Prominent female voices in journalism provide critical perspectives on the challenges women face in today's news organizations, such as connecting with diverse audiences, educating readers about international issues and cultures, maintaining credibility, negotiating media consolidation and corporate pressures, and overcoming the persistent barriers to professional advancement. A powerful and complex assessment of how women are transforming the news industry, The Edge of Change explores how the news industry might implement further reforms aimed at creating a more inclusive journalistic community.

Contributors are Catalina Camia, Kathleen Carroll, Pamela J. Creedon, Paula Lynn Ellis, Helen E. Fisher, Dorothy Butler Gilliam, Ellen Goodman, Sharon Grigsby, Carol Guzy, Kirsten Scharnberg Hampton, Cathy Henkel, Pamela J. Johnson, Jane Kirtley, Jan Leach, Caroline Little, Wanda S. Lloyd, Arlene Notoro Morgan, June O. Nicholson, Geneva Overholser, Marty Petty, Deb Price, Donna M. Reed, Sandra Mims Rowe, Peggy Simpson, Margaret Sullivan, Julia Wallace, and Keven Ann Willey.

In an engaging, revisionist study, John M. Carroll argues that in the century after the Opium War, Hong Kong's colonial nature helped create a local Chinese business elite.

By the end of the nineteenth century, the colonial government saw Chinese businessmen as allies in establishing Hong Kong as a commercial center. The idea of a commercially vibrant China united them. Chinese and British leaders cooperated on issues of mutual concern, such as the expansion of capitalism and political and economic directions for an ailing China.

These Chinese also found opportunities in the colonial system to develop business and commerce. In doing so, they used Hong Kong's strategic position to underscore their own identity as a distinctive group unlike their mainland counterparts. Nationalism took on a specifically Hong Kong character. At the same time, by contributing to imperial war funds, organizing ceremonies for visiting British royalty, and attending imperial trade exhibitions, the Chinese helped make Hong Kong an active member of the global British Empire.

In Edge of Empires, Carroll situates Hong Kong squarely within the framework of both Chinese and British colonial history, while exploring larger questions about the meaning and implications of colonialism in modern history.

This tale of a repressive priest and his small Mexican village during the eighteen months preceding the Revolution of 1910 is a great novel, one that exposes the struggle between human desire and paralyzing fear—fear of humanity, fear of nature, fear of the wrath of God. Agustín Yáñez probes the actions of people caught in life’s currents, enthralling his readers with mounting dramatic tension as he shows that no power can forge saints from the human masses, that any attempt to do so, in fact, often has exactly the opposite result.

Yáñez brings to his work a deep understanding of people—his people—and he illuminates a great truth—that no one, anywhere, seems very strange when we understand the environment that has produced him or her.

Using philosophical and scientific work to engage the perennial question of human nature
 

This book takes a look at the formation, and edges, of states: their breakdowns and attempts to repair them, and their encounters with non-state peoples. It draws upon anthropology, political philosophy, neuroscience, evolutionary biology, child developmental psychology, and other fields to look at states as projects of constructing “bodies politic,” where the civic and the somatic intersect. John Protevi asserts that humans are predisposed to “prosociality,” or being emotionally invested in social partners and patterns. With readings from Jean-Jacques Rousseau and James C. Scott; a critique of the assumption of widespread pre-state warfare as a selection pressure for the evolution of human prosociality and altruism; and an examination of the different “economies of violence” of state and non-state societies, Edges of the State sketches a notion of prosocial human nature and its attendant normative maxims.

Forerunners: Ideas First
Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead 

All around us there are wild plants useful for food, medicine, and clothing, but most of us don’t know how to identify or use them. Delena Tull amply supplies that knowledge in this book, which she has now expanded to more thoroughly address plants found in New Mexico and Arizona, as well as Texas.

