textbooks, online resources, and other materials to help students understand how and why September 11 happened the way it did.

How did the America’s Founding Fathers use historical knowledge to inform their actions and decisions that ultimately led to the creation of the Constitution? This dissertation begins to answer this question by providing context to the Framers’ education on both colonial and personal levels. Starting with exposure to historical content through learning Greek and Latin, this research explores the depth of historical knowledge possessed by the Founders and how they used that knowledge to explain their thoughts and ideas throughout the tumultuous years surrounding the American Revolutionary War. This aspect of the Constitution’s formation is overshadowed by the prominence of eighteenth-century political theory as part of Enlightenment philosophies that emerged during the same time. Historical analyses of the Constitution overlook the nuance of the Founders’ collective, and oftentimes shared, historical knowledge. Grounded in historical content, the Founders’ education gave them readily available examples to cite as references when discussing matters of policy and governance throughout the last half of the eighteenth century. Thus, this dissertation intends to present historical application to the repertoire of interpreting the formation of the Constitution in addition to the previously established scholarship of Enlightenment philosophy and emerging political theory of eighteenth-century America.

The purpose of this study was to identify the preconditions that inspire courageous action through exploration of the choices made by four classroom teachers in Bosnia and Herzegovina. Each educator had made the decision not only to teach during or after the 1992–1995 war and genocide in their country, but to do so in ways that went against official post-war teaching guidelines. Although there are a vast number of studies on courage in literature, there is little research that includes teachers who remained in their classrooms during wartime or chose to enter their classrooms in transitional societies after their communities experienced a war and genocide. Bricolage researchers investigate topics in exploratory ways beyond the standard and accepted sensemaking tactics to reveal unique outcomes that may have previously existed but have not yet had light shed upon them. As the bricoleur, I threaded three divergent topics: courage, a violent history, and sharing of personal narratives through the five senses. The teachers shared a range of artifacts with me, which created the foundation of this study. These three topics, although vastly different from one another, when merged provided insight into the pre-conditions needed to encourage courageous action. Stories, artifact photos or other materials are included within the dissertation as well as a digital archive I created. The archive includes the anecdotes, artifacts and historical context as a supplemental element to support the study and serve as a window to the wartime and post-war teacher experiences. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Abstract: Self-determination is a core concept framing the historical and ongoing efforts of Inuit in Nunavut seeking to align the territory’s social and political institutions with Inuit Qaujimajatuqangit (IQ), or Inuit ways of knowing, being and doing. Educational self-determination represents an important and urgent aspect of these efforts, especially in the context of colonial education policies and practices which have deeply affected generations of Inuit. In 2008, the Nunavut territorial government set out to be the first provincial or territorial jurisdiction in Canada to implement an Indigenous-led vision for education when it passed the Nunavut Education Act. However, the mandates outlined in this act have yet to be fulfilled, prompting organizations such as the Nunavut Tunngavik Inc. (NTI), the legal representative of Inuit in Nunavut, to take recent action in an effort to advance Inuit control of education. In 2020, for instance, the NTI initiated a lawsuit against the Government of Nunavut based on cultural and linguistic discrimination of Inuit in the education sector. This thesis constitutes an anthropological study of self-determination and education in Nunavut from a historical and contemporary perspective. I incorporate a holistic framework and qualitative research methods including semi-structured interviews and archival analysis to address the following questions: 1) How has self-determination historically underpinned narratives about education in Nunavut? 2) How is self-determination part of ongoing discussions and initiatives regarding education in Nunavut? This research aims to increase scholarly understandings and public awareness of education and self-determination in Nunavut while highlighting Inuit perspectives. Fostering this understanding and awareness is crucial given that education and self-determination in Nunavut will only continue to be a site of evolving and complex negotiation, exploration, and tension in future years.

