Relevant bibliographies by topics / Victorian Teachers' Union History

Academic literature on the topic 'Victorian Teachers' Union History'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Victorian Teachers' Union History"

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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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Rosemary Francis. "In Pursuit of Union Leadership: Mary Bluett and Susan Hopgood and the Victorian Secondary Teachers Association, 1973-95." Labour History, no. 104 (2013): 131. http://dx.doi.org/10.5263/labourhistory.104.0131.

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Willett, Graham. "'Proud and Employed': The Gay and Lesbian Movement and the Victorian Teachers' Unions in the 1970s." Labour History, no. 76 (1999): 78. http://dx.doi.org/10.2307/27516629.

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PURVIS, J. "Women Teachers in Late Victorian and Edwardian Britain." Twentieth Century British History 8, no. 2 (January 1, 1997): 266–71. http://dx.doi.org/10.1093/tcbh/8.2.266.

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Menghetti, Diane, Andrew Spaull, and Martin Sullivan. "A History of the Queensland Teachers' Union." Labour History, no. 59 (1990): 121. http://dx.doi.org/10.2307/27509029.

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O'BRIEN, MICHAEL. "VICTORIAN PIETY PRACTICED." Modern Intellectual History 5, no. 1 (April 2008): 153–63. http://dx.doi.org/10.1017/s1479244307001588.

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For some time, there has been reason for imagining that we live in neo-Victorian times. We are awash in restless evangelicals, profligate of stern and apocalyptic advice. We have had praying leaders who imagine that foreigners, usually with beards, require reform and invasion. Celts threaten secession and the Union is extolled. There is much talk of families, education, and the anxieties of class. Our novels grow long and vexed, and even have plots. Historians seek the common reader and write meandering narratives, full of metaphor, which may be purchased at railway stations.
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Phelps, Christopher. "Why Did Teachers Organize? Feminism and Socialism in the Making of New York City Teacher Unionism." Modern American History 4, no. 2 (July 2021): 131–58. http://dx.doi.org/10.1017/mah.2021.11.

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What prompted New York City teachers to form a union in the Progressive Era? The founding of the journal American Teacher in 1912 led to creation of the Teachers’ League in 1913 and then the Teachers Union in 1916, facilitating formation of the American Federation of Teachers (AFT). Despite historiographical claims that teacher union drives needed a focus on bread-and-butter issues to succeed, ideals of educational democracy and opposition to managerial autocracy motivated the Teachers’ League. Contrary to claims that early New York City teacher unionism was unrepresentative because dominated by radical male Jewish high-school instructors, heterogeneous majorities of women and elementary school teachers formed the Teachers’ League and Teachers Union leaderships. Board of Education representation, maternity leave, free speech, and pensions were aims of this radically democratic movement led by socialists and feminists, which received demonstrably greater mass teacher support than the conservative feminism of a rival association.
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Cazden, Courtney B. "The New York Teachers Union: A Very Short History." Review of Education, Pedagogy, and Cultural Studies 18, no. 2 (January 1996): 223–26. http://dx.doi.org/10.1080/1071441960180210.

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KANTER, DOUGLAS. "THE GALWAY PACKET-BOAT CONTRACT AND THE POLITICS OF PUBLIC EXPENDITURE IN MID-VICTORIAN IRELAND." Historical Journal 59, no. 3 (February 5, 2016): 747–74. http://dx.doi.org/10.1017/s0018246x15000369.

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AbstractThis article argues that political considerations, economic theory, attitudes toward public finance, and concerns about regional development all influenced contemporary responses to the Galway packet-boat contract of 1859–64. Though historians have conventionally depicted the dispute over the contract as an episode in Victorian high politics, it maintains that the controversy surrounding the agreement between the Galway Company and the state cannot be understood solely in terms of party manoeuvre at Westminster. In the context of the Union between Britain and Ireland, the Galway contract raised important questions about the role of the British government in fostering Irish economic development through public expenditure. Politicians and opinion-makers adopted a variety of ideologically informed positions when addressing this issue, resulting in diverse approaches to state intervention, often across party lines. While political calculation and pressure from interest groups certainly affected policy, the substantive debate on the contract helped to shape the late Victorian Irish policy of both British parties by clarifying contemporary ideas about the economic functions appropriate to the Union state.
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Chmielewski, Witold. "Profesor Marian Walczak (1923–2020)* In memoriam." Biuletyn Historii Wychowania, no. 42 (March 15, 2020): 187–97. http://dx.doi.org/10.14746/bhw.2020.42.12.

