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Dissertations / Theses on the topic 'Purdue University – History – 20th century'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Jin, Yilin, and 金以林. "The history of university education of Modern China 1896-1949 =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B44569749.

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2

Morrison, Thomas A. "Ball State University corporate history, 1984-2000 : the Worthen presidency." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318450.

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3

Greyling, Sean Andrew. "Rhodes University during the segregation and apartheid eras, 1933 to 1990." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002397.

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In 2004 Rhodes University celebrated its centenary. At a Critical Tradition Colloquium opportunity was given to explore the university’s past. In particular, its liberal image was questioned and its role during apartheid brought under scrutiny. This thesis investigates the questions raised at the Colloquium. It aims to cover the whole apartheid era in one coherent narrative by addressing the history of Rhodes during that era and how it handled issues of race and politics. It begins in 1933, when the first black student applied to Rhodes, and ends in 1990, when apartheid was drawing to a close.

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4

Whisson, Michael G. 1937. "Interesting times, 1954-2004: a short history of the Institute of Social and Economic Research, Rhodes University." Institute of Social and Economic Research, Rhodes University, Grahamstown, South Africa, 2004. http://hdl.handle.net/10962/d1020595.

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On entering the Rhodes University Institute of Social and Economic Research (ISER) at 6 Prince Alfred Street, visitors are confronted by a glass cabinet in which is displayed the four volumes of the Keiskammahoek Rural Survey (1947-1952); six of the volumes which emanated from the Border Regional Survey (1956-1964) of which three are the Xhosa in Town trilogy, and a modest paperback From Reserve To Region (1997), which records the changes which took place in Keiskammahoek between the birth of apartheid in 1948 and its demise in 1994. Together these may be seen as the charter documents of the ISER - rooted in empirical research in the Eastern Cape, multidisciplinary, substantial works of scholarship and, in the case of The Xhosa in Town trilogy, at least, of international repute.

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5

Farley, Lisa A. "Community education in Indiana from 1965-1987 : an oral history." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1325990.

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From 1965 through the 1980's, community education was endorsed and promoted in Indiana by the C.S. Mott Foundation of Flint, Michigan. The Mott Foundation issued nearly $2 million in grant money to the Institute for Community Education Development (ICED) at Ball State University to encourage local communities in Indiana and a four-state region to develop community education programs and processes. This money was granted to Ball State University and the ICED for several purposes: 1) to promote the concept of Community Education, 2) to provide and manage seed money incentive grants made to local public school corporations who adopted the concept, 3) to provide training and academic programs to local program leaders, and 4) to support the development of Community Education in the state through consultant services and other appropriate forms of assistance. After twenty-two years of activity and investment, the Mott Foundation-focused development of community education in Indiana through the Institute for Community Education Development (ICED) was phased out.This research was conducted using an Oral History methodology in which a thorough literature review was completed, ICED yearly reports and other literature provided background and triangulation, and eight interviewees were interviewed and audio-recorded for a total of twenty-one interviews. Recordings were each transcribed and stored by the principle investigator. Participants were interviewed a total of one to three times each, dependent upon the information obtained during each interview.This study provides a written historical report of some of the developments of community education in the State of Indiana that were due, in part, to the ICED consultants. This study also describes the community education development strategies in Indiana by the ICED staff. Additionally, this study reports some of the strengths and weaknesses of the strategies utilized by ICED professionals in Indiana's development of community education as reported by the interviewees. Those interested in educational development may utilize this study to gain insights from some of the lessons found in Indiana's Community Education development experience from 1965 through 1987.<br>Department of Educational Studies

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6

Nichols, Julia A. (Brezon). "The Spanish University: An Analysis of the Relationship Between Institutional and Political Change." Oberlin College Honors Theses / OhioLINK, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1336746162.

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7

Smith, James G. "Before King Came: The Foundations of Civil Rights Movement Resistance and St. Augustine, Florida, 1900-1960." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/504.