The progressive education movement of the late nineteenth and early twentieth century made terrific strides in modernizing and improving education for all races in Houston, Texas. This movement embraced a democratic platform of participation and engagement for all citizens, which affected America’s social, political, and economic future for decades and gave rise to many future movements. The root of progressive politics was in the participation of a diverse and active population, social progress, and industrial development, of which Houston had a plethora in the early goings of the twentieth century. Where did this progressive assault begin? Was it a grassroots or top-down approach? These are essential question to be developed. It is vital to investigate the events that led to the creation of the Houston Independent School District in 1876. The hiring of Dr. Edison Oberholtzer as the superintendent was the first step in rebuilding and modernizing an archaic education system in Houston. This event was not a sure thing, as his appointment did not occur without objections by some. Oberholtzer would see the Houston Independent School District through World War I, the Great Depression, and World War II before his tenure would end. Ultimately, the desegregation of Houston’s public schools required the courage and conviction of hundreds of people who had major roles in the process, and the fortitude of the thousands of students--both African American and White--who challenged years of racial prejudice and institutionalized segregation to accomplish this task. Still, the story of race relations and school desegregation in Houston, Texas, remains unfinished.

Education remains one of the most polarized areas in American society. However, this is not a new phenomenon. From the 1950s to 1980, Congress, the executive branch, and judicial branch significantly increased their funding and oversight in public education. 1965 marked the year Congress passed legislation with the hopes of creating a more equitable system for all socioeconomic classes. However, conservatives also began to coalesce in the 1970s over segregation, helping spur the 1980 Reagan Revolution. 1981 marked the first year in over two decades where Congress cut the education budget for integrative services and changed how the federal government funded programs for low-income students. These changes were integral to the Reagan administration and conservative Congress’s goals to reduce social services in an effort to reduce the budget and expand the economy while simultaneously preserving tax loopholes and cuts for the wealthy. Federal funding for social services like education saw cuts that hurt many of the gains that low-income school districts had seen over the previous two decades. One often overlooked piece of legislation–the 1981 Education Consolidation and Improvement Act (ECIA)–caused many of these changes. This act removed the protective language and funding that had helped lower income, bilingual, and segregated communities receive federal aid for the previous fifteen years. While creator John Ashbrook’s initial intent for the ECIA was to give more power to local and state governments over education– something that conservatives thought was an important goal–the ECIA also ended integration programs and removed barriers to ensure funding went to high needs schools. These changes have affected education to this day.

Scholars have explored the United States military from the lens of battles, campaigns, operations, and leaders with depth and zeal. When discussing the influence of the Army on education in America, the G.I. Bill is consistently the main topic of conversation. However, the contributions of the Army to American higher education are much more complicated than simply the passage of the Servicemen’s Readjustment Act of 1944. A wide variety of programs and efforts championed by the Army during the first half of the twentieth century lack in-depth research and analysis. This study examined the American military transformation from the American Civil War through World War II resulting from technological advancements, changes in military and veteran programs, reforms and partnerships between the Army and higher education, and the American need for manpower to conduct large-scale operations. The evidence revealed that the Army had a significant effect on the beginning of literacy and intelligence testing in America, the development of the standardized General Educational Development (GED) test, and the changes in training technical experts and leaders in college-level programs. Programs such as the Students’ Army Training Corps of World War I and the Army Specialized Training Program of World War II not only trained hundreds of thousands of recruits, but they also demonstrate the influence of the military on post-secondary education in America. Overall, the numerous Army programs had a significant influence on education in America years before the World War II G.I. Bill.

