Suchergebnisse

Frontmatter -- Contents -- Acknowledgments -- Introduction -- 1 "Cupid in the AEF" -- 2 "The Worst Kind of Women" -- 3 GIs and Girls around the Globe -- 4 "Good Mothers" -- 5 Interracialism, Pluralism, and Civil Rights -- 6 The Demise of the War Bride -- Notes -- Index -- About the Author

In the World War I era, U. S. public schools became a battleground
in the struggle over militarism in American society. Preparedness
advocates and many physical education teachers pressed for military
training in the public schools. Peace educators and teacher activists,
predominantly female organizers for the American School Peace League
(ASPL), strongly opposed it. This article highlights the centrality
of gender politics in the struggle and the role of local classroom
teachers. Teachers in the campaign against military training were
part of a new, more radical trend in the U. S. peace movement in the
1910s. They were often at odds with the ASPL's conservative national
leader, Fannie Fern Andrews. Teacher-activists developed a significant
critique of militarism and its impact on children, and built diverse and
effective community coalitions. They based their political authority not
on maternalism but on professional identity. This study suggests that a
full account of women's political culture in the early twentieth century
demands closer attention to the activities of female teachers.

The historical roots of peace education as a school reform movement can be traced to the progressive era in the United States. This essay offers a content analysis of the first comprehensive peace education curriculum, published in 1914 by the American School Peace League, under the direction of Fannie Fern Andrews. Examining the curriculum raises fundamental questions about the teacher's role in social change; it also reveals ideological tensions within the peace movement of the World War I period. Adapted from the source document.

The historical roots of peace education as a school reform movement can be traced to the progressive era in the United States. This essay offers a content analysis of the first comprehensive peace education curriculum, published in 1914 by the American School Peace League, under the direction of Fannie Fern Andrews. Examining the curriculum raises fundamental questions about the teacher's role in social change; it also reveals ideological tensions within the peace movement of the WorldWar I period.