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In 1964, Dr. Martin Luther King, Jr. called St. Augustine, Florida, the most racist city in America. The resulting demonstrations and violence in the summer of 1964 only confirmed King’s characterization of the city. Yet, St. Augustine’s black history has its origins with the Spanish who founded the city in 1565. With little racial disturbance until the modern civil rights movement, why did St. Augustine erupt in the way it did? With the beginnings of Jim Crow in Florida around the turn of the century in 1900, St. Augustine’s black community began to resist the growing marginalization of their community. Within the confines of the predominantly black neighborhood known as Lincolnville, the black community carved out their own space with a culture, society and economy of its own. This paper explores how the African American community within St. Augustine developed a racial solidarity and identity facing a number of events within the state and nation. Two world wars placed the community’s sons on the front lines of battle but taught them to value of fighting for equality. The Great Depression forced African Americans across the South to rely upon one another in the face of rising racial violence. Florida’s racial violence cast a dark shadow over the history of the state and remained a formidable obstacle to overcome for African Americans in the fight for equal rights in the state. Although faced with few instances of violence against them, African Americans in St. Augustine remained fully aware of the violence others faced in Florida communities like Rosewood, Ocoee and Marianna. St. Augustine’s African American community faced these obstacles and learned to look inward for support and empowerment rather than outside. This paper examines the factors that vii encouraged this empowerment that translates into activism during the local civil rights movement of the 1960s.

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8

文兆堅. "金陵大學之史學硏究, 1924-45 = A study of historical researches of the University of Nanking, 1924-45". HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/543.

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9

Jackson, Brian D. "Island of Tranquility: Rhetoric and Identification at Brigham Young University During the Vietnam Era." BYU ScholarsArchive, 2003. https://scholarsarchive.byu.edu/etd/4819.

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The author argues that beyond religious beliefs and conservative politics, rhetorical identification played an important role in the relative calmness of the BYU campus during the turbulent Sixties. Using Bitzer's rhetorical situation theory and Burke's identification theory, the author shows that BYU's calm campus can be explained as a result of communal identification with a conservative ethos. He also shows that apparent epistemological shortcomings of Bitzer's model can be resolved by considering the power of identification to create salience and knowledge in rhetorical situations. During the Sixties, BYU administration developed policies on physical appearance that invited students to take on a conservative identity, and therefore a conservative behavior. Relationships of power and hierarchy at BYU can be understood not as quantitative and oppressive matrices, but as rhetorical choices of students to identify with the character of school president, Ernest Wilkinson, and the administration. Power, then, is as Foucault envisioned it—as a field wherein identity and discourse are negotiated. This thesis argues for a more broad understanding of identification, ethos, and power for explaining rhetorical behavior in communal situations.

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10

Vangerud, James Karl. "Significant Norwegian choral music since World War II: A study of the compositional styles of Knut Nystedt and Egil Hovland." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185291.

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Since the end of World War II many Scandinavians have emerged as important choral music composers. This study focuses on two Norwegian composers, Knut Nystedt and Egil Hovland. Two works by Nystedt, "Thou O Lord," and "Praise to God," and one work by Hovland, Missa Misericordiae, are analyzed to determine the most important features of the compositional styles of Nystedt and Hovland. The analysis reveals that factors such as the Norwegian national romantic movement of the late nineteenth and early twentieth century, ancient music styles such as Gregorian chant, twentieth century techniques such as neoclassicism and dodecaphony, and recent reforms in Norwegian Church music have influenced the compositional style of both men. The evidence suggests that although Nystedt and Hovland have many similarities in compositional style both men have developed a highly individual musical language that is accessible yet challenging to the listener, conductor, and choir.

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11

Rossodivito, Anthony M. "The Struggle Against Bandits: The Cuban Revolution and Responses to CIA-Sponsored Counter-Revolutionary Activity, 1959-1963." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/508.