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Presenting Prof. Marian Walczak’s achievements concentrated on the field of Polish Teachers’ Union and the history of education. The presentation of Prof. Marian Walczak’s biography and achievements in all fields of his rich academic activity, especially in the scope of the history of Polish Teachers’ Union, underground teaching, the activity of high schools and education as well as the martyrdom of Polish teachers during the Nazi occupation. Moreover, the results of the professor’s research into the history of Polish education after WWII have also been presented. The achievements of Prof. Marian Walczak were significant. He is remembered by posterity for his activity in the history of Polish Teachers’ Union and the history of education in the 20th century.
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Dissertations / Theses on the topic "Victorian Teachers' Union History"

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Wilson, Terence Henry. "An investigation of the union membership of teachers in Victorian Catholic schools during the period 1994 to 2004." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/786aae449d507e12ca9ac75b57ab07d5be7e2db97523fac7b93edf56ab56d30e/6955029/65147_downloaded_stream_372.pdf.

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This thesis examines the extraordinary counter trend by teachers in Victorian Catholic schools, during the period 1994 to 2004, to associate or join their trade union, the Victorian Independent Education Union (VIEU). During the period 1994 to 2004, while nearly all trade unions in Australia, including those in the education sector, were in decline, VIEU's membership and union density consistently rose. While the epistemological framework of the research is based on a constructivism using an interpretivist approach, in particular symbolic interactionism, the traditional ontological dichotomy between positivism and interpretivism was rejected. A continuum was substituted whereby the methods and methodology used were an eclectic, pragmatic mix recognising the complementary sources of positivism and interpretivism. Statistics, historical document research, legal documents and interview data were used as appropriate. Symbolic interactionism's successive Exploratory and Inspection Stages were employed to sift and sort the data gathered. Following an in-depth analysis of the literature on union density decline in Australia and worldwide, a three phased Exploratory Stage examined all possible explanations offered for the decline in the membership of unions and applied these to the opposite trend experienced in VIEU. Shister's general model of union growth and decline was adopted as an initial conceptual framework. Those explanations that promised a possible explanation for VIEU's counter trend were then examined in depth in the Inspection Stage. The Inspection Stage data demonstrated that Shister's model was inadequate in that it did not allow for sufficient input by employees and employers in positively influencing union membership and union, nor did it allow for the leadership of the union to overcome the combined negative effects of an unfavourable work environment and unsupportive socio-legal framework.;A new conceptual framework was developed that incorporated the two new factors and allowed for more than a simple equal and interdependent interplay between the three major factors outlined by Shister. Leadership proved to be a critical factor and the thesis concludes by making a number of recommendations for practitioners in the area of industrial relations in Australia with respect to halting what, up until now, has been regarded as an inexorable decline in union membership and density.
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Sheard, Wenda. "Teachers union influence on alternative teacher certification policies: An event history diffusion analysis." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4543/.

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I examine the passage of alternative teacher certification policies in the states between 1975 and 2000 using event history analysis and supplementing the event history analysis with an ordinary least squares regression analysis of the strength of the alternative teacher certification policies. In order to test both teachers unions political strength external to state legislatures and teachers unions political strength internal to state legislatures, I use two variables to measure teachers union political strength. One variable measures the percentage of teachers in a state who work under union-negotiated contracts. The other variable measures the percentage of legislators in a state who list their non-legislative occupation as K-12 education. Control variables include teacher shortages, per pupil spending, legislative professionalism, divided government, democratic governor, percentage of minority students, change in percentage of minority students, an electoral threat index, and a time counter. Although the event history model results were inconclusive with respect to the teachers union political strength variables, the policy strength model results reveal that states with large percentages of teachers who work under union-negotiated contracts are more likely than other states to pass weak alternative teacher certification policies. This result supports the notion that teachers unions operate in the education policy-making arena.
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DiPardo, Elizabeth Marie. ""A Rite of September: " Rhode Island Teachers' Unions & the Right to Strike." Thesis, Boston College, 2005. http://hdl.handle.net/2345/404.

