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182. The Education of an Anti-Imperialist: Robert La Follette and U.S. Expansion, Richard Drake
- Author:
- Edward Rhodes
- Publication Date:
- 01-2015
- Content Type:
- Journal Article
- Journal:
- Political Science Quarterly
- Institution:
- Academy of Political Science
- Abstract:
- “History,” Winston Churchill is reported to have observed, “is written by the vic¬tors.” The losers, if they are lucky enough to avoid vilification, are airbrushed out. When it comes to our understanding of American foreign policies of the first four decades of the twentieth century, the history-writing victors have, for the most part, been liberal internationalists. Democrats and Republicans alike, in the wake of the Second World War, concluded that the task of making the world safe for America demanded active, global U.S. politico-military engagement. In the name of liberal international institutions, Washington's “Farewell” injunctions against entangling alliances would be consigned to the waste bin of quaint anachronisms.- See more at: http://www.psqonline.org/article.cfm?IDArticle=19341#sthash.wG3JMQox.dpuf
- Topic:
- Foreign Policy, Education, and War
- Political Geography:
- United States and Washington
183. Too hot to handle: The politics of sex education
- Author:
- Frederick M. Hess
- Publication Date:
- 03-2015
- Content Type:
- Video
- Institution:
- American Enterprise Institute for Public Policy Research
- Abstract:
- How have views toward sex education changed over time, and how does sex education around the world compare to that in the United States? On Thursday, AEI hosted a conversation with New York University professor Jonathan Zimmerman on his new book, “Too Hot to Handle: A Global History of Sex Education,” which addresses the differences in sex education across countries and throughout history, finding that as countries become more democratic, sex education becomes increasingly contentious. Zimmerman recalled how the United States was originally a pioneer in sex education, which originally tended to emphasize the dangers of sexual activity. In the 1970s and 1980s, members of the international community began to focus on sex education as a way to help liberate individuals from societal norms, leaving them free to make their own choices. He pointed out that the developing world, however, did not embrace this notion of individual autonomy being granted to teenagers, and so those countries' version of sex education came to look quite different. As immigration increased closer to the present day, then, this created strange bedfellows in many Western countries as white conservatives and immigrants joined forces against sex education. Zimmerman closed by describing how schools are necessarily limited in their efficacy on this particular subject, both because it is intensely personal and because the mass media plays such a strong informative role on the topic. Consequently, he suggested that the discussion of sex education likely ought to be expanded into environments outside the school.
- Topic:
- Education, Environment, and Immigration
- Political Geography:
- United States
184. Fiscal Policy, Inequality, and the Ethnic Divide in Guatemala
- Author:
- Nora Lustig, Maynor Cabrera, and Hilcías E. Morán
- Publication Date:
- 03-2015
- Content Type:
- Working Paper
- Institution:
- East-West Center
- Abstract:
- Guatemala is one of the most unequal countries in Latin America and has the highest incidence of poverty. The indigenous population is more than twice as likely to be poor than the nonindigenous group. Fiscal incidence analysis based on the 2009-2010 National Survey of Family Income and Expenditures shows that taxes and transfers do almost nothing to reduce inequality and poverty overall or along ethnic and rural-urban lines. Persistently low tax revenues are the main limiting factor. Tax revenues are not only low but also regressive. Consumption taxes are regressive enough to offset the benefits of cash transfers: poverty after taxes and cash transfers is higher than market income poverty.
- Topic:
- Education and Government
- Political Geography:
- Latin America and Guatemala
185. Value Subtraction in Public Sector Production: Accounting vs Economic Cost of Primary Schooling in India
- Author:
- Lant Pritchett and Yamini Aiyar
- Publication Date:
- 06-2015
- Content Type:
- Working Paper
- Institution:
- The John F. Kennedy School of Government at Harvard University
- Abstract:
- We combine newly created data on per student government expenditure on children in government elementary schools across India, data on per student expenditure by households on students attending private elementary schools, and the ASER measure of learning achievement of students in rural areas. The combination of these three sources allows us to compare both the "accounting cost" difference of public and private schools and also the "economic cost"—what it would take public schools, at their existing efficacy in producing learning, to achieve the learning results of the private sector. We estimate that the "accounting cost" per student in a government school in the median state in 2011/12 was Rs. 14,615 while the median child in private school cost Rs. 5,961. Hence in the typical Indian state, educating a student in government school costs more than twice as much than in private school, a gap of Rs. 7,906. Just these accounting cost gaps aggregated state by state suggests an annual excess of public over private cost of children enrolled in government schools of Rs. 50,000 crores (one crore=10 million) or 0.6 percent of GDP. But even that staggering estimate does not account for the observed learning differentials between public and private. We produce a measure of inefficiency that combines both the excess accounting cost and a money metric estimate of the cost of the inefficacy of lower learning achievement. This measure is the cost at which government schools would be predicted to reach the learning levels of the private sector. Combining the calculations of accounting cost differentials plus the cost of reaching the higher levels of learning observed in the private sector state by state (as both accounting cost differences and learning differences vary widely across states) implies that the excess cost of achieving the existing private learning levels at public sector costs is Rs. 232,000 crores (2.78% of GDP, or nearly US$50 billion). It might seem counterintuitive that the total loss to inefficiency is larger than the actual budget, but that is because the actual budget produces such low levels of learning at such high cost that when the loss from both higher expenditures and lower outputs are measured it exceeds expenditures.