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Following the 1959 victory of the Cuban revolution, the United States government along with the CIA and their Cuban émigré allies immediately undertook a campaign of subversion and terrorism against the Cuban revolution. From 1959 until 1963 a clandestine war was waged between supporters of the revolution and the counter-revolutionary organizations backed by Washington. This project is a new synthesis of this little-known story. It is an attempt to shed light on a little known aspect of the conflict between the United States government and the Cuban revolution by bringing together never-before seen primary sources, and utilizing the two distinct and separate historiographies from the U.S. and Cuba, concerning the clandestine struggle. This is the story of Cuba’s resistance to intervention, the organization of the counter- revolution, and finally how the constant defeat of CIA plots by the Cubans forced changes in U.S. strategy concerning intervention in Cuba and in other parts of the developing world that would have far-reaching and long-last effects.

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12

Bertrams, Kenneth. "Les universités belges et le monde de l'industrie: essai de repérage historique, 1880-1970." Doctoral thesis, Universite Libre de Bruxelles, 2004. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211202.

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Cette thèse de doctorat en histoire porte sur les interactions entre les universités belges et les milieux industriels. Elle tente de dégager les mécanismes qui ont permis de faire se rapprocher sur le temps long ces deux envrionnements institutionnels, sur les plans particuliers de l'enseignement et de la formation (relations indirectes), d'une part, et de la recherche (relations directes), de l'autre/This doctoral dissertation in history focuses on the interactions between Belgian universities and the industrial milieus. It aimed at describing on the long run the mechanisms that brought the two institutional environments closer together in the fields of teaching and training (indirect connections), on the one hand, and research (direct connections), on the other.<br>Doctorat en philosophie et lettres, Orientation histoire<br>info:eu-repo/semantics/nonPublished

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13

Midgley, Henry Peter. "Author, ideology and publisher a symbiotic relationship : Lovedale Missionary Press and early Black writing in South Africa: with specific reference to the critical writings of H.I.E. Dlomo." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002284.

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The specific instances of R.H.W. Shepherd and H.I.E. Dhlomo are used in this thesis to investigate some of the many factors that influence the formation of a colonial literature, such as politics, social structures and personal ideals. By isolating the Lovedale Mission Press ~s a "contact zone" - a·place where the cultures of the colonizer and the colonized come into direct contact with each other - it is possible to trace how the interaction between these cultures shaped the writing of a particular African writer, H.I.E. Dhlomo. This is done through an analysis of historical factors that shaped the policy of the Lovedale Mission Press in the twentieth century: the development of liberalism in South Africa, the·role of the missionary in African education, the function ofa liberal magazine such as The South African Outlook and the appointment of an ambitious missionary, R.I.W. Shepherd, to the position of Director of Publications. This necessarily included a study of Shepherd's vision of African literature. On the other hand, this study takes cognisance of the factors that shaped Herbert Dhlomo's vision of literature: the development of African nationalism, the entrenchment of segregation as a politial doctrine, and most importantly, his struggle to have his creative writing published by the Lovedale Press. It is shown how Shepherd's vision of what African literature should entail contrasted with Dhlomo's, and how, as a result, Dhlomo deliberately structured his critical writing as a response to Shepherd's Eurocentric approach to African literature.

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14

張曈. "論二十世紀九十年代女性私人化寫作 = The privatization of female 'personal' writings in the 1990s". Thesis, University of Macau, 2007. http://umaclib3.umac.mo/record=b1636983.

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15

宋菲. "蘇童作品的人文內涵及敍事分析 = Human intension and ways of narration of Sutong's work". Thesis, University of Macau, 2005. http://umaclib3.umac.mo/record=b1636200.

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16

吳家聲. "從評論走進張承志的小說世界 = Study on Zhang Cheng Zhi's novels through comentaries". Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636196.

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17

盧添好. "蘇青小說的倫理敘事研究 = The study of moral (ethical) narration in Sui Qing's novels". Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2101685.

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18

金春媛. "張伯駒叢碧詞話箋證 = The annotation of Zhang Boju's Commentaries on Ci-Poetry of Cong Bi". Thesis, University of Macau, 2011. http://umaclib3.umac.mo/record=b2456368.

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19

張明明. "論靳以短篇小說的浪漫主義風格 = The romantic style on the short stories of Jin Yi". Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2101712.