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Thesis advisor: Mark Gelfand
Labor in the United States has been commonly associated with images of industrialism, factories, and skilled craftsmen. This narrow vision of labor ignores the millions of Americans employed by the federal, state, and local governments. As early national labor law failed to define the rights of government employees, each state was forced to create their own public labor law through judicial rulings and state legislation. This study is framed around the struggles of Rhode Island public employees, specifically public school teachers, to obtain the right to organize and employ labor's greatest weapon, the strike. An in-depth examination of the 1975 Woonsocket Teachers' Guild strike incorporating the experiences of union officers, labor lawyers, and other participants provides a concrete example of the difficulties encountered by government employees against the courts, legislature, and public opinion
Thesis (BA) — Boston College, 2005
Submitted to: Boston College. College of Arts and Sciences
Discipline: History
Discipline: College Honors Program
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Geitner, Vincent. "Les professeurs et l'enseignement de l'Histoire : un consensus impossible, des marges de manoeuvre aléatoires (de la Libération à nos jours)." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20140/document.

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La période est marquée par des projets de réforme qui ont des conséquences importantes sur l'enseignement de l'Histoire. Cependant, les professeurs d'Histoire, peu nombreux dans la population active, restent divisés, aussi bien sur la stratégie syndicale à adopter que sur les questions pédagogiques ou historiographiques soulevées par ces réformes. En effet, les professeurs se rattachent à des cultures syndicales ou associatives particulières et poursuivent souvent des objectifs opposés. Néanmoins, ces clivages peuvent être comblés, grâce à l'action de syndicalistes soucieux de rechercher des alliés, afin de briser l'isolement dans lequel se trouve leur organisation. Par conséquent, les représentants des professeurs disposent de marges de manœuvre limitées, mais réelles, pour s’opposer aux réformes qu'ils redoutent
The period is marked by reform projects which have important consequences on the teaching of History. However, history teachers, few in the working population, remain relatively divided as well on the trade-union strategy, as on the teaching or historiographical issues raised by the reforms. Teachers, indeed, are attached to particular trade-union cultures, privileging different goals. However, this trade union rift can be filled by the action of trade unionists, anxious to search allies in order to break the isolation of their organization. Consequently, teacher representatives thus have often only leeway limited, but real, to be opposed to the reforms which they fear
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Nyman, Robin, and Sven Berg. "En idealisk lärarroll : En didaktisk jämförande analys mellan lärarollens representation i film och facklig tidskrift under åren 1944, 1968, 1995 och 2006." Thesis, Linnaeus University, School of Cultural Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6675.

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Vi har i detta arbete undersökt och analyserat hur den stereotypiske läraren representeras i de fyra svenska filmerna: Hets (1944), Ole dole doff, (1968), Lust och fägring stor (1995) och Vikarien (2006). Senare har vi genomfört en jämförande analys med hur den stereotypiske läraren representeras i tre fackliga tidskrifter ifrån samma tid: Svensk Lärartidning, Svensk Skoltidning och Skolvärlden. I vår jämförande analys fann vi stora likheter, exempelvis mellan diskursen om bristande resurser i skolan samt elevdemokrati. Vidare fann vi också skillnader, exempelvis presenterade en av filmerna en karaktär som tidsenligt inte stämde överens med hur den svenska skolan under den aktuella tiden såg på lärande, samt hur en lärare skall vara. Vår önskan är att lärare och lärarstudenter skall kunna använda denna analys för att ifrågasätta samt fundera kring sin egen lärarroll, och se likheter och skillnader i hur den idealiska läraren representeras dels inom filmens värld samt inom de fackliga tidskrifter som existerar inom skolvärlden.


