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Achieving changes to education practices and structures is a significant issue facing reformers internationally, and researchers have confronted how such changes, and the conditions for these, might be conceptualized. These issues resonate particularly as researchers grapple with imagining a post-COVID-19 landscape where social and educational norms may change. Tyack and Tobin, in their 1994 article 'The "Grammar" of Schooling: Why has it been so hard to change?' argued that several features of the American education system are so persistent as to warrant being understood as the 'grammar' of schooling. In this article, we reconceptualize this 'grammar' by taking seriously Tyack and Tobin's insistence that 'grammar' organises meaning. Starting here, we argue that what they took to be grammatical features are the products and not the producers of meaning. We draw on the cases of the United States and England to argue that four international discourses have performed this meaning-making work: industrialization; welfarism; neoliberalism and neoconservatism. These are the 'grammars' of schooling--and of society. Their discursive products, including age grading and sorting into subjects are, we suggest, 'lexical' features that express the grammar. We use lexical features to explain the multi-directional interplay between discourse and educational feature: the lexical may endure longer than the grammatical, changes to which may be effected and/or legitimated through appealing to a lexical feature. We conclude by outlining key implications for realizing and conceptualizing educational change, including for a post-COVID-19 landscape.

"International education" in the United States has been dominated by nationalism that advocates such understanding primarily for the purpose of improving economic and military competitiveness with other nations (Parker 2008). Nevertheless, although they represent a minority voice, there have been researchers and educators who argue that international education should serve to build peace and promote students' global citizenship (Parker 2011). This minority voice also existed in the interwar period (1919-1938, between World War I and World War II), when the fear of war and the resultant patriotism swept the country. This paper investigates representations of Asia in U.S. world history textbooks during the interwar period. From the array of world history textbooks published in this period, the research focused on five that expressed an explicit intention to include Asia. Three of these focused exclusively on world history (Rogers, Adams, and Brown 1937; Tuell 1920; Pahlow 1934), while two integrated world history with geography and other social sciences (Rugg 1930, 1937). By examining contradictory portrayals of Asia within each of these textbooks, this study reveals how well-meaning authors who endeavored to fight against popular prejudices about Asia were also constrained by Orientalism, the prevailing societal discourse on Asia at the time. The findings of this study provide a closer look at the subtle and nuanced ways that the curriculum represents marginalized groups, even while pursuing an ostensibly benign and inclusive agenda.

The problem on ecological training of future natural sciences teachers in Ukrainian and foreign higher education institutions was comparatively analyzed. Novel approaches to ecological education based on the systemic and personality-oriented learning were considered. The forms and methods used to promote ecological education of the individual in Ukraine and abroad were outlined. The studies of individual scholars on the foreign experience in creating an ecologically rational research and educational environment in the UK, Germany, the USA, Moldova and other countries were justified. It was indicated that West European countries created relevant conditions for transforming a model of humanistic education into an eco-humanistic one since it should be considered as a wide-scale educational achievement. It was found that the education process in British universities was targeted at ecological education organization and focused on its practical aspect, namely ecological environment preservation. In the country, there is a national system of ecological education aimed at eliminating the negative effects of the industrialization and the progress of science and technology. The education process in this country employs the forms and methods, which promote ecological education of the individual such as observations, discussions, laboratory work, fieldwork, presentations, etc. In some German universities, considerable attention is paid to regulating the negative changes in nature and mastering the skills for their prevention and elimination. Although there is no a federal standard for ecological education in the USA, it is mandatory in many states and considered not as an abstract phenomenon, but a concrete regional activity. In the country, they also conduct numerous researches on regional ecological problems and actively search for the ways to solve them. It was concluded that the foreign research and educational environment aims to discover the ways to optimize the knowledge of the relationship between man and nature and protect and preserve the environment.