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20

譚碧娜. "施蟄存詞學業績研究 = A study of the accomplishment in Ci of Shi Zhe Cun". Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2143955.

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21

羅凱華. "詹安泰詞學業績述略". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2150193.

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22

Mawdsley, Stephen Edward. "Fighting polio : selling the gamma globulin field trials, 1950-1953." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/252270.

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23

Wood, Karen Marie. "Gridiron Courage: The Navy, Purdue, and World War II." Thesis, 2011. http://hdl.handle.net/1805/2758.

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24

Stypa, Caitlyn Marie. "Purdue girls : the female experience at a land-grant university, 1887-1913." Thesis, 2013. http://hdl.handle.net/1805/4207.

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25

Harrington, Nan Katherine. "Student activism and university reform in England, France, and Germany, 1960's- 1970's." Thesis, 2003. http://wwwlib.umi.com/cr/utexas/fullcit?p3116322.

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26

Theis, Courtney W. "Pro libris : architectural inscriptions and the university library building." 2011. http://liblink.bsu.edu/uhtbin/catkey/1644450.

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This study identifies and analyzes architectural inscriptions found on university and public libraries from the period of 1890 to 1930 in the United States. An architectural inscription refers to carved text, most often found adorning the walls of the interior or exterior of the building. The period of 1890 to 1930 saw the increased use of the inscription on a range of civic and institutional architecture. The era was particularly prone to moralizing and didactic sayings, which stemmed from a number of social and political factors. University libraries were drawn to the inscription as an ornamental type, for it became an expression of the ideals of the school and reflected a desire for legitimacy and sophistication. This study analyzes the decisions behind the inscriptional program, which often uncovers the latent agenda of the librarian, university president, or building committee. At the same time, the Beaux Arts and Neo-Gothic styles that were widely adopted for library buildings carried their own conventions for the aesthetic and associative use of the inscription. This study analyzes the historical and aesthetic factors that influenced university library inscriptions, and provides insight into the particular inscriptional themes found on number of American universities.<br>Architectural inscriptions and morality, 1890-1930 -- Trends in library building -- Inscriptions of Beaux Arts university libraries -- Inscriptions of Neo-Gothic university libraries -- Influence of the Modern movement and the resurgence of contemporary library inscriptions.<br>Department of Architecture

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27

Webster, Anjuli. "Silencing Africa? – Anthropological Knowledge at the University of the Witwatersrand1." Thesis, 2017. https://hdl.handle.net/10539/24816.

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A research report submitted in partial satisfaction of the requirements of the degree Master of Arts in Anthropology, March 2017<br>In this research report I construct an intellectual history of anthropology at the University of the Witwatersrand. Adopting a conjunctural approach, the report thinks through four moments in the genealogy of anthropology at Wits, from the establishment of the Bantu Studies Department in the 1920s, the neo-Marxist turn in the 1970s, the cultural turn in the 1990s, to the contemporary Department of Social Anthropology. At each moment, I trace the ways in which African thought and critique has been and is silenced to reproduce colonial unknowing in and the intellectual enclaving of anthropology in South Africa.<br>XL2018

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Daniels, Daryl Keith. "African-Americans at the Yale University School of Medicine 1810-1960 /." 1991. http://ymtdl.med.yale.edu/theses/available/etd-02052004-085604/unrestricted/text-T113+y125908.pdf.

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29

Nicol, Karon Jean. "Establishment of academic standards for early 20th century Texas high schools the University of Texas affiliated schools program /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3099505.

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30

Baloyi, Colonel Rex. "Interpretations of academic freedom :." Diss., 1998. http://hdl.handle.net/10500/18051.

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31

Beale, Mary Alice. "Apartheid and university education, 1948 - 1970." Thesis, 2016. http://hdl.handle.net/10539/20610.