We have in this study examined and analyzed how the stereotypical teacher is represented in the four Swedish movies: Torment (1944), Ole dole doff (1968), All Things Fair (1995) and The Substitute (2006). Then a comparative analysis was made, of how the stereotypical teacher is presented in three union trade journals from the same period of time: Svensk Lärartidning, Svensk Skoltidning and Skolvärlden. We found large similarities in our comparative analysis. For example, the discussion regarding the lack of resources in school, and also student democracy was analyzed. We also found differences, for example one of the movies presented a character not contemporary with the Swedish school regarding the concept of learning and how a teacher should be like. Our aim with this study is that teachers and student teachers will use this analysis to question and pounder upon their own roles as teachers’, and to se similarities and differences in how the ideal teacher is represented in movies and in union trade journals connected to the school world.

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Whitehead, Kevin Douglas. "An Analysis of the Teaching Aids Provided for Sunday School Teachers in The Church of Jesus Christ of Latter-day Saints." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2034.

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Teaching is, and always has been, important in the work of The Church of Jesus Christ of Latter-day Saints. As one of the auxiliaries of the Church, the Sunday School has made an ongoing effort to provide effective teaching aids for its teachers in order to improve instruction in the Church. This work documents and examines change in principles of gospel teaching over the course of a century. By comparing teaching aids provided for Gospel Doctrine teachers in different time periods with guidelines found in the scriptures and words of modern prophets this work seeks to increase understanding of themes and fundamentals of inspired teaching in the Church.
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Dlamini, Amon Sipho. "The influence of union leadership on the role of principalship." Thesis, 2014. http://hdl.handle.net/10210/11496.

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D.Ed. (Educational Management)
The influence of union leadership plays an important role in determining both the perspectives and leadership styles of the principals who hold positions of leadership in teacher unions. Although there is extensive literature on the basics of the development of the concept of identity in general, little is known about how identity is forged in education unionisation in general and what specific leadership character may result out of the principals who are union leaders. As is commonly known, such knowledge is crucial because principal leaders are continuously faced with making leadership decisions, acquiring endless information and implementing educational policies whose effectiveness might be tainted by union biasness and favoritism. In the light of continued absence of knowledge of how identity is forged in unionisation, coupled with the ever increasing election of principals by teacher union members to occupy leadership roles in these unions, this inquiry explored how such occupation of union leadership roles shape the self-knowledge of these principals and what leadership style may result as a reason there off. The inquiry specifically sought to determine whether the unionisation discourse constructs the identities of the principals who are leaders and if so, how it does this and what consequences this is likely to have on the leadership style of the principals concerned. The identity theory of Stryker and Statham (1985) (Owens, Stryker and Goodman, 2006) was used to addresses this aim. In addition to this, the inquiry used the principals who hold positions of leadership in Teacher Union A, Teacher Union B and Teacher Union C respectively as case studies, focusing specifically on the broader social discourses that exist subjectively in these unions as a vehicle to demonstrate the development of the identity of the principals who are leaders in them. The language used by these principals in focus groups discussions and participant observations were the main source of data for this inquiry. By doing so, this inquiry aimed to illuminate how union leadership act to produce self-knowledge that, in turn, leads to the discursive coordinates by which the principals who are union leaders come to define themselves. This was achieved by conducting focus groups interviews and participant observations of the principals who are in positions of leadership in these three unions and thereafter drawing on Critical Discourse Analysis in order to interpret the transcripts of the data collected by both focus groups interviews and participant observations.
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Raghdo, Mona. "Teacher unions in Victoria, 1982-1995 : an examination of the policies and activities of two principle education unions within the Victorian state education sector during two distinct political phases." Thesis, 1997. https://vuir.vu.edu.au/33010/.

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DVOŘÁKOVÁ, Eva. "DVACET LET CÍRKEVNÍHO ŠKOLSTVÍ V ČESKÉ REPUBLICE (1991 - 2010) Zákonné a biblické normy; služba a pastorace v církevních školách." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-50642.