Extensively illustrated with black-and-white drawings and color photos, this book includes the following special features:

• Recipes for foods made from edible wild plants
• Wild teas and spices
• Wild plant dyes, with instructions for preparing the plants and dying wool, cotton, and other materials
• Instructions for preparing fibers for use in making baskets, textiles, and paper
• Information on wild plants used for making rubber, wax, oil, and soap
• Information on medicinal uses of plants
• Details on hay fever plants and plants that cause rashes
• Instructions for distinguishing edible from poisonous berries
• Detailed information on poisonous plants, including poison ivy, oak, and sumac, as well as herbal treatments for their rashes

WINNER, 2021 Chicago Writers Association Book of the Year in Traditional Nonfiction!

Chicago’s quirky patron saint

This thrilling story of a daughter of America’s foremost industrialist, John D. Rockefeller, is complete with sex, money, mental illness, and opera divas—and a woman who strove for the independence to make her own choices. Rejecting the limited gender role carved out for her by her father and society, Edith Rockefeller McCormick forged her own path, despite pushback from her family and ultimate financial ruin.

Young Edith and her siblings had access to the best educators in the world, but the girls were not taught how to handle the family money; that responsibility was reserved for their younger brother. A parsimonious upbringing did little to prepare Edith for life after marriage to Harold McCormick, son of the Reaper King Cyrus McCormick. The rich young couple spent lavishly. They purchased treasures like the jewels of Catherine the Great, entertained in grand style in a Chicago mansion, and contributed to the city’s cultural uplift, founding the Chicago Grand Opera. They supported free health care for the poor, founding and supporting the John R. McCormick Memorial Institute for Infectious Diseases. Later, Edith donated land for what would become Brookfield Zoo.

Though she lived a seemingly enviable life, Edith’s disposition was ill-suited for the mores of the time. Societal and personal issues—not least of which were the deaths of two of her five children—caused Edith to experience phobias and panic attacks. Dissatisfied with rest cures, she ignored her father’s expectations, moved her family to Zurich, and embarked on a journey of education and self-examination. Edith pursued analysis with then-unknown Carl Jung. Her generosity of spirit led Edith to become Jung’s leading patron. She also supported up-and-coming musicians, artists, and writers, including James Joyce as he wrote Ulysses.

While Edith became a Jungian analyst, her husband, Harold, pursued an affair with an opera star. After returning to Chicago and divorcing Harold, Edith continued to deplete her fortune. She hoped to create something of lasting value, such as a utopian community and affordable homes for the middle class. Edith’s goals caused further difficulties in her relationship with her father and are why he and her brother cut her off from the family funds even after the 1929 stock market crash ruined her. Edith’s death from breast cancer three years later was mourned by thousands of Chicagoans.

Respectful and truthful, Andrea Friederici Ross presents the full arc of this amazing woman’s life and expertly helps readers understand Edith’s generosity, intelligence, and fierce determination to change the world

When Edith Wharton became friends with Henry James, she joined a group of men who became her "inner circle." This group included both well-known figures, such as James, Percy Lubbock, and Bernard Berenson, and several now forgotten, including John Hugh Smith, Walter Berry, Gaillard Lapsley, Robert Norton, and Howard Sturgis.

Drawing on unpublished archival material by and about members of the circle, Susan Goodman here presents an intimate view of this American expatriate community, as well as the larger transatlantic culture it mirrored. She explores how the group, which began forming around 1904 and lasted until Wharton's death in 1937, defined itself against the society its founders had left in the United States, while simultaneously criticizing and accommodating the one it found in Europe. Tracing Wharton's individual relationships with these men and their relationships with one another, she examines literary kinships and movements in the biographical and feminist context of gender, exile, and aesthetics. She also relates the group to other literary circles, such as the Bloomsbury group and Gertrude Stein's salon.

Offering the everyday tasks of literary editors as inspired sources of postwar literary history

Michel Foucault famously theorized “the author function” in his 1969 essay “What Is an Author?” proposing that the existence of the author limits textual meaning. Abram Foley shows a similar critique at work in the labor of several postwar editors who sought to question and undo the corporate “editorial/industrial complex.” Marking an end to the powerful trope of the editor as gatekeeper, The Editor Function demonstrates how practices of editing and publishing constitute their own kinds of thought, calling on us to rethink what we read and how.