The life and work of John Lancaster Spalding focused on the importance of Catholic ideals of life and education in the development of the human person and society in order to fit them to the high purpose of participating in God's reign on earth and preparation for humanity's ultimate end--eternal life with God. Following a brief biographical introduction, this article addresses the central themes of Bishop Spalding's social thought and proposes that his attempts to articulate a Catholic perspective on social justice issues of his time were among the earliest in the United States. The article concludes by focusing on the importance of the role of education in Spalding's social thought and proposes some implications for the teaching of peace and justice today.

This article develops the foundations of a revolutionary Marxist social studies education, which can better equip students and workers to push toward the socialist transformation of society. We demonstrate the processes by which today's educational system developed in the transition from the era of manufacturing to the era of industry, linking the standardization of production to the standardization of bodies, intelligences, and education. Insisting that the future is always immanent in the present, we observe that capital's requirements for educated workers can, at a certain point, lead to a positive, qualitative transformation out of capitalism, despite the intended domesticating purposes of contemporary working-class education.

Economic changes and the machinations of the treadmill of production have dramatically reduced the number of jobs provided by extractive industries, such as mining and timber, in the United States and other affluent nations in the post-World War II era. As the importance of these industries to national, regional, and local economies wanes, community resistance to ecologically and socially destructive industry practices threatens the political power of corporations engaged in natural-resource extraction. Here we argue that to maintain their power (and profits) as their contribution to employment declines, extractive industries have increased their efforts to maintain and amplify the extent to which the "economic identity" of communities is connected with the industry that was historically an important source of employment. We fit this argument within the neo-Marxian theoretical tradition, which emphasizes the roles ideology and legitimation play in maintaining elite rule. We illustrate this theorized process by analyzing the efforts of the West Virginia coal industry, which, through its (faux) "grassroots" front group "Friends of Coal," attempts to construct the image that West Virginia's economy and cultural identity are centered on coal production. Our analysis relies on content analysis of various sources and on experience gained from field research. We find that key strategies of the Friends of Coal include efforts to become pervasively visible in the social landscape and the appropriation of cultural icons that exploit the hegemonic masculinity of the region. These findings have implications for how industries around the country, and the world, work to maintain their power through ideological manipulation. (Contains 4 figures, 7 footnotes and 1 table.)

A result of the industrial age was a short-lived but powerful new American art movement called Precisionism, most evident in painting, but visible also in drawing, photography, and print-making, focusing on industrial and mechanical subjects. Precisionism originated in the 1920s, allied with European Cubism's fascination with shape and geometric form and with Italian Futurism's emphasis on the details of modern cities. The movement was important to a growing interest in modern art and its evolution away from strict realism. The Precisionists chose to depict the 20th century's new dependence on technology and the machine in a way that celebrated the efficiency and promise of industrial work: the style created clearly defined, even idealized images of industrial subject matter including factories, machinery, and the people who operated them. American Precisionist artists, with their celebratory images of progress, also reflected a pride in their country during a period of economic and political struggle--the growing industry in the United States was a symbol of the country's power and achievements. Precisionism lasted until after World War II, when the modern art movement it had helped to foster went on to abstraction and non-representational subjects. This article explores four Precisionist artists' images of their contemporary world in four different two-dimensional media (photography, oil paint, conte crayon, and print-making). Each artwork is introduced with discussion questions and the resource ends with art activities based on an understanding of all four images. Students who complete the lessons will be able to: (1) Identify which of several images presented to them are Precisionist and which are not, and give reasons for their selections; (2) Describe the subject matter that is and is not included in Precisionist images, based on the four examples; (3) Define "Industrial Revolution" and cite at least two changes industrialization caused in American society; and (4) Explain the connection between the Industrial Revolution and the subjects and styles of the art of four American artists: Lewis W. Hine, Charles Demuth, Charles Sheeler, Edward A. Wilson.