Abstract: The teaching of Canadian history has been a source of contention over the past century, particularly regarding the place of minorities in the nation’s narrative and cultural identity. In early 20th-century Alberta, history education was driven by male-authored textbooks which were used to assimilate citizens to the dominant English-Canadian culture, effectively limiting the representation of women, minority ethnic groups and certain regions in the historical narrative. This foundation still affects Alberta's education system, and no study has examined the representation of these minority groups in Albertan history education courses. Therefore, this study asks how the national historical narrative, as presented in Alberta secondary Social Studies textbooks prior to 1945, was used to define Canadian citizenship. The study analyzes student textbooks approved for Social Studies and its predecessor courses (like History) in Grades 7-12 between 1912 and 1945. This research poses the following questions: how did the historical narrative, as presented by these textbooks, define Canadian citizenship? How did intersections of gender, ethnicity and region hierarchize the representation of different people in these textbooks? This study examines the diversity and homogeneity of the people presented in textbooks and the overall conception of citizenship that these resources conveyed. This intersectional feminist textbook analysis is situated in the intersectional field of gender studies. The selection of ten authorized historical textbooks from the University of Alberta’s Wiedrick Collection was inspired by Penney Clark's criteria (2005). This discourse analysis of gender, ethnicity, and region was adapted from the methodologies of agency by Adèle Clapperton-Richard (2019), of gendered notations by Loukia Efthymiou (2004), and of alterity by Catherine Larochelle (2021). The study compares the differing representations of women and men; Indigenous people, people of French descent, people of British descent, and people from other immigrant groups; and the Prairies and Eastern regions of Canada. Through the analysis of multiple textbooks, this research determined the correlation between representations of gender, ethnicity, and region and consequently the view of citizenship that the textbooks conveyed. The ideal citizens were men of British descent from the Eastern regions of Canada; all other peoples were represented as lesser. Today, Alberta’s scholarship in history and citizenship education on the Prairies is inadequate. This initial study paves the way for further work on gender equality in history education, adding to the interdisciplinary work of feminist researchers from other provinces. With the current controversies surrounding the Albertan government’s proposed Social Studies curriculum, Alberta needs to analyze how it has previously taught history in order to build an inclusive regional identity going forward. // Depuis le dernier siècle, la façon dont l’histoire canadienne est enseignée a enchainé des disputes passionnées, surtout en ce qui concerne la place des minorités au sein du récit national et l’identité culturelle. Au début du 20e siècle en Alberta, l’éducation de l’histoire se reposait sur des manuels écrits par des auteurs d’une élite. Le récit historique de ces manuels servait comme outil d’assimilation pour la culture anglo-canadienne dominante par sa représentation des femmes, des groupes ethniques minoritaires et de certaines régions. Ces valeurs assimilatrices affectent encore le système d’éducation albertain et jusqu’ici aucune étude n’a examiné la représentation de ces groupes minorisée dans les manuels albertains portant sur l’histoire. De ce fait, l’étude ici s’interroge quant au récit historique national, tel que présenté dans les manuels d’études sociales utilisés en Alberta avant 1945, et la façon dont il a défini la citoyenneté canadienne. Le mémoire analyse les manuels approuvés pour les élèves des cours d’études sociales et ses cours prédécesseurs (comme l’histoire) au secondaire (Grades 7-12) entre 1912 et 1945. L’étude se pose les deux questions centrales suivantes: comment est-ce que le récit historique, comme présenté dans ces manuels, définit la citoyenneté canadienne? Comment est-ce que les intersections des rapports de force du genre, de l’ethnicité et de la région hiérarchisaient la représentation des personnes dans ces manuels? Étant donné le contexte historique, l’étude détermine la diversité et l’homogénéité des acteurs, et effectivement de la conception de la citoyenneté, dans le récit national proposé aux élèves. Cette analyse féministe intersectionnelle de manuels se situe au sein des études de genre intersectionnelles. Le choix de l’étude de dix manuels anciennement autorisés de la collection Wiedrick (l’Université de l’Alberta) s’est inspiré des critères de Penney Clark (2005). L’analyse de discours du genre, de l’ethnicité et de la région s’inspire des méthodologies de l’agentivité d’Adèle Clapperton-Richard (2019), des notations genrées de Loukia Efthymiou (2004) et de l’altérité de Catherine Larochelle (2021). Ce mémoire compare notamment l’intersection des représentations différentes entre les femmes et les hommes; les autochtones, les personnes d’origine française, les personnes d’origine britannique et les personnes d’autres groupes immigrants; et les régions canadiennes des Prairies et l’Est. Somme toute, l’analyse de ces manuels a déterminé la corrélation entre la représentation du genre, l’ethnicité et la région dans les manuels et ainsi la perspective de la citoyenneté qu’ils privilégiaient. Le citoyen idéal était l’homme, d’origine britannique et de l’Est du pays; toute autre personne était minimisée. Aujourd’hui, le manque des études albertaines au sujet de la représentation de la citoyenneté en histoire et en éducation aux Prairies est inadéquat. Cette première étude ouvre la voie pour davantage de recherche dans le domaine féministe en éducation de l’histoire, et se rajoute aux travaux interdisciplinaires des chercheurs féministes ailleurs au Canada. À la lumière des nouveaux débats concernant le curriculum d’études sociales proposé par le gouvernement albertain, il est temps pour l’Alberta d’analyser son enseignement du passé pour bâtir une identité régionale inclusive à l’avenir.

