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"Land grants"
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Properties of Violence
Through a compelling story about the conflict over a notorious Mexican-period land grant in northern New Mexico, David Correia examines how law and property are constituted through violence and social struggle. Spain and Mexico populated what is today New Mexico through large common property land grants to sheepherders and agriculturalists. After the U.S.-Mexican War the area saw rampant land speculation and dubious property adjudication. Nearly all of the huge land grants scattered throughout New Mexico were rejected by U.S. courts or acquired by land speculators. Of all the land grant conflicts in New Mexico's history, the struggle for the Tierra Amarilla land grant, the focus of Correia's story, is one of the most sensational, with numerous nineteenth-century speculators ranking among the state's political and economic elite and a remarkable pattern of resistance to land loss by heirs in the twentieth century. Correia narrates a long and largely unknown history of property conflict in Tierra Amarilla characterized by nearly constant violence-night riding and fence cutting, pitched gun battles, and tanks rumbling along the rutted dirt roads of northern New Mexico. The legal geography he constructs is one that includes a surprising and remarkable cast of characters: millionaire sheep barons, Spanish anarchists, hooded Klansmen, Puerto Rican terrorists, and undercover FBI agents. By placing property and law at the center of his study, Properties of Violence provocatively suggests that violence is not the opposite of property but rather is essential to its operation.
eBook
Entangled Pasts
Land-grant colleges were created in the mid-nineteenth century when the federal government sold off public lands and allowed states to use that money to create colleges. The land that was sold to support colleges was available because of a deliberate project to dispossess American Indians of land they inhabited. By encouraging westward migration, touting the “civilizing” influence of education, emphasizing agricultural and scientific education to establish international strength, and erasing Native rights and history, the land-grant colleges can be seen as an element of settler colonialism. Native American dispossession was not merely an unfortunate by-product of the establishment of land-grant colleges; rather, the colleges exist only because of a state-sponsored system of Native dispossession.
Journal Article
Land-Grant Colleges and Popular Revolt
The land-grant ideal at the foundation of many institutions of higher learning promotes the sharing of higher education, science, and technical knowledge with local communities. This democratic and utilitarian mission, Nathan M. Sorber shows, has always been subject to heated debate regarding the motivations and goals of land-grant institutions. InLand-Grant Colleges and Popular RevoltSorber uncovers the intersection of class interest and economic context, and its influence on the origins, development, and standardization of land-grant colleges.
The first land-grant colleges supported by the Morrill Act of 1862 assumed a role in facilitating the rise of a capitalist, industrial economy and a modern, bureaucratized nation-state. The new land-grant colleges contributed ideas, technologies, and technical specialists that supported emerging industries. During the populist revolts chronicled by Sorber, the land-grant colleges became a battleground for resisting many aspects of this transition to modernity. An awakened agricultural population challenged the movement of people and power from the rural periphery to urban centers and worked to reform land-grant colleges to serve the political and economic needs of rural communities. These populists embraced their vocational, open-access land-grant model as a bulwark against the outmigration of rural youth from the countryside, and as a vehicle for preserving the farm, the farmer, and the local community at the center of American democracy.
Sorber's history of the movement and society of the time provides an original framework for understanding the origins of the land-grant colleges and the nationwide development of these schools into the twentieth century.
eBook
Land and Privilege in Byzantium
A pronoia was a type of conditional grant from the emperor, often to soldiers, of various properties and privileges. In large measure the institution of pronoia characterized social and economic relations in later Byzantium, and its study is the study of later Byzantium. Filling the need for a comprehensive study of the institution, this book examines the origin, evolution and characteristics of pronoia, focusing particularly on the later thirteenth and fourteenth centuries. But the book is much more than a study of a single institution. With a broad chronological scope extending from the mid-tenth to the mid-fifteenth century, it incorporates the latest understanding of Byzantine agrarian relations, taxation, administration and the economy, as it deals with relations between the emperor, monastic and lay landholders, including soldiers and peasants. Particular attention is paid to the relation between the pronoia and Western European, Slavic and Middle Eastern institutions, especially the Ottoman timar.
eBook
Tenure and Promotion Outcomes at Four Large Land Grant Universities: Examining the Role of Gender, Race, and Academic Discipline
Inclusion and diversity are highly visible priorities at many colleges and universities. Efforts to diversify the professoriate have necessitated a better understanding of career outcomes for current female faculty and faculty of color. We measure risk of leaving without tenure and years to promotion from associate to full professor at four large land grant universities. We model career outcomes as competing risks, and compute cumulative incidence functions to discern differences in tenure and promotion outcomes by gender and race. We find incidence rates vary significantly by academic discipline, and in many instances, show larger effects than gender and racial or ethnic differences. Our examination also indicates that in particular academic fields, females are more prone to leave without tenure, and less likely to be promoted to full professor. We also find that racial or ethnic minorities are less likely to be promoted to full professor in certain areas. The analysis suggests that for universities to address systemic issues of underrepresentation in academe, they must account for department level contexts, and align institutional practices to support the goal of inclusion and diversity.
Journal Article
A FINANCIAL AGREEMENT BETWEEN ARTEMIS AND MNESIMACHOS: THE MAN WHO BAMBOOZLED THE GODDESS
An inscription carved on the interior corner of the north-west anta of the Temple of Artemis at Sardis records the obligations of a certain Mnesimachos in return for a loan of money he received from the temple funds. Unable or unwilling to pay his loan, Mnesimachos declared his decision to convey his estate to Artemis and accept the conditions of the contract. This estate, including villages, dwellings, and peasant-serfs, had been given to him by King Antigonos Monophthalmos around 300 bce. The present work attempts to focus on the sequence of events in Mnesimachos’ life and their relation to the history and architecture of this important temple. The new reading of these events as a result of the last two decades or excavations at Sardis offers us a synthetic understanding of the Hellenistic history of the city and an insight into Mnesimachos’ willingness to forgo his estate in a financial deal that ultimately tricks the goddess.
Journal Article
The Persisting Inequalities Facing the 19 HBCU Land-Grant Universities
A new report from The Century Foundation shows that the 19 historically Black universities that are also 1890 land-grant colleges have not received the same level of federal financial support that has gone to predominantly White land-grant institutions.
Journal Article
Reinforcing Telehealth Competence Through Nurse Practitioner Student Clinical Experiences
Background: Telehealth is becoming increasingly integral in providing improved access to care, especially for patients who reside in frontier and rural areas. Nurse practitioner (NP) faculty are charged with preparing NP students through curriculum and clinical experiences that align with the health care environment and the health care access needs of the populations they serve. Method: To meet this need, NP faculty at a land-grant university located in a frontier and rural midwestern state reinforced NP student telehealth curriculum and competency through application in a clinical environment. Results: Participants included 22 family NP (FNP) students and 19 clinical preceptors. According to the evaluations, the FNP students met seven of the eight competency criteria, and the preceptors met eight of the 13 evaluation criteria. Conclusion: Outcomes indicate telehealth curriculum competency can be reinforced through application in a clinical setting to prepare NP students to meet the needs of patients and changing health care environments. [J Nurs Educ. 2020;59(7):413–417.]
Journal Article
Between Citizens and the State
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
eBook