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Presented master thesis deals with description of the gradual development and positions of the church schools in CR during the last 20 years. These schools are then complemented by the schools of theology at CR universities. This thesis is in a certain way a continuation of a bachelor thesis, successfully defended in 2007 at the School of Education of Charles University. The thesis describes in brief the history of education and pedagogy in general, church schools including. Then there are specified all the pertinent valid legal regulations for operation of church schools based on experience of the author from a managerial position of such a school for many years. The role of the general management and management of human resources on one side and the theological reflection of the church schools on the other side is discussed. In detail, the equipment of the facilities and their economy is analyzed as well as the goals and calling of these schools. In a wide spectrum of opportunities open to church schools in 21st century their potential can be used through new and fresh methods for evangelizing, mission and pastoral care.
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Books on the topic "Victorian Teachers' Union History"

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1936-, Sullivan Martin, ed. A history of the Queensland Teachers Union. Sydney: Allen & Unwin, 1989.

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Kerchner, Charles T. The changing idea of a teachers' union. London: Falmer Press, 1988.

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Mapstone, Richard H. The Ulster Teachers' Union: An historical perspective. [Coleraine: University of Ulster, Academic Publications Committee], 1986.

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Land, Neville. Victorian workhouse: A study of the Bromsgrove Union Workhouse, 1836-1901. Studley, Warwickshire: Brewin Books, 1990.

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1953-, Lee Jenny, ed. In the service?: A history of Victorian Railways workers and their union. South Yarra, Victoria [Australia]: Hyland House, 1991.

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John, Logan, ed. Teachers' union: The TUI and its forerunners in Irish education, 1899-1994. Dublin, Ireland: A. & A. Farmar, 1998.

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Fergusson, Norman H. The story of the Nova Scotia Teachers Union: From the formation of the old union in 1895 to the 1980s. Armdale, N.S: The Union, 1990.

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Horn, Pamela. The Victorian and Edwardian schoolchild. Gloucester, UK: Alan Sutton, 1989.

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McCormick, Paul. Conflict and collegiality: The Nova Scotia Teachers Union, 1984-2012. Halifax: Nova Scotia Teachers Union, 2012.

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The union workhouse: A study guide for local historians and teachers. Chichester, West Sussex: Phillimore for British Association for Local History, 1998.

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Book chapters on the topic "Victorian Teachers' Union History"

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Janet, Yoell. "Russia and the Soviet Union." In Handbook for History Teachers, 602–7. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-86.

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"The Nigeria Union of Teachers: 1930–65." In Studies in Southern Nigerian History, 135–62. Routledge, 2005. http://dx.doi.org/10.4324/9780203988060-15.

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Smaller, Harry. "Making Teacher Union History “Public”: The British Columbia (Canada) Teachers’ Union, and Its “Online Museum”." In Exhibiting the Past, 399–416. De Gruyter, 2022. http://dx.doi.org/10.1515/9783110719871-019.

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"The Itinerant Pulpit Of The Woman’s Christian Temperance Union (Wctu): Teachers Or Preachers?" In A New History of the Sermon, 367–412. BRILL, 2010. http://dx.doi.org/10.1163/ej.9789004185722.i-571.67.

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McGhie, Henry A. "Early exploits in ornithological society." In Henry Dresser and Victorian Ornithology. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784994136.003.0005.

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This chapter explores how Henry established himself into natural history society in London. It explores his participation in the fortnightly meetings of the Zoological Society of London and attendance at natural history auctions in London. It also explores the importance of correspondence networks among ornithologists. The British Ornithologists’ Union, the leading grouping of ornithologists in Britain, is explored in terms of its establishment, aims and its key members. Dresser was elected as a Member of the British Ornithologists’ Union in 1865. Dresser’s early publications are explored, notably his article on the birds of Southern Texas, based on his experiences there in 1863–64. Dresser became involved in the early bird conservation movement, and played a leading role in a committee to establish a close season for British seabirds.
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Hood, Clifton. "All for the Union." In In Pursuit of Privilege. Columbia University Press, 2016. http://dx.doi.org/10.7312/columbia/9780231172165.003.0004.