This dissertation aims to reclaim the significance and innovations of female home scientists in India’s development from 1947 until 1972. Historiographies of India’s development in the post-independence period have largely overlooked how gendered projects, such as the establishment of home science programs in new Indian agricultural universities, were directed by professional women. To discover the ways and to what extent home scientists played an essential role in India’s modernization projects, this study investigates the transnational interactions of U.S. home economists and Indian women who earned advanced degrees in home economics subjects in the United States during the Cold War. Analyzing archival material, personal collections, oral history interviews, online subscription databases, and open-access repositories, this dissertation recovers the voices and lived experiences of these professional women. Additionally, this process uncovered a rich collection of first-person narratives. Over one hundred and twenty-five theses and dissertations written by Indian home scientists during the first three decades after Independence, collectively and individually, illustrate their pioneering leadership. The significance of this research is that it reveals home scientists’ personal and professional renegotiations, setbacks, triumphs, and transnational connections with philanthropic organizations, government officials, and U.S. home economists as they collaborated and led nation-building projects.

James W. Loewen begins his book, Lies My History Teacher Told Me, with a dedication to all “American history teachers who teach against their textbooks,” challenging the standardized education system. Lauding teachers for going against the textbook procures a curious truth about the realities in the U.S. history classroom. From the mandated state guidelines and the textbooks being used to the teachers themselves, this study addresses the application of Critical Race Theory in the classroom at a time when CRT laws are being debated nationally. CRT was referenced on Fox News in 2021 sixteen times the amount it was referenced in 2020. In this study, we look at three states’ – Mississippi (Republican), Iowa (Moderate), and California (Democratic) – political climate, U.S. History frameworks and textbooks, and ethnographic landscapes of U.S. history teachers. Speech communities of a state dictate the discourse in the U.S. history classroom. Most teachers abandon the textbook to teach a curriculum that is consistent with the state guidelines. Guidelines in the three states varied in their rigidness and the teacher’s predilections had more control over the content than they believed. Choice of people and events in the guidelines and teachers’ classrooms reinforced the concept of the Other and the awareness that students would have as civically engaged community members. Further impacts can percolate to neighboring communities through globalization and federal policies. Paolo Freire's Pedagogy of the Oppressed and CRT are the lens with which to view equitable education and its application to American history.

This thesis examines the reasons behind the Fascist regime’s failure to produce propaganda which could establish a durable consensus among the Italian populace. By examining propaganda in newspapers, textbooks, and institutional organizations, this work explains the Fascist regime’s failure to successfully convey its ideology and how it was instead forced to rely upon Mussolini’s cult of personality. This thesis examines propaganda produced from 1922 to 1943, when Mussolini was removed temporarily from power.