- Topic:
- Economics, Education, Government, Children, and Youth
- Political Geography:
- South Asia and India
186. Making Education Count: Finding Possibilities of Peace in the Unlikeliest of Place
- Author:
- Sarah Dryden-Peterson
- Publication Date:
- 03-2015
- Content Type:
- Working Paper
- Institution:
- Weatherhead Center for International Affairs, Harvard University
- Abstract:
- Sarah Dryden-Peterson, assistant professor at the Harvard Graduate School of Education (GSE), has spent years investigating the dimensions of education in conflict settings. During her time at GSE, her mission has proved ever more important as conflicts intensifying in Syria, Iraq, Gaza, and Somalia both demand immediate action and provide new opportunities for exploration.
- Topic:
- Civil Society, Education, Poverty, and Children
- Political Geography:
- Africa, Iraq, Middle East, Gaza, Syria, and Somalia
187. When the Hong Kong Dream Meets the Anti-Mainlandisation Discourse: Mainland Chinese Students in Hong Kon
- Author:
- Cora Lingling Xu
- Publication Date:
- 09-2015
- Content Type:
- Journal Article
- Institution:
- German Institute of Global and Area Studies
- Abstract:
- This article looks at identity constructions of mainland Chinese undergraduate students in a Hong Kong university. These students shared a “Hong Kong Dream” characterised by a desire for change in individual outlooks, a yearning for international exposure, and rich imaginations about Hong Kong and beyond. However, when their Hong Kong Dream met Hong Kong’s “anti-mainlandisa- tion discourse,” as was partially, yet acutely, reflected in the recent Occupy Central movement, most students constructed the simultan- eous identities of a “free” self that was spatially mobile and ideologi- cally unconfined and an “elite” self that was among the winners of global competition. This article argues that the identity constructions of these mainland Chinese students shed light on global student mo- bilisation and provide a unique, insider’s perspective into the integra- tion process between Hong Kong and the rest of the People’s Re- public of China.
- Topic:
- Education, Globalization, Domestic politics, and Students
- Political Geography:
- China, Asia, and Hong Kong
188. The Temporal Experience of Chinese Students Abroad and the Present Human Condition
- Author:
- Anders Sybrandt Hansen
- Publication Date:
- 09-2015
- Content Type:
- Journal Article
- Institution:
- German Institute of Global and Area Studies
- Abstract:
- This article examines the experiences of Chinese elite uni- versity students abroad through the lens of temporality. In the strug- gle to get ahead, elite students are expected to carefully deploy their time. Studying abroad, it is argued, has become one more step in a culturally idealised temporal arrangement of how one is expected to go about advancing. The downside to this ethics of striving is shown to be a pervasive sense of restlessness ( , fuzao). The article shows how relocating to a different life environment allowed a group of elite students to respond to their temporal predicament in existentially creative ways that registered socially as personal maturation. It is argued that these responses were set in motion by the students’ in- habiting an expanse of not-yet-purposeful time. Treating the tem- poral experience of Chinese elite students as a pronounced inflection of an increasingly global temporal mode of striving, the article en- quires into the temporality of the present human condition.
- Topic:
- Education, Globalization, Ethics, and Students
- Political Geography:
- China, Asia, and Global Focus
189. Overthrowing the First Mountain: Chinese Student-Migrants and the Geography of Power
- Author:
- Anni Kajanus
- Publication Date:
- 09-2015
- Content Type:
- Journal Article
- Institution:
- German Institute of Global and Area Studies
- Abstract:
- This article uses Mahler and Pessar’s (2001, 2006) model of “geography of power” to interrogate how the general dynamic of Chinese student migration generates a variety of experiences at the individual level. Each Chinese student-migrant embarks on their journey from a different position vis-à-vis the flows and interconnec- tions of the international education market. Some of them set out to achieve concrete goals, while others are motivated by a more intan- gible mission to become cosmopolitan subjects. As they move around, their shifting position in the hierarchies of nationality, class, gender, and generation influences their decision-making and their experiences. These power systems function simultaneously on mul- tiple geographical scales, exemplified by the contradictory ways gen- der operates in the family, education, work, and marriage. To further develop the connection this model makes between personal charac- teristics, cognitive processes, and various power systems, I draw at- tention to the politics of ordinary affects.
- Topic:
- Education, Globalization, Culture, Geography, and Students
- Political Geography:
- China and Asia
190. “I will change things in my own small way”: Chinese Overseas Students, “Western” Values, and Institutional Reform
- Author:
- Stig Thogersen
- Publication Date:
- 09-2015
- Content Type:
- Journal Article
- Institution:
- German Institute of Global and Area Studies
- Abstract:
- The article is based on a longitudinal study of Chinese college students who studied abroad as part of their BA programme in Preschool Education. It first examines the Chinese discourse on preschool education in order to understand the current situation in the students’ professional field. The main section then discusses stu- dents’ attitudes to what they perceived to be key values and principles in early childhood education in the West: freedom, individual rights, equality, and creativity. Students generally expressed strong support for these values and wanted to reform Chinese institutions according- ly. The article argues, based on this case, that while Chinese students abroad may not see themselves as the vanguard of macro-level politi- cal reforms, some of them certainly want to play a role in the gradual transformation of Chinese institutions in their respective professional fields.
- Topic:
- Education, Culture, Reform, and Students
- Political Geography:
- China and Asia