front cover of Catholic Social Teaching
Catholic Social Teaching
Mary Hobgood
Temple University Press, 1991
"This excellent book is one of the few scholarly investigations that analyze the official Catholic School Teaching from the perspective of the secular, economic, and political sciences." --Gregory Baum Drawing upon a lively debate within the field of social theory, Mary E. Hobgood argues that the paradigm conflict between orthodox neoclassical and radical economic models is reflected in Catholic documents that address economic justice. She maintains that dynamics within Catholic teaching are explicable only in terms of this clash of fundamentally opposing perspectives. This study shows how normative values of social justice are always tied to a particular social theory or model of society. When assumptions shift from one model to another, the concrete actions mandated by these justice norms change significantly. Consequently, the Catholic social justice tradition contains not only two mutually exclusive analyses of capitalist dynamics, it also has very different interpretations of such norms as economic democracy and a preferential notion for the poor. Hobgood argues that the Church needs to clarify the economic models that inform its social justice mandates and to assess those models for their compatibility with the Church's moral concerns, otherwise, Catholic social teaching's interpretations of justice and how Christians must act for it remain inconsistent. "[Mary Hobgood] asks what Catholic teaching itself has assumed about the way the economy works, and she brings to the fore hidden assumptions that are fundamental to the policy prescriptions in Catholic teaching.... The result is a clear picture of the divided mind and practice of Catholicism when confronting twentieth-century economic realities. If Catholic teaching did us all the service of finding a strong moral and theological voice for a critique of secular economics, Dr. Hobgood points the way to make that voice a clearer one, more aware of its limitations and of its potential." --Larry L. Rasmussen, from the Foreword "This is one of the most enlightening analyses of Catholic social teaching that I have ever read. It goes far beyond the available commentaries because of its sharp focus on the economic--not just as the content of the teaching, but its provision of the theoretical framework in which to situate the economic content. The book is very insightful with regard to Catholic social teaching, but I think her exposition holds great value for the analysis of World Council of Churches' positions and the positions of any denomination. Even beyond that, her models throw light on the daily battles within any church institution that is working for justice and peace while at the same time engaging in the compromises and contradictions required to maintain itself within the current economic system." --Marie J. Giblin, Maryknoll School of Theology
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front cover of Doing Diversity in Higher Education
Doing Diversity in Higher Education
Faculty Leaders Share Challenges and Strategies
Brown-Glaude, Winnifred R
Rutgers University Press, 2008
Using case studies from universities throughout the nation, Doing Diversity in Higher Education examines the role faculty play in improving diversity on their campuses. The power of professors to enhance diversity has long been underestimated, their initiatives often hidden from view. Winnifred Brown-Glaude and her contributors uncover major themes and offer faculty and administrators a blueprint for conquering issues facing campuses across the country. Topics include how to dismantle hostile microclimates, sustain and enhance accomplishments, deal with incomplete institutionalization, and collaborate with administrators. The contributors' essays portray working on behalf of diversity as a genuine intellectual project rather than a faculty "service."

The rich variety of colleges and universities included provides a wide array of models that faculty can draw upon to inspire institutional change.

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front cover of La Harpe's Post
La Harpe's Post
Tales of French-Wichita Contact on the Eastern Plains
George H. Odell
University of Alabama Press, 2002

This major contribution to contact period studies points to the Lasley Vore site in modern Oklahoma as the most likely first meeting place of Plains Indians and Europeans more than 300 years ago.

In 1718, Jean-Baptiste Bénard, Sieur de la Harpe, departed St. Malo in Brittany for the New World. La Harpe, a member of the French bourgeoisie, arrived at Dauphin Island on the Gulf coast to take up the entrepreneurial concession provided by the director of the French colony, Jean Baptiste LeMoyne de Bienville. La Harpe's charge was to open a trading post on the Red River just above a Caddoan village not far from present-day Texarkana. Following the establishment of this post, La Harpe ventured farther north to extend his trade market into the region occupied by the Wichita Indians. Here he encountered a Tawakoni village with an estimated 6,000 inhabitants, a number that swelled to 7,000 during the ten-day visit.

Despite years of ethnohistoric and archaeological research, no scholar had successfully established where this important meeting took place. Then in 1988, George Odell and his crew surveyed and excavated an area 13 miles south of Tulsa, along the Arkansas River, that revealed undeniable association of Native American habitation refuse with 18th-century European trade goods.

Odell here presents a full account of the presumed location of the Tawakoni village as revealed through the analysis of excavated materials from nine specialist collaborators. In a strikingly well-written narrative report, employing careful study and innovative analysis supported by appendixes containing the excavation data, Odell combines documentary history and archaeological evidence to pinpoint the probable site of the first European contact with North American Plains Indians.

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front cover of Shattering Culture
Shattering Culture
American Medicine Responds to Cultural Diversity
Mary-Jo DelVecchio Good
Russell Sage Foundation, 2012
"Culture counts" has long been a rallying cry among health advocates and policymakers concerned with racial disparities in health care. A generation ago, the women's health movement led to a host of changes that also benefited racial minorities, including more culturally aware medical staff, enhanced health education, and the mandated inclusion of women and minorities in federally funded research. Many health professionals would now agree that cultural competence is important in clinical settings, but in what ways? Shattering Culture provides an insightful view of medicine and psychiatry as they are practiced in today's culturally diverse clinical settings. The book offers a compelling account of the many ways culture shapes how doctors conduct their practices and how patients feel about the care they receive. Based on interviews with clinicians, health care staff, and patients, Shattering Culture shows the human face of health care in America. Building on over a decade of research led by Mary-Jo Good, the book delves into the cultural backgrounds of patients and their health care providers, as well as the institutional cultures of clinical settings, to illuminate how these many cultures interact and shape the quality of patient care. Sarah Willen explores the controversial practice of matching doctors and patients based on a shared race, ethnicity, or language and finds a spectrum of arguments challenging its usefulness, including patients who may fear being judged negatively by providers from the same culture. Seth Hannah introduces the concept of cultural environments of hyperdiversity describing complex cultural identities. Antonio Bullon and Mary-Jo Good demonstrate how regulations meant to standardize the caregiving process—such as the use of templates and check boxes instead of narrative notes—have steadily limited clinician flexibility, autonomy, and the time they can dedicate to caring for patients. Elizabeth Carpenter-Song looks at positive doctor-patient relationships in mental health care settings and finds that the most successful of these are based on mutual "recognition"—patients who can express their concerns and clinicians who validate them. In the book's final essay, Hannah, Good, and Park show how navigating the maze of insurance regulations, financial arrangements, and paperwork compromises the effectiveness of mental health professionals seeking to provide quality care to minority and poor patients. Rapidly increasing diversity on one hand and bureaucratic regulations on the other are two realities that have made providing culturally sensitive care even more challenging for doctors. Few opportunities exist to go inside the world of medical and mental health clinics and see how these realities are influencing patient care. Shattering Culture provides a rare look at the day-to-day experiences of psychiatrists and other clinicians and offers multiple perspectives on what culture means to doctors, staff, and patients and how it shapes the practice of medicine and psychiatry.
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