The Dayanta pagoda, also called the Giant Wild Goose Pagoda, is located in Shaanxi Province, China. Built in the Tang Dynasty, the Dayanta symbolizes the highest architectural achievement of ancient Chinese civil engineering. The process of constructing the Dayanta was investigated and simulated graphically in 3-D models. The methods of data collection, modeling, and VR production proved effective for digitally reconstructing an ancient building and simulating its construction process. The project was divided into four major parts: 1) data collection, 2) investigation of the construction process, 3) 3-D modeling and 4) VR production. Data collection uncovered the evolution of the Dayanta through the literature, with its changing style and number of levels, which reflected cultural influences on ancient Chinese architecture. The site selection of the pagoda on top of a plateau is speculated to stem from cultural and religious influences. Data collection enabled a repository about the Dayanta to be established, which included historical studies, dimensions, and photographs taken during a field trip to the Dayanta. Due to the scarcity of information of this ancient pagoda, the investigation of the structure and construction process of Dayanta often requires the use of present practice as a guideline to past practices, tailored to the availability of ancient materials and technology. The investigation of the structure and construction process of the Dayanta provided these important findings: 1) The local yellow loess soil, which is soft and unstable, was excavated and replaced with a mixture of gravel, sand, and rammed soil. 2) The integrated foundation made of rammed soil and brick is believed to be stronger than that made solely of rammed soil, since the pagoda rebuilt in 709 CE after the foundation of the first version collapsed still stands. 3) The case of the Dayanta serves as a template for studying ancient construction management, which requires a high degree of cooperation among a well-organized team of workers. 4) The unevenness of the backfilled rammed soil and brick foundation are probably one reason the Dayanta leans. 5) The south-facing Dayanta was oriented with considerable preciseness, which indicates that orientation and leveling were accurately conducted in the preplanning and planning stages. 6) The base was expanded in the 1980s; thus, the construction of the base can be separated into two stages: The smaller original base, which served as a structural component, covering the foundation, and performing as a platform for workers for the construction; and the larger, expanded base, which is more decorative. 7) The masonry walls are likely filled with rammed earth. This made sense at the time due to the excessive thickness of the walls (9.15 m) built at the time to support the super structure. 8) Columns were found to serve as structural and non-structural components on Levels 1 and 2, respectively. Thus, the construction of each floor followed the pillar-stairs-floor sequence, with the structural components placed first, a common construction sequence. 9) The support system was likely built in the sequence wall-column-beam-subfloor-beam-subfloor-slab. 10) Face brick grinding, a technique requiring highly skillful masons, involves accurate use of mortar and precise operations on bricks, as have been used in the outer walls of the Dayanta. 11) Longitudinally arranged bricks were used on the bottom of the vault corridors, probably because mutual friction between bricks reinforced the structure. 12) Block and tackle and scaffolding were used to support laborers and to transport materials to the top of the construction. In brief, the construction of the Dayanta, including the building techniques, tools and equipment, construction materials, laborers, and concepts related to construction management were investigated and organized into a complete construction process in every stage.A digital reconstruction of the construction process of the pagoda based on the repository and discussion of the building processes of the Dayanta was modeled in 3-D graphics using various software. The modeling produced a series of simulated scenes, including the erection of each component of the pagoda, with materials, laborers, tools, and equipment to illustrate how the pagoda was built piece by piece. It has been proven that using 3-D models to simulate the construction process of the Dayanta is feasible. Through the literature review and graphical simulation of the construction details, ancient building techniques have been revealed to be sophisticated and ingenious enough to inspire modern civil engineers to design a building with lower energy consumption, longer service life using environmentally friendly materials, as was done in the construction of the Dayanta. Investigation of the construction process of the Dayanta produced highly informative content about the building techniques employed in ancient China. The methods presented in this dissertation to reveal the construction details, from determining the location, discussing the sequence, and rationalizing the process, is an effective approach to answer a series of how-to-build questions for ancient Chinese buildings, and such a method can be applied widely in the research of ancient building all over the world. This dissertation is the first visualization of the four versions of the Dayanta in 3-D graphics, reflecting the historical evolution of the Dayanta. Three-D modeling is an effective approach to filling the gap of missing records and data about the construction of an ancient building. Even if some structural and building details were not fully explained in references, the construction process of the Dayanta could be successfully visualized using 3-D modeling based on engineering knowledge. The method of visualization presented in this dissertation can give new ideas and outlook on the use of computer graphics in the areas of history, archaeology, and architecture. Finally, using the leading-edge technology, virtual reality (VR), to introduce a building that was built in the remote past demonstrates an exciting prospective application of VR in engineering education practice. An immersive and interactive virtual reality (VR) program was created by integrating the graphical simulation of the Dayanta that serves to introduce this ancient building to students. A survey was conducted via questionnaire to test the performance of the VR model in the process of teaching and learning in an engineering class. The positive responses collected from students indicate that VR is a promising method that can be used in the practice of engineering education.