Wilson's deindustrialization thesis has been the focus of much recent research. This study is the first to empirically test his thesis as it relates to suicide among young black males, which has increased dramatically over the past two decades. Using 1998-2001 Mortality Multiple Cause-of-Death Records and 2000 census data, we examine the influence of concentrated disadvantage on suicide among young black males across U.S. cities. After establishing its role in shaping suicide rates, we explore the extent to which industrial composition (the outcome of deindustrialization) affects concentrated disadvantage in urban communities. We perform similar analyses for whites to compare and contrast explanatory processes. Our findings show that while disadvantage is related to suicide for young black and white males, industrial composition only influences the structural covariates of suicide among blacks. These findings demonstrate the ability of Wilson's thesis to help explain a pressing social problem--rising rates of young black male suicide.

Agricultural industrialization is the adoption by an agricultural system of an industrial mode in its orientation and operation. Similarities and distinctions between agricultural industrialization in Canada and in the United States are examined. (RM)

Immigration and off-shore production have evolved into mechanisms for the massive incorporation of Third World women into wage-labor. There is a systemic relation between this globalization and feminization of wage labor. (KH)

A debate which is concerned with skill upgrading versus downgrading of occupations in the United States and relationships to schooling and vocational preparation is reviewed. The article summarizes major position, surveys the evidence on skill changes, and discusses research and policy implications for general and vocational education. (Author/DWH)

Comments on the health of migrant farmworkers in the U.S. and the Border Industrialization ("twin plants") Program with a brief description of the unique U.S.-Mexico border region, emphasizing the status of air pollution, housing, nutrition, and health care. Available from Southwest Economy & Society, Box 4482, Albuquerque, New Mexico 87106 ($12). (SB)

This group of articles studies the effects of microelectronics technologies on the world of work and on the social and economic life in general. These studies are related to several industrial nations and are also concerned with the international division of labor. (SSH)

This article cites a variety of sources and synthesizes a number of studies on the social implications of technological innovations (microelectronics). These studies were related to six European and Asian countries and were also concerned with the international division of labor. (SSH)

Discusses the history of federal support to vocational education from 1906 to the present. (JOW)

Copyright of Agricultural Outlook (1673-3908) is the property of Institute of Agricultural Information, Chinese Academy of Agricultural Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of China Mining Magazine is the property of China Mining Magazine Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rare earth elements play a crucial role in modern industrial development. However, the global supply and demand dynamics of rare earth resources have encountered significant challenges due to the escalating conflict between rapidly increasing demand and limited supply in the international market. This study utilizes a gray prediction model to project the future demand of major rare earth‐consuming countries and examines the competitive landscape of global rare earth resource demand. The findings indicate that: (1) China's rare earth consumption is expected to continue its upward trend, while the consumption in the United States and Japan may decline; (2) China, the United States, and Japan are likely to maintain their positions as major consumers of rare earth elements, although the competition for rare earth resources among these countries may weaken; (3) the United States and Japan heavily rely on the import of rare earth upstream products, while China's reliance on midstream and downstream imports remains prominent. Finally, based on these research conclusions, the article presents corresponding policy recommendations. [ABSTRACT FROM AUTHOR]

Copyright of Realidad Economica is the property of Realidad Economica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Industrial development has ramifications for women's participation in labor markets and society, in the short and long run. We explore the Gold Rush that took place in the Western United States in the second half of the 19th century. The Gold Rush led to high male-skewed inward migration and created gender-specific job market opportunities, with men entering mining employment and women entering the service sector. In gold mining counties, both men and women worked less in farming. After revealing the baseline patterns, we disentangle the direct effect of gold mining from the mediating effect of the skewed sex ratio, using formal mediation analysis. The skewed sex ratio is driving lower marriage rates for men, and higher female participation in the service sector. The results are consistent with surviving written accounts from the time, suggesting a high premium for traditionally female services. Using census data spanning almost a century, we show that these differences persisted long after the initial conditions of the Gold Rush had passed. [ABSTRACT FROM AUTHOR]