Bibliography: Anti-war (page 2 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Positive Universe website.  Some of the authors featured on this page include Los Angeles Constitutional Rights Foundation, Jules Lobel, Sonja K. Foss, Robert E. Stake, Oliver Walker, Marc Jason Gilbert, Glenn W. Hawkes, Edith J. Cisneros-Cohernour, Michael A. Peters, and David E. Vocke.

Cox, Marcus S. (2006). "Keep Our Black Warriors out of the Draft": The Vietnam Antiwar Movement at Southern University, 1968-1973, Educational Foundations. During the late 1960s and early 70s, the antiwar movement gained momentum and introduced a new wave of protest and demonstrations throughout the nation. At many colleges and universities, military training programs were discontinued or in jeopardy of losing their appeal. Much of the violence that did involve students on Black campuses directly related to civil rights protest or demonstrations involving administrative policies, not military training. Compulsory ROTC was only mentioned in addition to other civil rights issues and university complaints. This study attempts to document the anti-war and ROTC protest movement at Historically Black Colleges and Universities (HBCUs), in particular Southern University between 1968 and 1973. Between those years, the war in Vietnam caused many of the social and political problems in American society. The war unleashed political tensions between "hawks" and "doves", generational divisions between young adults and middle-aged Americans, and political struggles between pacifist and cold warriors. On the campuses of Black colleges and universities, the antiwar movement divided the student body and faculty on many issues. Antiwar supporters focused on political and ideological reasons not to support the war or military training, while pro-military advocates concentrated on the social and economic advantages of military service. Despite all the oppositions, by 1952, 13 Black colleges and universities in nine different states submitted applications to the Department of Defense for the establishment of senior military training programs (Memorandum, Office of the Assistant Secretary of Defense to Major General Hugh M. Milton, 1952 December 22). African-American college presidents were particularly interested in: (1) Increasing the number of ROTC programs in colleges for Negroes and in high schools for Negroes in states where separate educational institutions exist[ed] for Negro and White people to the end that more Negro youth may receive the military training and acquire leadership benefits from such training; (2) Increasing the pay, benefits, and grants-in-aid to ROTC and NROTC students of all groups; and (3) Pointing up the military and citizenship obligations of person involved in the total ROTC and NROTC program. (Memorandum, The Executive Committee of the Conference of Presidents of Land-Grant Colleges for Negroes to The U.S. Office of Education, 1948 April 2). The establishment of military training programs on Black college campuses during the post-war era strengthened the link between military service and training as a citizenship obligation and the quest for African-American civil rights.   [More]   [More]  Descriptors: Foreign Countries, Young Adults, War, Military Service

Hawkes, Glenn W.; And Others (1987). What about the Children? The Threat of Nuclear War and Our Responsibility To Preserve This Planet for Future Generations. Samantha Smith Edition. The purpose of this booklet is to encourage global action that will protect children from the threat of nuclear war. A number of specific steps are suggested to reduce this threat, including: (1) finding 10 minutes per week to work on an anti-war project; (2) supporting anti-nuclear organizations; (3) joining anti-war organizations; (4) sharing pertinent information with others; (5) understanding a system; (6) organizing street lobbies; (7) utilizing the media; (8) challenging the experts; (9) pressuring public servants; (10) sponsoring a resolution or conference; and (11) engaging in citizen diplomacy. The booklet concludes with a list of organizations working for international peace. Descriptors: Child Welfare, Children, Citizen Participation, Disarmament

Stake, Robert E.; Cisneros-Cohernour, Edith J. (2004). The Quality of Teaching in Higher Education, Quality of Higher Education. Campus teaching is not independent of campus politics. Quality of teaching is partly a function of who cares. The complexity of the disciplines taught is not justification for indifference to the needs of students–and the needs of the public, and the state, and the campus administrative offices, and the instructors. Teaching is not merely a matter of communicating but also of providing opportunity to gain skills, understandings, and capacity to persevere, some of which will be outside the comprehension of some of those who teach. Campus politics today seldom mirrors the Marxist, industrialist, civil rights and anti-war battles of the past. Today's macro-politics are driven by global economic causes, particularly the drawing of students away from work in their home communities to the technological and business centers of the more economically developed cities and countries. The micro-politics of teaching continues to be largely a matter of who gets to teach the courses they want to teach. Good quality of teaching requires attention to the choices in the lives of students, not only in academic specialization but choices about with whom they will have coffee and to what values they will commit their careers. In this paper, we support multiple evaluative efforts. We urge some but only a small amount of attention to traits and styles of instructors. We only slightly notice student outcomes. What we emphasize is instructor duty (McConney et al., 1995). We call for personal judgment of the evaluator and urge that the instructor be viewed as a member of a teaching community. Finally, partly as a political view, we oppose using personnel evaluation to standardize campus teaching.   [More]  Descriptors: Teacher Effectiveness, College Faculty, Higher Education, Educational Quality