The Editor Function follows avant-garde American literary editors and the publishing practices they developed to compete against the postwar corporate consolidation of the publishing industry. Foley studies editing and publishing through archival readings and small press and literary journal publishing lists as unique sites for literary inquiry. Pairing histories and analyses of well- and lesser-known figures and publishing formations, from Cid Corman’s Origin and Nathaniel Mackey’s Hambone to Dalkey Archive Press and Semiotext(e), Foley offers the first in-depth engagement with major publishing initiatives in the postwar United States.

The Editor Function proposes that from the seemingly mundane tasks of these editors—routine editorial correspondence, line editing, list formation—emerge visions of new, better worlds and new textual and conceptual spaces for collective action.

Editorial Techniques in the Hebrew Bible: Toward a Refined Literary Criticism presents and applies a model for understanding and reconstructing the diachronic development of the Hebrew Bible through historical criticism (or the historical-critical method). Reinhard Müller and Juha Pakkala refine the methodologies of literary and redaction criticism through a systematic investigation of the evidence of additions, omissions, replacements, and transpositions that are documented by divergent ancient textual traditions. At stake is not only historical criticism but also the Hebrew Bible as a historical source, for historical criticism has been and continues to be the only method to unwind those scribal changes that left no traces in textual variants.

Edmund Booth was born in 1810 and died in 1905, and during the 94 years of his life, he epitomized virtually everything that characterized an American legend of that century. In his prime, Booth stood 6 feet, 3 inches tall, weighed in at 210 pounds, and wore a long, full beard. He taught school in Hartford, CT, then followed his wife-to-be Mary Ann Walworth west to Anamosa, Iowa, where in 1840, he built the area’s first frame house. He pulled up stakes nine years later to travel the Overland Trail on his way to join the California Gold Rush. After he returned to Iowa in 1854, he became the editor of the Anamosa Eureka, the local newspaper. Edmund Booth fit perfectly the mold of the ingenious pioneer of 19th-century America, except for one unusual difference — he was deaf. 

Edmund Booth: Deaf Pioneer follows the amazing career of this American original and his equally amazing wife in fascinating detail. Author Harry G. Lang vividly portrays Booth and his wife by drawing from a remarkable array of original material. A prolific writer, Booth corresponded with his fiancé from the American School for the Deaf in Hartford, and he kept a journal during his days on the California trail, parts of which have been reproduced here. He also wrote an autobiographical essay when he was 75, and his many newspaper articles through the years bore first-hand witness to the history of his times, from the Civil War to the advent of the 20th century.

Edmund Booth depicts a larger-than-life man in larger-than-life times, but perhaps its greatest contribution derives from its narrative about pioneer days as seen through Deaf eyes. Booth became a respected senior statesman of the American Deaf community, and blended with his stories of the era’s events are anecdotes and issues vital to Deaf people and their families. His story proves again that extraordinary people vary in many ways, but they often possess a common motive in acting to enhance their own communities.

In 1904, Edmund J. James inherited the leadership of an educational institution in search of an identity. His sixteen-year tenure transformed the University of Illinois from an industrial college to a major state university that fulfilled his vision of a center for scientific investigation.

Winton U. Solberg and J. David Hoeveler provide an account of a pivotal time in the university’s evolution. A gifted intellectual and dedicated academic reformer, James began his tenure facing budget battles and antagonists on the Board of Trustees. But as time passed, he successfully campaigned to address the problems faced by women students, expand graduate programs, solidify finances, create a university press, reshape the library and faculty, and unify the colleges of liberal arts and sciences. Combining narrative force with exhaustive research, the authors illuminate the political milieu and personalities around James to draw a vivid portrait of his life and times.