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For all the social chaos that phenomenal economic growth and heavy immigration had produced earlier in the century, upper-class New Yorkers had generally been optimistic that hoi polloi possessed enough self-control and independence to take direction from their betters and accept their proper place in the body politic. But the New York City draft riots of 1863 – the worse urban disorder in American history – seemed to show that entire communities lacked the self-discipline and orderliness required of the citizenry of a democratic nation and instead were prone to a savagery that had ripped the city apart. Drawing on their memories of the draft riots and on Victorian cultural values, the upper class utilized the Civil War to counter the blurring of class boundaries and social credentials caused by urban growth of the first half of the century. They came to classify came to classify many workers and immigrants as dangerous classes that threatened the social order- and themselves as a community of heritage and feeling that provided leadership in government, the economy, and society. At bottom these representations involved social control, and upper-class people used them to help harden class lines and gain an understanding of themselves and the rest of urban society that was coherent and compelling.
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McGhie, Henry A. "Time for a change." In Henry Dresser and Victorian Ornithology. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784994136.003.0015.

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This chapter reveals how ornithology had become divided into factions, with Dresser occupying a distinctive position as one of the last independent naturalists. The British Ornithologists Union had its 50th anniversary in 1909; this showed how the BOU had become rather left behind in the face of competition from the American school of ornithology. Bird and egg collecting were the source of a great debate that ran for some time in the Times. Dresser took part in the commemorations of Darwin’s birth and the publication of On the Origin of Species through his friendship with Alfred Russel Wallace. He was again accused of theft by the British Museum (Natural History). Dresser took part in one last book project, to standardise the names of the birds that had occurred in Britain in line with more modern naming practices.
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Bräutigam, Michael. "Free Church Theology 1843–1900." In The History of Scottish Theology, Volume II, 242–64. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198759348.003.0018.

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This chapter explores the theology of key scholars of the Free Church of Scotland from 1843 until 1900, when only a small remnant continued as the Free Church after its union with the United Presbyterian Church. Divided into two parts, the first section looks at the theology of the Disruption fathers, Thomas Chalmers, Robert S. Candlish, William Cunningham, and George Smeaton. The second part deals with the subsequent generation of Free Church theologians, in particular with a group known as the ‘believing critics’. Influenced by new developments on the continent, scholars, such as William Robertson Smith and Marcus Dods, challenged the church with their focus on historical criticism in biblical studies. Delineating the distinctive features of individual theologians as well as taking into account the broader landscape of nineteenth-century Scotland, the chapter attempts a fresh perspective on theological debates within the Victorian Free Church.
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Feffer, Andrew. "The Educational Front." In Bad Faith, 108–28. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823281169.003.0007.

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This chapter recounts the history of conflicts between communist teachers and liberal educators, inside the teachers union and in the educational reform movement generally. It focuses on communist teacher-activists Alice Citron, Isidor Begun, and Williana Burroughs, who came into conflict with liberal union leaders over their emphases on the use of “mass action” and community mobilization to achieve higher salaries, better schools, and racial equality, as well as to promote the Popular Front against fascism. In reaction to their confrontational activism, perceived as a challenge to his authority, Linville and other liberals and social democrats tried once more to oust the communist “factions” from the union in 1935, supported by liberals, social democrats, and conservatives in the American Federation of Labor (AFL). Failing, the liberals walked out of Local 5 to form an explicitly anti-communist organization, the Teachers Guild.
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Brown, Candy Gunther. "The Jois Foundation Partnership with the Encinitas Union School District." In Debating Yoga and Mindfulness in Public Schools, 86–112. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0006.

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Chapter 5 explores the partnership between the Jois Foundation and the Encinitas Union School District (EUSD) from 2011 to 2016. The Foundation gave EUSD $4 million in grants to introduce Ashtanga yoga; in return, EUSD helped the Foundation develop and validate a curriculum to roll out nationally. The chapter explains how the Foundation got a foothold at EUSD; describes the 2011–12 pilot program (in EUSD and Florida charter schools), grant and expansion in 2012–13; and reveals the Foundation’s ongoing involvement in training, hiring, and supervising yoga teachers, co-authoring a curriculum, and funding research by the Center for Education Policy and Law (CEPAL) at the University of San Diego and the Contemplative Sciences Center (CSC) at the University of Virginia. The Foundation and EUSD deflected parent complaints and defended against litigation by modifying language, while preserving Ashtanga yoga practices—always opening with Sun Salutations and closing with Lotus and Rest. The chapter argues that the history and context of the Jois-Foundation-EUSD partnership shows that despite renaming “Ashtanga yoga” as “EUSD yoga” and disavowing Foundation control, EUSD still taught Ashtanga yoga, continued partnering with the Foundation, and promoted practices that critics and supporters perceived as religious.
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Conference papers on the topic "Victorian Teachers' Union History"

