Radical Education in the Rural South


Book Description

Commonwealth College was the longest-lived and most notorious of the resident labor colleges that operated during the 1920s and 1930s. Founded in 1923 at NewLlano Cooperative Colony in Vernon Parish, Louisiana, the school was modeled on the self-maintenance characteristics of Florida's abortive prewar experiment in social education: Ruskin College. Disputes over priorities with NewLlano Colony forced the College to relocate to rural Polk County, Arkansas, in 1924 where it took up permanent residence in the dense "piney woods" at the foot of Rich Mountain. Commonwealth's early leaders were dedicated Debsian Socialists who were convinced that a different type of education for the new industrial class would result in a series of massive social changes that would transform American capitalism into the utopian cooperative commonwealth of their dreams. The regional and national publicity that resulted from the allegations that the College was a Moscow-driven "red cell" became a self-fulfilling prophecy from the mid- to late 1930s. Commonwealth endured spectacular attacks by the American Legion in 1926, from a Communist "student strike" in 1933, from investigations by the Arkansas General Assembly in 1935 and 1937, and through its association with the Southern Tenant Farmer's Union. By 1938 the school had exhausted the patience of the people it had been founded to educate-the industrial workers. Finally, without any friends in the non-Communist left, Commonwealth attempted to become the southern campus of the New Theatre League, but strident local opposition brought a court action that forced the College to close in September 1940. William H. Cobb illuminates the history of the extraordinary group of students and staff of Commonwealth College and the rich intellectual life produced on the self-sustaining communal farm in the Arkansas forest. Although Cobb did not have access to Commonwealth College papers, which disappeared after being impounded by the county court, he reconstructs the history of the school through a rich assortment of primary documents from various university and state archives. Scholars and students interested in union, labor, and southern history will welcome this book.




The Australian Government Muscling in on School Education


Book Description

Despite the Australian Constitution implying school education to be a state responsibility, the Commonwealth has increasingly interfered with state school education. The Australian Government Muscling in on School Education therefore offers a historical account of this government involvement in Australian education, from federation to the present day, providing a much-needed, fully updated and relevant overview the topic. Arguing that education has become an arena for competing political forces, this book examines the powerful influence of the Commonwealth over education and the political motives behind it, exploring how politics influences aspects of the curriculum, teaching standards, assessment and reporting, funding, teacher selection and policy more broadly. Ultimately questioning whether this influence is in the interests of the members of the community who depend on education, the book holds government engagement in education to account. Taking the major epochs of federalism as an organizing framework, the book’s chapters include explorations of: The efficiency dynamic and the progressive years (1919–39) Postwar imperatives and the Menzies years (1949–72) Coordinative federalism and treading softly: the Whitlam years (1972–5) and Fraser years (1975–83) Corporate federalism: the Hawke/Keating years (1983–96) Supply-side federalism and globalization: the Howard years (1996–2007) National control and the Rudd, Gillard, Abbott, Turnbull and Morrison years (2007–15) A thorough and significant examination of the historical engagement of the Australian government in education, this book is essential reading for student teachers and postgraduate students in education studies and politics.




Educational Commune


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Education for Struggle


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Lower Ed


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More than two million students are enrolled in for-profit colleges, from the small family-run operations to the behemoths brandished on billboards, subway ads, and late-night commercials. These schools have been around just as long as their bucolic not-for-profit counterparts, yet shockingly little is known about why they have expanded so rapidly in recent years—during the so-called Wall Street era of for-profit colleges. In Lower Ed Tressie McMillan Cottom—a bold and rising public scholar, herself once a recruiter at two for-profit colleges—expertly parses the fraught dynamics of this big-money industry to show precisely how it is part and parcel of the growing inequality plaguing the country today. McMillan Cottom discloses the shrewd recruitment and marketing strategies that these schools deploy and explains how, despite the well-documented predatory practices of some and the campus closings of others, ending for-profit colleges won't end the vulnerabilities that made them the fastest growing sector of higher education at the turn of the twenty-first century. And she doesn't stop there. With sharp insight and deliberate acumen, McMillan Cottom delivers a comprehensive view of postsecondary for-profit education by illuminating the experiences of the everyday people behind the shareholder earnings, congressional battles, and student debt disasters. The relatable human stories in Lower Ed—from mothers struggling to pay for beauty school to working class guys seeking "good jobs" to accomplished professionals pursuing doctoral degrees—illustrate that the growth of for-profit colleges is inextricably linked to larger questions of race, gender, work, and the promise of opportunity in America. Drawing on more than one hundred interviews with students, employees, executives, and activists, Lower Ed tells the story of the benefits, pitfalls, and real costs of a for-profit education. It is a story about broken social contracts; about education transforming from a public interest to a private gain; and about all Americans and the challenges we face in our divided, unequal society.










School & College


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The Walled Garden


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