The authoritative conclusion to a four-part history, Edmund J. James and the Making of the Modern University of Illinois, 1904–1920 tells the story of one man’s mission to create a university worthy of the state of Illinois.

Edna Ferber's Hollywood reveals one of the most influential artistic relationships of the twentieth century—the four-decade partnership between historical novelist Edna Ferber and the Hollywood studios. Ferber was one of America's most controversial popular historians, a writer whose uniquely feminist, multiracial view of the national past deliberately clashed with traditional narratives of white masculine power. Hollywood paid premium sums to adapt her novels, creating some of the most memorable films of the studio era—among them Show Boat, Cimarron, and Giant. Her historical fiction resonated with Hollywood's interest in prestigious historical filmmaking aimed principally, but not exclusively, at female audiences.

In Edna Ferber's Hollywood, J. E. Smyth explores the research, writing, marketing, reception, and production histories of Hollywood's Ferber franchise. Smyth tracks Ferber's working relationships with Samuel Goldwyn, Leland Hayward, George Stevens, and James Dean; her landmark contract negotiations with Warner Bros.; and the controversies surrounding Giant's critique of Jim-Crow Texas. But Edna Ferber's Hollywood is also the study of the historical vision of an American outsider—a woman, a Jew, a novelist with few literary pretensions, an unashamed middlebrow who challenged the prescribed boundaries among gender, race, history, and fiction. In a masterful film and literary history, Smyth explores how Ferber's work helped shape Hollywood's attitude toward the American past.

A comprehensive history of a state on Judah’s border

Edom at the Edge of Empire combines biblical, epigraphic, archaeological, and comparative evidence to reconstruct the history of Judah's neighbor to the southeast. Crowell traces the material and linguistic evidence, from early Egyptian sources that recall conflicts with nomadic tribes to later Assyrian texts that reference compliant Edomite tribal kings, to offer alternative scenarios regarding Edom's transformation from a collection of nomadic tribes and workers in the Wadi Faynan as it relates to the later polity centered around the city of Busayra in the mountains of southern Jordan. This is the first book to incorporate the important evidence from the Wadi Faynan copper mines into a thorough account of Edom's history, providing a key resource for students and scholars of the ancient Near East and the Hebrew Bible.

In an increasingly diverse United States, minority and low-income students of all ages struggle to fit into mainstream colleges and universities that cater predominantly to middle-income and affluent white students fresh out of high school. Anchored in a study conducted at twelve minority-serving institutions (MSIs), Educating a Diverse Nation turns a spotlight on the challenges facing nontraditional college students and highlights innovative programs and practices that are advancing students’ persistence and learning.

Clifton Conrad and Marybeth Gasman offer an on-the-ground perspective of life at MSIs. Speaking for themselves, some students describe the stress of balancing tuition with the need to support families. Others express their concerns about not being adequately prepared for college-level work. And more than a few reveal doubts about the relevance of college for their future. The authors visited the four main types of MSIs—historically black colleges and universities, tribal colleges and universities, Hispanic-serving institutions, and Asian American and Native American Pacific Islander–serving institutions—to identify strategies for empowering nontraditional students to succeed in college despite these obstacles.

Educating a Diverse Nation illuminates such initiatives as collaborative learning, culturally relevant educational programs, blurring the roles of faculty, staff, and students, peer-led team learning, and real-world problem solving. It shows how these innovations engage students and foster the knowledge, skills, and habits they need to become self-sustaining in college and beyond, as well as valuable contributors to society.

American education has long been under a microscope. In a time when all aspects of our school system face close scrutiny, educators, administrators, and parents are asking critical questions about how we educate those superior students we call “able learners.”

Our schools reward behavior inappropriate for an independent thinker, researcher, or artist. Programming for our most capable students is fragmented and discontinuous. And yet there are schools and programs that hold significant promise.

