In this book Peter Smagorinsky and Joel Taxel analyze the ways in which the perennial issue of character education has been articulated in the United States, both historically and in the current character education movement that began in earnest in the 1990s. The goal is to uncover the ideological nature of different conceptions of character education. The authors show how the current discourses are a continuation of discourse streams through which character education and the national purpose have been debated for hundreds of years, most recently in what are known as the Culture Wars--the intense, often passionate debates about morality, culture, and values carried out by politicians, religious groups, social policy foundations, and a wide range of political commentators and citizens, in which the various stakeholders have sought influence over a wide range of social and economic issues, including education. The centerpiece is a discourse analysis of proposals funded by the United States Department of Education's Office of Educational Research and Improvement (OERI). Discourse profiles from sets of states that exhibit two distinct conceptions of character are examined and the documents from particular states are placed in dialogue with the OERI Request for Proposals. One profile reflects the dominant perspective promoted in the U.S., based on an authoritarian view in which young people are indoctrinated into the value system of presumably virtuous adults through didactic instruction. The other reflects the well-established yet currently marginal discourse emphasizing attention to the whole environment in which character is developed and enacted and in which reflection on morality, rather than didactic instruction in morality, is the primary instructional approach. By focusing on these two distinct regions and their conceptions of character, the authors situate the character education movement at the turn of the twenty-first century in the context of historical notions about the nature of character and regional conceptions regarding the nature of societal organization. This enlightening volume is relevant to scholars, practitioners, policymakers, and students across the field of education, particularly those involved in character education, moral development, discourse analysis, history and cultural foundations of education, and related fields, and to the wider public interested in character education.

This book examines the regional history of the American West in relation to the rest of the United States, emphasizing cultural and political history.

Presenting a history of agriculture in the American Corn Belt, this book argues that modernization occurred not only for economic reasons but also because of how farmers use technology as a part of their identity and culture. Histories of agriculture often fail to give agency to farmers in bringing about change and ignore how people embed technology with social meaning. This book, however, shows how farmers use technology to express their identities in unspoken ways and provides a framework for bridging the current rural-urban divide by presenting a fresh perspective on rural cultural practices. Focusing on German and Jeffersonian farmers in the 18th century and Corn Belt producers in the 1920s, the Cold War, and the recent period of globalization, this book traces how farmers formed their own versions of rural modernity. Rural people use technology to contest urban modernity and debunk yokel stereotypes and women specifically employed technology to resist urban gender conceptions. This book shows how this performance of rural identity through technological use impacts a variety of current policy issues and business interests surrounding contemporary agriculture from the controversy over genetically modified organisms and hog confinement facilities to the growth of wind energy and precision technologies. Inspired by the author's own experience on his family’s farm, this book provides a novel and important approach to understanding how farmers’ culture has changed over time, and why machinery is such a potent part of their identity. This book will be of great interest to students and scholars of agricultural history, technology and policy, rural studies, the history of science and technology, and the history of farming culture in the USA.

This volume sets out to explore the dialectic relating agriculture, crisis and conflict, and attempts to expand the knowledge on these interactions. Part 1 of the volume (chapters 1-6) discusses thematic issues and methodological approaches to understanding the intersection of agriculture, crisis and conflict. Part 2 (chapters 7-20) provides case studies that take a detailed approach to understanding agricultural contexts facing crisis and conflict, or the role played by agriculture within crisis and conflict. Studies are selected from areas that might be expected to feature in such a volume (the Middle East and North Africa, sub-Saharan Africa, South and Southeast Asia, and Latin America) as well as less obvious regions where conflict within agriculture refers not to widespread violence or wars but rather latent or simmering crisis (Central Asia and Europe). Crises stemming from politically-driven violence, natural disasters and climate change are covered, as well as competition over resources.

A critical inquiry into the ways Americans have exploited and continue to exploit the land that sustains them, tracing attitudes toward and methods of farming from the eighteenth century to the present