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A thesis submitted to the Faculty of Arts, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 1998<br>This thesis examines Government university policy between 1948 and 1970. University education was already segregated and discriminatory in 1948 and until the mid 1950s, Nationalists disagreed about plans for university education. Their discussions about the development of apartheid university policies helped clarify general apartheid principles, Apartheid university education was based on the principle that university education was not universal but should serve a particular ethnic community. Divided university education was entrenched through the Extension of University Education and Fort Hare Transfer Acts of 1959, which were primarily produced by the Native Affairs Department. The ethnically segregated, state-controlled university colleges they created provided different, inferior educational opportunities to the state-aided, more autonomous, universities. The 'open' universities complied with the compulsory closure of enrolment to black students. The University of Natal was less co-operative, but also ultimately complied. Enrolment at ethnic university colleges was not compulsory, but there were few alternatives. Enrolments at black institutions rose, despite continued opposition to ethnically-defined institutions. In the 1960s Nationalists promoted Afrikaans enrolments and facilities for Afrikaans students. The establishment the University of Port Elizabeth and the Rand Afrikaans University was only considered once the economic boom of the 1960s made this feasible. The Government spent more money on university education generally, resulting in huge increases in enrolments and institutional capacity. Spending on Afrikaans students was most generous. The black university colleges were expensive, but Government spending on black university education, in proportion to the black population, remained low. African school funds were depleted to pay for the African university colleges. The divided university system produced far more white graduates, in a wider range of disciplines, than black graduates. South African universities were isolated internationally and the development of an indigenous intellectual culture and research capacity was hindered, especially at the Afrikaans medium and black institutions. Politically, Nationalist university policy was counterproductive. It failed to build white South Africanism, and the university colleges nurtured Black Consciousness. From tine late 1960s the police increasingly acted against students at the black and English-medium institutions. In 1970 the black university colleges were granted autonomy from Unisa, Keywords: South Africa, apartheid, National Party, policy, education, university, students, Saso, Nusas

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Kennedy, Kathryn Anne. "John K. Friesen : adult educator, mentor and humanitarian." Thesis, 1992. http://hdl.handle.net/2429/2986.

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Dr. John K. Friesen is a Canadian who, for over 50 years worked first in the field of adult education in Canada and then in population planning internationally. He gained prominence in his own country, considerable international stature and a reputation for his vision and capability. Friesen successfully used a democratic, cooperative approach in discovering and responding to community requirements in adult learning. This biographical study provides new material about his character, goals, influences. The thesis focuses on Friesen’s work as Director of Extension for the University of British Columbia (UBC), Vancouver, Canada (1953 - 1966) but also outlines his life and career before this term and gives a synopsis of his international work. A brief description is given of Friesen’s upbringing in a small rural community in Manitoba, his experiences as an educator and leader during the great depression and of his war service in the RCAF. His work in organizing adult education programs for the Manitoba Federation of Agriculture and his life during post-graduate studies at Columbia University are described. He was involved in the cooperative movement and provided informed, effective leadership in Manitoba’s post-war efforts to renew its educational system and to develop a network of hospitals. The thesis examines Friesen’s commitments, methods and the management style he applied in expanding the UBC Extension Department into a sophisticated organization. Under his leadership the department became influential in adult education, leadership and citizenship training in British Columbia; also it was involved in international adult education work. Research was conducted into the work of Friesen and others in originating a graduate program in adult education at UBC. The nature and outcomes of his work in promoting continuing professional education is also examined. The role of Extension in the Vancouver International Festival and other cultural development work is discussed. Friesen is shown to have extended the work of the University into communities throughout the province using study-discussion groups, lectures, credit and noncredit programs in this work. A change in University policy (1963) forced the Department to abandon much of its community based work; the consequences of this shift are considered. Comment from seven of Friesen’s senior colleagues provides insight into his leadership quality and the perceived value of the work carried out during his term. Some conclusions are drawn about Friesen’s life as an educator and humanitarian and on his approach to adult education. The ideas, ideals, commitments and convictions demonstrated by Friesen remain valid today.

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Hlaváč, Martin. "Karel Engliš mezi prvorepublikovou elitou." Doctoral thesis, 2015. http://www.nusl.cz/ntk/nusl-351042.