Hogeboom, William L. (1984). Another Side to Nuclear Education, Social Science Record. Education about nuclear arms should be balanced. Most of the supplementary materials dealing with nuclear war that are available to teachers are published by anti-war groups. Basic problems with these materials are discussed and information which can be used to present the other side of the story is provided. Descriptors: Bias, Controversial Issues (Course Content), Disarmament, Elementary Secondary Education

Gilbert, Marc Jason, Ed. (2001). The Vietnam War on Campus: Other Voices, More Distant Drums. The essays in this collection represent recent scholarship on campus unrest in the 1960s and 1970s. They provide a variety of case studies of the 1960s movements and events beyond the more highly publicized events, and they offer new insights into the antiwar movement. The essays are: (1) "Pro-War and Anti-Draft: Young Americans for Freedom and the War in Vietnam" (John Andrew); (2) "No War, No Welfare, and No Damn Taxation: The Student Libertarian Movement, 1968-1972" (Jonathan Schoenwald); (3) "The Refiner's Fire: Anti-War Activism and Emerging Feminism in the Late 1960s" (Barbara L. Tischler); (4) "Student-Revolt Movies of the Vietnam Era" (Tony Williams); (5) "American Schism: Catholic Activists, Intellectuals, and Students Confront the Vietnam War" (Kenneth J. Heineman); (6)"Moo U and the Cambodian Invasion: Nonviolent Ant-Vietnam War Protest at Iowa State University" (Clyde Brown and Gayle K. Pluta Brown); (7) "Fighting the War in the Heart of the Country: Anti-War Protest at Ball State University" (Anthony O. Edmonds and Joel Shrock); (8) "'Hell No–We Won't Go, Y'all': Southern Student Opposition to the Vietnam War" (Stephen H. Wheeler); (9) "Healing from the War: Building the Berkeley Vietnam Veterans Memorial" (Joe McDonald); (10) "Lock and Load High: The Vietnam War Comes to a Los Angeles Secondary School" (Marc Jason Gilbert); (11) "When the Bell Rings: Public High Schools, the Courts, and Anti-Vietnam War Dissent" (Charles Howlett); (12) "Not Born To Run: The Silent Boomer Classes of '66" (Paul Lyons); and (13) "Aftermath: Pennridge High School and the Vietnam War" (W. D. Ehrhart). (Contains 454 references.) Descriptors: Activism, Case Studies, College Students, Demonstrations (Civil)

Constitutional Rights Foundation, Los Angeles, CA. (2003). War in Iraq. The roots of international law are long and ancient. Archaeologists have unearthed treaties between two Mesopotamian rulers dating back to 3100 B.C. Of all the ancient peoples, the development of modern international law owes the most to the Romans. The 20th century saw two attempts to bring world order through the use of international organizations, the League of Nations and the United Nations. Both were designed as a forum for settling international conflict, a source for international law, and to provide a peacekeeping function through collective security. For the United States, one of the most difficult issues in foreign policy is deciding when the U.S. should exercise military force, as it did in Iraq. This teaching guide on the war in Iraq is divided into four sections: (1)"War and International Law" (A Brief History of the Law of War; America's Foreign Policy: A Brief History; America's Foreign Policy: Military Intervention); (2) "War and the Media" (Fact Finders The Media in Times of Crisis; Press Freedom vs. Military Censorship); (3) "Helping Students Cope" (Suggestions for Teachers; War in Iraq–How Do You Feel? What Do You Think?; Handling Controversy; Project Suggestions); and (4) "Web Links" (Statistics and Information; Web Directories; Maps; Encyclopedias; Gulf War (1980-88); Hussein; Humanitarian Groups; Anti-War Movement; Doves Who Became Hawks; Weblogs; Analyses of Media Coverage; Bush Doctrine; Reporters in the Field; Other Links). The guide contains many types of activities.   [More]  Descriptors: Censorship, Conflict Resolution, Discussion (Teaching Technique), Foreign Countries

Chilcoat, George; Vocke, David E. (1990). Music in the Social Studies: Resources from the Vietnam Era, Social Studies Texan. Addresses the way that popular music depicted the anti-war sentiment during the Vietnam war era, as opposed to country western music which defended government action. Advocates supplementing textbook readings with song lyrics, and suggests a slide presentation to help integrate the two media. Lists three tables with songs organized around specific themes. Descriptors: Audiovisual Aids, Class Activities, Instructional Innovation, Modern History

Such, Elizabeth; Walker, Oliver; Walker, Robert (2005). Anti-War Children: Representation of Youth Protests Against the Second Iraq War in the British National Press, Childhood: A Global Journal of Child Research. Debate over the role that young people should play in politics reflects different conceptions of childhood and adult concerns about loss of authority and political hegemony. Coverage of youth protests against the Second Iraq War by the British national press echoes adult discourse on the nature of childhood and exposes the limits set by adults on political activity by young people. Analysis of news-text and images reveals adult concerns about the political competence of youth, their susceptibility to adult manipulation and the requirement for social control. Adult approval of youth's right to protest was often conditional on the cause espoused.   [More]  Descriptors: Foreign Countries, Young Adults, Youth, Social Control