The purpose of this descriptive, instrumental case study was to understand the development of historical skills through the use of the student-generated videos for graduate students in the history classroom. The theories guiding this study were cognitive constructivism (Bruner, 1977; Dewey, 1910) and activity theory (Engeström, 1987; 2001) as they pertain to student-generated videos in the history classroom. Bruner’s (1977; 2006) theories of cognitive constructivism provide a framework for how students learn through repeated exposure and development of mental models. Engeström’s (1987) activity theory addresses issues of the process of students making a video and how it relates to the process of developing historical skills by offering a framework of relationships between subject, tools, outcomes, rules, community, and division of labor. This descriptive, instrumental case study evaluated 10 graduate students who developed their own videos within the course of their history classes, selected by a criterion sample of those who participated in the video assignment. Data collection techniques included individual interviews, focus groups, journal artifacts, and video artifacts. Data analysis strategies included structural, attributive, and axial coding structured through explanation building and linear-analytic models (Saldaña, 2015; Yin, 2018). This study clarified the skills necessary to construct a video within the history classroom. The overall themes of the study relate back to the literature on historical skills and expand on the context in which videos are made (Monte-Sano, 2016; Seixas, 2017; SHEG, 2020). The results show that there are two sides of skills that are necessary to create videos, the content-specific historical thinking skills and training on using video technology.

As Ohio rural public schools’ administration transitioned from local control to county and state control, Amish families allied with each other and with non-Amish rural families to retain their influence in the schools their children attended, negotiating a mediated freedom to educate their children. When it became clear by the mid-twentieth century that school officials prioritized following state education policy and keeping state funding over allowing school patrons to run the local schools, Amish families started parochial schools. In these schools, Amish women gained both a professional space and cultural influence, as school classrooms became a feminized domain. Amish schools’ gendered organization resembled early twentieth-century public schools’ masculinized administration and feminized workforce. I contend that just as rural public schools carved out a space of mediated freedom in administering their schools, even with ever-growing county and state bureaucracy, Amish women have developed their own space of mediated freedom, within the confines of male school administration.

The 1961 Campaña de la Alfabetización (CLC) [Cuban Literacy Campaign] looms large in the Cuban historical imagination as a moment of transformation, sacrifice, and triumph. Yet, until recently, the unique aspects of the CLC that made it a national success were in danger of being forgotten, thus losing its potential as a model for future ways to mobilize a nation toward an important social goal. The primary objectives of this project were to: (1) expand the scope of the discourse to include a much larger range of lived experiences; (2) collect and preserve lived experiences as shared by the teachers themselves; (3) create a bilingual, digital, community archive, composed of oral interviews, participant ephemera, and survey data; and (4) facilitate access to this data for both public and private scholars. This research examined public history by applying a decolonizing lens to research tools that integrated oral interviews, surveys, short responses, artifact collection, and archival research.Prior research focused on a narrow segment of CLC participants, the urban youth who traveled into impoverished rural areas without running water, electricity, or beds to teach illiterate adults how to read. My approach builds on previous research to include a wider array of teachers who were equally effective in eradicating illiteracy in Cuba. I analyzed conflicting statistics regarding the CLC and provided an explanation of the discrepancies. This research employs decolonizing research methodologies by implementing a culturally responsive, reflexive approach to the research collection and collaboration. Alfabetizadores (teachers) helped shape the interview and survey questions and interviewed each other. Participants continue to assist in curating a digital collection of ephemera, survey data, and oral interviews that will be accessible to the public.

Theatre is an art form with the capacity to enact real change in our communities. Because of the wide array of topics theatre explores, it can help us to hold up a mirror to real life, critique and comment on proceedings within it, hold space for human emotion and therefore catharsis, and get viewers invested in a good story. This begs a responsibility for theatrical professionals to tie in aspects of community outreach to create a more enriching show, and harness the true power of this art form. In this project, I will be producing and directing Indecent, as well as creating opportunities for community outreach through talkbacks, service projects, and campus engagement opportunities. I will be creating a directorial concept, choosing actors, designing a rehearsal plan, finding costumes, set design elements, lighting, sound, and anything else needed to produce the show, all while organizing the opportunities for community engagement, complementary to the show’s themes of LGBTQ+ rights and the history of Yiddish theatre. I have received permission also to conduct interviews and surveys of audience members directly after the show as well as check-ins to measure how the themes resonated with them, and later, how they have noticed them appear in their lives since, or any changes they have made. In the final paper in the execution semester, I will then explore these effects through the findings of this production and outreach components to demonstrate that theatre has the ability, and therefore responsibility to benefit others.