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The main goal of my dissertation is to analyze the personality of Engliš, who was an important representative of the scientific and financial elites during the period of the First Republic. I will venture to explain the causes of his rise during the First Republic and aim to characterize his relations with other elites. The term "elite" refers not only to representatives of the political and financial life of the First Republic, but also to the important leaders of its scientific and cultural scenes. In my dissertation I want to address the relationships between the elite of the First Republic and Karel Engliš. Public opinion played an important role in the relations between Engliš and the elite of the First Republic, in particular as Engliš was presented in the media and how the public perceived him. His family was supportive of Karel Engliš but also caused him many problems. I have found the main material for my thesis in the archive of the National Museum (Archiv Národního muzea), the Literary Archive of the Museum of Czech Literature (Literární archiv Památníku národního písemnictví), the archive of Charles University (Archiv Univerzity Karlovy), the archive of Masaryk University in Brno (Archiv Masarykovy univerzity v Brně) and the archive of the National Bank of the Czech Republic (Archiv...

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Jacobs, Susan Haas. "Advanced nursing practice and the nurse practitioner : New Zealand nursing's professional project in the late 20th century : a thesis presented in fulfillment of the requirements for the degree of Doctor of Philosophy in Nursing, Massey University, Palmerston North, New Zealand." 2005. http://hdl.handle.net/10179/1553.

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Page 251 is missing from original but content appears complete.<br>Beginning with the question, "what are the forces and voices influencing the meaning of the concept, and the development of advanced nursing practice in New Zealand in the 1990s”, this thesis uses an historical sociological approach to explore what New Zealand nursing is becoming and what it is ceasing to be. Through the examination of New Zealand nursing history from 1860 through the first years of the 21st century, seven historical understandings of the meaning of 'advanced' nursing practice emerged: nurses with higher education; nurses with more than one type of registration; community nurses; nurse educators and administrators; specialty nursing; a career hierarchy based on further education, experience and clinical focus; and the contemporary Nurse Practitioner. The thesis argues that each of the earlier historical connotations of advanced nursing practice is reflected in the Nurse Practitioner. The analysis of this broad scope of New Zealand nursing history, including a case study of the interpretation and implementation of contemporary advanced nursing practice, reveals essential themes of profession and professionalisation; politics and political sophistication. Drawing on theoretical perspectives from sociology, political science, and nursing, these concepts are further analysed, and developed into a representational framework. This conceptualisation depicts critical factors for nursing to achieve its preferred position in the context of time. Therefore, this study is also an exploration of New Zealand nursing's professional project A professional project is the process through which an occupational group gains control over the education and entry to practice of practitioners; secures legitimacy through the state and the public; achieves self-regulation over its practice; and secures, maintains and extends a market, or jurisdiction for itself. This thesis illustrates that while the course of action of a professional project is not always clear or deliberate for all the members of the profession, it nevertheless has a coherence that may be seen ex post facto. It is argued that what became the drive for the development of New Zealand's Nurse Practitioner and the expansion of nursing's jurisdiction at the turn of the 21st century, began long before the 1990s. The importance of history to understanding the past, the relevance of history to the shape of the present, and the significance of history's influence on the future are affirmed.

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Zádrapová, Anna. "Jaroslav Průšek a československá sinologie. Mezi politikou, vědou a fascinací." Doctoral thesis, 2020. http://www.nusl.cz/ntk/nusl-410144.

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Jaroslav Průšek and Czechoslovak Sinology. Between politics, Science and Fascination. Abstract This thesis deals with the beginnings of Czechoslovak Sinology in the context of the political and social situation during the post-War period, posing the question: what factors played a decisive role in that process? The study focuses on a few main areas: Jaroslav Průšek, the founder of Czechoslovak Sinology, as an individual actor whose personality combined an engaged approach to social affairs with intellectual honesty based on direct contact with the culture under study (especially its language and literature), and his contribution to building Sinology as a scientific discipline. Of necessity, that was explicitly tied to the contemporary political situation, which shaped scientific practice through the cooperation of all loyal actors, at the ideological as well as institutional and personal level. Through a discourse analysis of contemporary texts, mainly by Průšek, we follow these continuities diachronically: the development of Průšek's thought on China from his student days in the 1920s, through his stay in China and Japan in the 1930s and the particular war years, until the post-War (and post-1948) period; as well as synchronically: the links to the period's mentality, created by shared values. We further...

