The Black Struggle for Public Schooling in Nineteenty-Century Illinois

American abolitionists not only invoked the Roman allusions and comparisons employed by the revolutionary generation’s fight for liberty from the British crown, but also adapted or subverted them in service of the black struggle for freedom. Rather than rejecting Roman society outright because it was a slaveholding society—the primal “Roman error” from their perspective—many abolitionists instead deployed figures and images from Roman antiquity in their own struggles against the despotism of chattel slavery. Supporters of emancipation and black civil rights, this chapter shows, thus engaged in an intense debate over the correct reception of ancient Rome with proslavery Southerners, who argued that slavery in both Rome and America enabled liberty and civilization. Bringing the discussion into the present day, this chapter offers a contemporary example of arguments over the correct reception of ancient Rome in relation to American slavery and the American Civil War.

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Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

The Australian Journal of Indigenous Education ◽

10.1017/jie.2019.30 ◽

2020 ◽

pp. 1-7 ◽

Cited By ~ 1

Author(s):

Stacey Kim Coates ◽

Michelle Trudgett ◽

Susan Page

Keyword(s):

Higher Education ◽

Indigenous Education ◽

Indigenous Australians ◽

Access To Higher Education ◽

Public Schooling ◽

Indigenous Students ◽

Early Experiences ◽

Commonwealth Government ◽

The 1960S ◽

Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

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Happiness as an aim of education

Human Affairs ◽

10.1515/humaff-2021-0014 ◽

2021 ◽

Vol 31 (2) ◽

pp. 165-174

Author(s):

Nikola Kallová

Keyword(s):

Public School ◽

Mental State ◽

Relevant Literature ◽

Philosophy Of Education ◽

Public Schooling ◽

School Practice ◽

Central Concern ◽

Current Trends ◽

Normative Implications

Abstract This paper explores happiness as an aim of education, particularly schooling. What role does happiness play in philosophy of education? How do critics view the aims of public schooling today and its relation to happiness? Is happiness embedded in the concept of education as an aim of education? The paper explores happiness—understood inclusively as a positive mental state—by examining the relevant literature from various disciplines. It looks briefly at critical views of current trends in public school practice and concludes that happiness is not a central concern in present public school practice. Turning to philosophy of education, the author finds that happiness has been considered in relation to the philosophical conception of the human self and consequently eudaimonia has been prioritized over hedonia. The paper concludes by proposing that happiness is an appropriate and valid aim of education and schooling based on the normative implications of the concept of education.

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