This dissertation examines the rehabilitation and education of Polish Jewish children after the Holocaust. It argues that schools, summer camps, and children’s homes in Poland were national and international sites for the rehabilitation of child survivors; therefore, they served as laboratories and arenas for debates regarding Polish Jewry’s future. By comparing Zionist and non-Zionist institutions of child care, I illustrate how educators and caregivers engaged with competing ideologies to create normalcy in the best interests of the children. Rehabilitation was not just physical or mental; it required Jewish children to develop skills that would make them independent and good citizens. What did they study? What did they read? Did they learn Yiddish or Hebrew in school? Did they speak Polish in the classroom? The answers to these questions have broader implications regarding the reconstruction of Jewish communities in Poland after the Holocaust. While Jewish communists and Bundists in the Central Committee of Jews in Poland (Centralny Komitet Żydów w Polsce, CKŻP) desperately fought to keep Jewish children in Poland, Zionist organizations saw no future for Jews in Poland. Through an analysis of correspondences, meeting minutes, educator conference programs, lesson plans, children’s own writing, memoirs, and interviews gathered through multi-sited archival research, this dissertation exposes tension between organizations and traces how the educational and ideological goals of the CKŻP Department of Education drastically evolved under the growing influence of Poland’s communist government. Ultimately, studying education as a form of rehabilitation and nation-building enhances our understanding of the delicate nature of rebuilding Jewish life after war and genocide.

The manual labor movement generally has been regarded as a failed attempt to improve the educational prospects of the antebellum laboring class by enabling students to pay tuition in cash or kind. This dissertation argues that between 1820 and 1860, the movement accomplished a rather different objective on behalf of learned, not laboring, Americans. By inviting indigent youths to exchange work for education, manual laborism subordinated a portion of the laboring class’s productive power to learned-class interests. Steered by a graduate clergy who associated economic dependency with intellectual servitude, the movement constructed a national network of private academies that afforded the antebellum learned class a degree of freedom from market prerogatives. Many of these colleges remain in operation, forming laborism’s most durable legacy: a mechanism for endorsing the learned class’s rational autonomy from market constraints and thereby regulating access to moral and intellectual authority in a capitalist economy. Earlier studies of manual laborism have struggled to account for the movement’s concurrent popularity among abolitionists, slavers, evangelicals, religious traditionalists, trade unionists, merchant capitalists, and utopian reformers. Some scholars have regarded manual laborism as a democratizing movement that was infiltrated by reactionary forces, while others have seen in it a social control program that was undermined by egalitarian insurgents. By contrast, “In Cash or Kind” anchors manual laborism in the relatively stable interests of a geographically diffuse, ideologically diverse, but materially unified learned class. In so doing, this project traces important continuities between seemingly antagonistic reform movements, political persuasions, and religious traditions. Situated at the confluence of intellectual and labor history, “In Cash or Kind” presents an institutional account of learned-class formation in the antebellum period. It compares manual laborites’ memoirs, manifestoes, and school constitutions with student demographics and college financial reports to interrogate the gap between the movement’s stated agenda and its eventual outcomes. In that gap, “In Cash or Kind” locates the material origins of an American learned establishment that continues to stand in a vexed relationship with working people.

After the 1857 rebellion against British rule in India, British imperialists altered their mode of engagement with the princely states of India—from overt aggression exercised under the policy of “indirect rule” to restrained paternalism preached through a policy of “non-interference”. This paper seeks to illustrate how and why the goals of British imperialism evolved in the latter half of the 19th century. I undertake a case study of the largest princely state of India—Hyderabad—to illustrate that the Raj’s principle imperial agenda after 1857 was to domesticate and assimilate princely states within the colonial body politic. This was realized by rearticulating the tenets of ‘proper education’ for princely minors and selectively appropriating indigenous ritual idioms. In Hyderabad, I center the figure of the ‘princely minor’ Mehboob Ali Khan, the sixth Nizam of Hyderabad, whose minority from 1869-1884 became an opportune time for the British to reform and discipline him to mold him into an amenable ally. Leaving the policy of territorial conquest behind, after 1857, I argue that British imperialism had begun to envision novel ideological sites of colonialism.