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Sheehan, William Mark. "Defending the high ground : the transformation of the discipline of history into a senior secondary school subject in the late 20th century : a New Zealand curriculum debate : a thesis presented in partial fulfilment of the requirements for the degree Doctor of Philosophy in Education, Massey University, Palmerston North, New Zealand." 2008. http://hdl.handle.net/10179/728.

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This thesis examines the development of the New Zealand secondary school history curriculum in the late 20th century and is a case study of the transformation of an academic discipline into a senior secondary school subject. It is concerned with the nature of state control in the development of the history curriculum at this level as well as the extent to which dominant elites within the history teaching community influenced the process. This thesis provides a historical perspective on recent developments in the history curriculum (2005-2008) and argues New Zealand stands apart from international trends in regards to history education. Internationally, curriculum developers have typically prioritised a narrative of the nation-state but in New Zealand the history teaching community has, by and large, been reluctant to engage with a national past and chosen to prioritise English history. Also in the international arena the history curriculum is shaped by government agencies but in New Zealand in the late 20th century, a minority of historians and teachers had a disproportionate influence over the process. They eschewed attempts to liberalise the subject by the Department of Education (and thereby reflect contemporary developments in the parent discipline) and shaped the curriculum to reflect their own professional interests. This thesis puts forward a hypothesis that seeks to explain the nature of continuity and change in the senior history curriculum in the late 20th century with a view to illuminating the origins of recent debates in the history teaching community. It argues that it is the examination prescriptions that dictate what is taught at this level and that there are three key criteria that must be met if a senior curriculum initiative is to be successfully introduced, or an existing area of historical knowledge is to be retained. Firstly, it is necessary that the decision-making elite share a consensus that a particular body of historical knowledge is of higher status than any alternative. Secondly, a successful initiative must reflect the existing scholarly constraints and boundaries of the parent discipline. Finally, advocates of a particular area of knowledge must be able to establish alliances with major stakeholders in a subject community who are sympathetic to their cause. The role of dominant individuals in this process was paramount in the 1980s as Department of Education curriculum committees at this time operated on the ethos of ‘consultation’, with little explicit philosophical direction and no authentic evaluation. This model is examined by considering the examples of women’s history (that was successfully embedded in the 1989 curriculum), Maori history (that was not) and 16th and 17th century English history (that has dominated the history curriculum in New Zealand for over 30 years).

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Le, Marquand Jane Nicole. "'I'm not a woman writer, but--' : gender matters in New Zealand women's short fiction 1975-1995 : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Palmerston North, New Zealand." 2006. http://hdl.handle.net/10179/1462.

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From the late 1970s, New Zealand women short story writers increasingly worked their way into the literary mainstream. In the wake of the early, feminist-motivated years of the decade their gender, which had previously been the root of their marginalized position, began to work for them. However, rather than embracing womanhood, this growth in gender recognition led to many writers rejecting overt identification of their sex. To be a labeled a woman writer was considered patronising, a mark of inferiority. These women wanted to be known as writers only, some even expressing a hope for literature to reach a point of androgyny. Their work, however, did not convey an androgynous perspective. Just as the fact of their gender could not be avoided, so the influence their sex had on their creativity cannot be denied. Gender does matter and New Zealand women's short fiction published in the 1975-1995 period illustrates its significance. From the early trend for adopting fiction as a site for social commentary and political treatise against patriarchy's one-dimensional image of woman, these stories show a gradually increasing awareness of fictional possibilities, allowing for celebration of the multiplicity of female experience and capturing a process of redefinition rather than rejection of 'women's work'. Though in the later 1990s it may no longer have been politically 'necessary' to promote women's work on the grounds of gender, on a personal level the 'difference of view' of the woman writer remained both visible and vital. An increasing sense of woman-to-woman communication based on shared experience emerges: women are writing as women, about women, for women.

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