Dolls Of Friendship The Story Of A Goodwill Project Between The Children Of America And Japan

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.

I am Miss Kanagawa. In 1927, my 57 doll-sisters and I were sent from Japan to America as Ambassadors of Friendship. Our work wasn't all peach blossoms and tea cakes. My story will take you from New York to Oregon, during the Great Depression. Though few in this tale are as fascinating as I, their stories won't be an unpleasant diversion. You will make the acquaintance of Bunny, bent on revenge; Lois, with her head in the clouds; Willie Mae, who not only awakened my heart, but broke it; and Lucy, a friend so dear, not even war could part us. I have put this tale to paper because from those 58 Friendship Dolls only 45 remain. I know that someone who chooses this book is capable of solving the mystery of the missing sisters. Perhaps that someone is you.

These are the stories of 365 women, men and children worldwide who have acted as peacemakers during the last 2500 years. They include human rights and antiwar activists, scientists and artists, educators and scholars, songwriters and poets, film directors and authors, diplomats and economists, environmentalists and mystics, prophets and policymakers. All sacrified for the dream of peace, some even died for it.

Illuminates how white American Protestant women embraced a racially specific version of social inclusiveness that centered themselves as the norm Amidst the global instability of the early twentieth century, white Christian American women embraced the idea of an “empire of Christ” that was racially diverse, but which they believed they were uniquely qualified to manage. America’s burgeoning power, combined with women’s rising roles within the church, led to white Protestant women adopting a feminism rooted in religion and imperialism. Gale L. Kenny examines this Christian imperial feminism from the women’s missionary movement to create a Christian world order. She shows that this Christian imperial feminism marked a break from an earlier Protestant world view that focused on moral and racial purity and in which interactions among races were inconceivable. This new approach actually prioritized issues like civil rights and racial integration, as well as the uplift of women, though the racially diverse world Christianity it aspired to was still to be rigidly hierarchically ordered, with white women retaining a privileged place as guardians. In exposing these dynamics, this book departs from recent scholarship on white evangelical nationalism to focus on the racial politics of white religious liberalism. Christian Imperial Feminism adds a necessary layer to our understanding of religion, gender, and empire.