Download American Post-Conflict Educational Reform: From the by Noah W. Sobe (eds.) PDF

By Noah W. Sobe (eds.)

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Extra info for American Post-Conflict Educational Reform: From the Spanish-American War to Iraq

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Taken together, the threesome form a holy trinity that encapsulates the narrative of American progress: white supremacy resting on a righteous military might tempered by liberal benevolence. The eye then moves right, and slightly downward, where a group of brown-skinned Filipinos stand clustered together, contemplating Uncle Sam’s intrusion. Their disorganized formation and varied postures contrast with the upright regularity of the whites. The Filipinos are culturally diverse (lacking a national identity), perverse (the woman holding a naked child has no discernable husband), and indecisive.

54 The popular press generally capitulated in this logic, locating any failure in the American mission on individual Filipino malcontents, rather than on a failure of American policy. The New York Times, for example, wrote scathingly of Filipino resistance to the American invasion in February 1899, “We meet these people now, not as pupils at school. ”55 A pupil’s resistance to the teacher’s authority must, of course, be punished severely. 56 But homegrown American racism f lared as Filipino resistance increased.

1898–99 Report, 1631–1633. 66. Calata, “Role of Education,” 91; May, Social Engineering, 85–89. 67. May, Social Engineering, chapter 5. 68. Kramer, Blood of Government, 116–120. 69.

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