Christian National Education (CNE) and People’s Education (PE): historical perspectives and some broad common grounds.
A recognition of the legitimate origins of the idea of Christian-National Education in a people’s struggle for freedom does not mean endorsing the idea as such. Especially in its later development, it seems that the ChristianNational idea has taken on wholly unacceptable features...For those who identify with the people’s education movement, the Christian-National idea will be a symbol of the system of oppression against which they now struggle so that it will be difficult for them to appreciate its origins in an earlier struggle against oppression that closely parallels their own... 1
Education for Citizenship
PREPARATION for and training in citizenship are recognized by an increasing number of people in Great Britain as of vital national importance and as calling urgently for the development and extended application of effective techniques. There is much to interest them in “Forums for Young People,” a pamphlet recently issued by the United States Office of Education (Washington, D.C., Superintendent of Documents. 15 cents). This is a study of problems and plans involved in providing organized series of free discussions of public affairs for high school and college students and for other young people. For two years, the Commissioner of Education has conducted, with the help of very substantial Federal grants, a vigorous propaganda for the organization of public affairs forums throughout the States, and the resulting experiments have provided ample material for this study, the publication of which will, he hopes, “contribute to the thinking of the teaching profession and of laymen-on this problem of finding ways and means to make secondary and higher education meet its civic responsibilities. It begins with an admirably lucid discussion of pros and cons. The point of view taken is that the most important purpose of education in our time is the training of the mind to deal intelligently with the undecided issues which face mankind. Subsequent chapters describe: types of forum programmes for high schools, forum plans for colleges and universities, forum plans for youth on community-wide basis and “guide-posts to organisation.”
In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators' understandings of students' rights.
This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators' conceptions of students' rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators' understandings of students' due process rights. Findings suggest that educators' understandings of students' entitlements to due process vary with educators' level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students' rights. Results point to organizational climate as a key factor in shaping educators' rights conceptions and the role of law in American schools.