BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Center for International and Regional Studies - ECPv6.15.15//NONSGML v1.0//EN
CALSCALE:GREGORIAN
METHOD:PUBLISH
X-ORIGINAL-URL:https://cirs.qatar.georgetown.edu
X-WR-CALDESC:Events for Center for International and Regional Studies
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-Robots-Tag:noindex
X-PUBLISHED-TTL:PT1H
BEGIN:VTIMEZONE
TZID:Europe/Moscow
BEGIN:STANDARD
TZOFFSETFROM:+0300
TZOFFSETTO:+0300
TZNAME:MSK
DTSTART:20200101T000000
END:STANDARD
END:VTIMEZONE
BEGIN:VEVENT
DTSTART;TZID=Europe/Moscow:20210525T170000
DTEND;TZID=Europe/Moscow:20210525T190000
DTSTAMP:20260418T054009
CREATED:20210603T082011Z
LAST-MODIFIED:20240314T072235Z
UID:10001203-1621962000-1621969200@cirs.qatar.georgetown.edu
SUMMARY:The Gospel of Work and Money: Global Histories of Industrial Education Virtual Working Group II
DESCRIPTION:On May 25\, 2021\, the Center for International and Regional Studies (CIRS) at Georgetown University Qatar held the second virtual working group under its research initiative on The Gospel of Work and Money: Global Histories of Industrial Education. This virtual working group was the first in a series of meetings that will be held between May and August 2021\, to present and discuss the chapters contributions for the project. During the May meeting two papers were presented and received feedback and comments from the group. \n\nThe first paper titled\, “American Sociology’s Promotion of the Industrial Education Model and the Reification of Race\,” was presented by Dr. Julia Bates. The paper addresses American sociology’s theoretical promotion of the Industrial Education model. The paper reviews three main sociologists’ use of sociological theory to advocate for the industrial education model. After the first World War\, the U.S. Department of Labor worked with a commercial philanthropic institution called the Phelps Stokes Fund to transfer educational policies designed for African Americans to West Africa and South Africa. The US government used and promoted the industrial education model used at Tuskegee and the Hampton institutes for African American education. This model emphasized manual labor\, Christian character formation\, and political passivity as a form of racial uplift. The model heavily relied upon prominent theories in the sociology of race to propagate this model. Thomas Jesse Jones\, who was the educational director of the Phelps Stokes Fund\, in particular advocated for the transnational development of the model. W.E.B. Du Bois\, a prominent sociologist who was marginalized by the U.S government and American sociology\, critiques this model in his works The Crisis and Darkwater. Bates argues that from the works of Jones and Dubois two different sociological conceptions of race emerge. The author will examine the U.S. state’s decision to link African Americans and Africans as similar objects of political intervention and look at Jones’s use of sociology to promote the model’s effect on sociological theories of race. \n\nDr. Elif Ekin Akşit presented the second paper titled\, “Industrial Education in the Late Ottoman Empire and Modern Turkey: Gender\, Egalitarianism\, and Mathematics.” The paper traces the history of industrial schools in the Ottoman Empire and their subsequent continuation in modern Turkey. Dr. Akşit contends that the development of industrial education in the late Ottoman empire and modern Turkey took place within the context of the transformation from an empire to the republic\, and adopting policies and practices of the West became the part and parcel of resisting colonialism. The paper discusses the development of the Girls Industrial Schools in the late Ottoman Empire and their importance in the general development of technical/scientific education and its relation to the ideology. The author proposes to study the question of what it meant to be industrial in the East and West\, as well as trace the continuation of the industrial schools in the late-20th and early 21st centuries. These key queries will be addressed with the help of the data collected from students’ accounts as well as state documents on these schools. The article primarily focuses on the gendered dimension of the industrial schools because the author argues that their continuation in the Turkish republic made these girls’ schools the main pillar for establishing the revolution on the societal level. \n\nCIRS will convene the next paper workshop for the project in June where three additional paper contributions will be presented and discussed. \n\nFor the meeting agenda\, click here.For the participants’ biographies\, click here.For the research initiative\, click here.\n\nParticipants and Discussants: \n\nElif Ekin Akşit\, Ankara University\, TurkeyMaram Al-Qershi\, CIRS – Georgetown University in QatarDanya Al-Saleh\, University of Wisconsin–MadisonLukas Allemann\, University of LaplandHossein Ayazi\, Williams CollegeZahra Babar\, CIRS – Georgetown University in QatarJulia Bates\, Sacred Heart UniversityMisba Bhatti\, CIRS – Georgetown University in QatarJoshua Frank Cárdenas\, California Indian Nations CollegeOliver Charbonneau\, University of GlasgowBronwen Everill\, University of CambridgeArun Kumar\, University of NottinghamJanne Laht\, University of HelsinkiSuzi Mirgani\, CIRS – Georgetown University in QatarDolf-Alexander Neuhaus\, Free Berlin UniversitySarah Steinbock-Pratt\, University of AlabamaKarine Walther\, Georgetown University in QatarElizabeth Wanucha\, CIRS – Georgetown University in QatarHelge Wendt\, Max Planck Institute for the History of Science (MPIWG) Berlin\n\nArticle by Misba Bhatti\, Research Analyst at CIRS
URL:https://cirs.qatar.georgetown.edu/event/the-gospel-of-work-and-money-global-histories-of-industrial-education-virtual-working-group-ii/
CATEGORIES:American Studies,CIRS Faculty Research Workshops,Race & Society,Regional Studies
ATTACH;FMTTYPE=image/png:https://cirs.qatar.georgetown.edu/wp-content/uploads/sites/3/2021/05/May-25-featured-image.png
END:VEVENT
END:VCALENDAR