Foss, Sonja K. (1986). Ambiguity as Persuasion: The Vietnam Veterans Memorial, Communication Quarterly. Identifies five features of the Vietnam Veterans Memorial that may account for its deep universal appeal. Suggests the memorial's effectiveness may recommend it as a model for contemporary anti-war rhetoric. Descriptors: Ambiguity, Communication Research, Persuasive Discourse, Rhetoric

Reese, Stephen D.; Buckalew, Bob (1995). The Militarism of the Local Television: The Routine Framing of the Persian Gulf War, Critical Studies in Mass Communication. Examines the way one local television station covered the Persian Gulf War. Links coverage to the media routines of television newswork, showing how they act as coherent frames supportive of Gulf policy. Finds that the conflict frame placed anti-war protest in opposition to patriotism, and the control frame dealt with protest as a threat to social order. Descriptors: Activism, Higher Education, Mass Media Effects, Mass Media Role

Lobel, Jules (1987). The Constitution and American Radicalism, Social Policy. Discusses the history of the following movements' attitudes towards the Constitution: (1) abolition; (2) feminism; (3) trade unions; (4) socialism and communism; and (5) civil rights and anti-war. Maintains that the tensions in these movements' towards the Constitution represent basic contradictions in the document itself. Descriptors: Civil Liberties, Civil Rights, Communism, Constitutional Law

Levin, Matthew (2009). The Sixties and the Cold War University: Madison, Wisconsin and the Development of the New Left, ProQuest LLC. The history of the sixties at the University of Wisconsin-Madison is both typical of other large universities in the United States and, at the same time, distinctive within the national and even international upheaval that marked the era.   Madison's history shows how higher education transformed in the decades after World War II, influenced deeply by the Cold War struggle with the Soviet Union. Universities became increasingly important to the Cold War effort, with many schools developing close ties with the federal government and especially its national security agencies. The Cold War also helped underwrite a massive expansion of university enrollment in the 1950s and 1960s, while universities offered a space for anti-Cold War dissent. These tensions in Cold War-era higher education were exposed during the war in Vietnam, and they fueled and focused the campus-based protest movement that emerged in the sixties. In Madison, two of the era's most important protests, a 1966 draft sit-in and a 1967 demonstration against interviewers from Dow Chemical Company, indicated how the struggle over the Cold War university contributed to the New Left.   Madison's New Left also had its own distinctive development. Students in the 1950s maintained a critique of American foreign and domestic politics, while signs of a New Left emerged by the middle and later years of the decade. Madison developed a vibrant intellectual community during these years, the result of Wisconsin's Progressive political tradition, a number of irreverent and sometimes even radical faculty members, and a mix of students that included Wisconsin radicals and out-of-state Jews. Established in 1959, the journal "Studies on the Left" was one product of this community, its development highlighting the importance of 1950s student politics in the emergence of the New Left even as its criticism of American imperialism and liberalism spread outside of Madison.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:…   [More]  Descriptors: Higher Education, Universities, National Security, Doctoral Dissertations

Stone, Lawrence (1970). Princeton in the Nation's Service, N Y Rev Book. Discusses why the dispatch of troops to Cambodia by the United States in April, 1970 moved politically moderate students and faculty at Princeton University to take anti-war measures considered constructive. Descriptors: Activism, Demonstrations (Civil), Political Issues, Student Attitudes

Knupp, Ralph E. (1981). A Time for Every Purpose under Heaven: Rhetorical Dimensions of Protest Music, Southern Speech Communication Journal. Examines the role of a specific rhetorical form, the protest song, in social movements. Analyzes the content of songs from the labor and anti-war movements of the 1960s. Concludes that these songs–generally negative, simplistic, and expressive–are in-group messages designed to reinforce feelings of solidarity.   [More]  Descriptors: Content Analysis, Dissent, Group Unity, Labor

Peters, Michael A. (2004). Education, Globalization, and the State in the Age of Terrorism, Paradigm Publishers. Education plays an important role in challenging, combating and in understanding terrorism in its different forms, whether as counter-terrorism or as a form of human rights education. Just as education has played a significant role in the process of nation-building, so education also plays a strong role in the process of empire, globalization and resistance to global forces–and in terrorism, especially where it is linked to emergent statehood. This book focuses on the theme of education in an age of terrorism, exploring the conflicts of globalization and global citizenship, feminism post-9/11, youth identities, citizenship and democracy in a culture of permanent war, and the relation between education and war, with a focus on the war against Iraq. This book is organized into the following chapters: (1) The Conflicts of Globalization and Restructuring of Education?; (2) Global Citizenship and the New American World Order; (3) Globalization, Family Terrorism and Feminism Post-9/11; (4) Constructing Youth Identities: Citizenship Education, ICT, and Anti-war Protests; (5) Globalization, the Third Way and Education Post 9/11: Building Democratic Citizenship; (6) Terrorism and the Culture of Permanent War: Democracy Under Siege; (7) Education and War: Primary Constituents of the Contemporary World System; and (8) War as Globalization: The "Education" of the Iraqi People.   [More]  Descriptors: Global Approach, Educational Change, Feminism, Foreign Countries

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