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Clement, Victoria. "TURKMENISTAN’S NEW CHALLENGES: CAN STABILITY CO-EXIST WITH REFORM? A STUDY OF GULEN SCHOOLS IN CENTRAL ASIA, 1997-2007." In Muslim World in Transition: Contributions of the Gülen Movement. Leeds Metropolitan University Press, 2007. http://dx.doi.org/10.55207/ufen2635.

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In the 1990s, Turkmenistan’s government dismantled Soviet educational provision, replacing it with lower quality schooling. The Başkent Foundation schools represent the concerted ef- forts of teachers and sponsors to offer socially conscious education grounded in science and math with an international focus. This case study of the Başkent Foundation schools in Turkmenistan establishes the vitality of Gülen schools outside of the Turkish Republic and their key role in offering Central Asian families an important choice in secular, general education. The paper discusses the appeal of the schools’ curriculum to parents and students, and records a decade-long success both in educating students and in laying the foundations of civil society: in Turkmenistan the Gülen movement offers the only general education outside of state provision and control. This is particularly significant as most scholars deny that there is any semblance of civil society in Turkmenistan. Notes: The author has been conducting interviews and recording the influence of Başkent schools in Turkmenistan since working as Instructor at the International Turkmen-Turk University in 1997. In May 2007 she visited the schools in the capital Ashgabat, and the northern province of Daşoguz, to explore further the contribution Gülen schools are making. The recent death of Turkmenistan’s president will most likely result in major reforms in education. Documentation of how a shift at the centre of state power affects provincial Gülen schools will enrich this conference’s broader discussion of the movement’s social impact. The history of Gülen-inspired schools in Central Asia reveals as much about the Gülen movement as it does about transition in the Muslim world. While acknowledging that transition in the 21st century includes new political and global considerations, it must be viewed in a historical context that illustrates how change, renewal and questioning are longstanding in- herent to Islamic tradition. In the former Soviet Union, the Gülen movement contributed to the Muslim people’s transi- tion out of the communist experience. Since USSR fell in 1991, participants in Fethullah Gülen’s spiritual movement have contributed to its mission by successfully building schools, offering English language courses for adults, and consciously supporting nascent civil so- ciety throughout Eurasia. Not only in Turkic speaking regions, but also as far as Mongolia and Southeast Asia, the so-called “Turkish schools” have succeeded in creating sustainable systems of private schools that offer quality education to ethnically and religiously diverse populations. The model is applicable on the whole; Gülen’s movement has played a vital role in offering Eurasia’s youth an alternative to state-sponsored schooling. Recognition of the broad accomplishments of Gülen schools in Eurasia raises questions about how these schools function on a daily basis and how they have remained successful. What kind of world are they preparing students for? How do the schools differ from traditional Muslim schools (maktabs or madrasas)? Do they offer an alternative to Arab methods of learning? Success in Turkmenistan is especially notable due to the dramatic politicization of education under nationalistic socio-cultural programmes in that Central Asian country. Since the establishment of the first boarding school, named after Turkish Prime Minister Turgut Ozal, in 1991 the Gülen schools have prospered despite Turkmenistan’s extreme political conditions and severely weakened social systems. How did this network of foreign schools, connected to a faith-based movement, manage to flourish under Turkmenistan’s capricious dictator- ship? In essence, Gülen-inspired schools have been consistently successful in Turkmenistan because a secular curriculum partnered with a strong moral framework appeals to parents and students without threatening the state. This hypothesis encourages further consideration of the cemaat’s ethos and Gülen’s philosophies such as the imperative of activism (aksiyon), the compatibility of Islam and modernity, and the high value Islamic traditions assign to education. Focusing on this particular set of “Turkish schools” in Turkmenistan provides details and data from which we can consider broader complexities of the movement as a whole. In particular, the study illustrates that current transitions in the Muslim world have long, complex histories that extend beyond today’s immediate questions about Islam, modernity, or extremism.
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