This four-year national study from the Sid W. Richardson Foundation provides a broad database, looks into the backgrounds of a few unusually creative individuals, and examines programs with a record of success. It argues in favor of comprehensive programming for able learners, providing a steady challenge for all students, helping to insure that no individual talent withers for want of opportunity. Included are recommendations for discovering and nurturing talent in students (including traditionally neglected groups, the economically disadvantaged, and the culturally diverse), building and administering sound programs, developing appropriately trained staff and teachers, and evaluating effectiveness of programs to assure accountability and add credibility.

Compiling data from diverse sources—including 35 MacArthur Foundation Fellows, 400 schools, 1,172 school districts, and countless school personnel and students—the study looks at programs for able learners throughout the country, from Project Pegasus in Iowa to Oaks Academy in Texas, from Bronx High School of Science in New York to Bishop Carroll High School in Alberta, Canada. The authors’ conclusions based on this broad investigation provide an impassioned call for coordinated schooling and cooperation among all segments of society to develop a new generation of creative, self-motivated students.

Advanced language learning has only recently begun to capture the interest and attention of applied linguists and professionals in language education in the United States. In this breakthrough volume, experts in the field lay the groundwork for approaching the increasingly important role of advanced language learning in the larger context of multilingual societies, globalization, and security.

This volume presents both general and theoretical insights and language-specific considerations in college classrooms spanning a range of languages, from the commonly taught languages of English, French, and German to the less commonly taught Farsi, Korean, Norwegian, and Russian.

Among theoretical frameworks likely to be conducive to imagining and fostering instructed "advancedness" in a second language, this volume highlights a cognitive-semantic approach. The theoretical and data-based findings make clear that advanced learners in particular are characterized by the capacity to make situated choices from across the entire language system, from vocabulary and grammar to discourse features, which suggests the need for a text-oriented, meaning-driven approach to language teaching, learning, and research.

This volume also considers whether and how information structuring in second-language composition reveals first-language preferences of grammaticized concepts. Other topics include curricular and instructional approaches to narrativity, vocabulary expansion, the demands on instructed programs for efficiency and effectiveness in order to assure advanced levels, and learners' ability to function in professional contexts with their diverse oral and written genre requirements. Finally, the volume probes the role and nature of assessment as a measurement tool for both researching and assessing advanced language learning and as an essential component of improving programs.

The story of the University of Westminster is the fifth volume in a series of titles exploring the University's long and diverse history. This book celebrates the twenty-fifth anniversary of the institution gaining university status, the right to award its own degrees and to participate in publicly funded research. Drawing on extensive research conducted in the University of Westminster Archive this volume investigates the evolution from Polytechnic to University within the broader context of the transformation of UK higher education in the late twentieth and early twenty-first centuries.

From the Foreword:

“If there is a single thread that runs through these essays, it is the recognition of a universal order that transcends the flux of human life and gives meaning to it. Insofar as men act in accordance with this order, they experience true happiness and are brought into community with others who are similarly motivated. But men are afflicted with contrary impulses that are destructive of universal order. When acted upon, these impulses bring suffering and a sense of meaninglessness and despair; the result is disintegration and conflict--within both the personality and society at large. Yet so tempting are the attactions of these impulses that they frequently prevail and must be taken into account in any realistic assessment of human affairs. This tension within the person between competing desires--the conflict between what Plato called the One and the Many--is the ultimate reality of human experience. To apprehend this reality, and to act in the light of the transcendent purpose with appropriate reverence and restraint, is the essence of wisdom; and to help deepen and strengthen this apprehension--through philosophy, history, literature, and the arts and sciences--is the overarching purpose of any education worthy of the name.”

The story of the Polytechnic and of the legacy of Quintin Hogg is the third publication exploring the University of Westminster's long and diverse history. A fitting tribute to the life and legacy of Hogg, his holistic approach to education and the institute he created. This book is richly illustrated with images from the University's Archive.

Jennifer Phegley presents an examination of four mid-Victorian magazines that middle-class women read widely. Educating the Proper Woman Reader reevaluates prevailing assumptions about the vexed relationship between nineteenth-century women readers and literary critics.

While many scholars have explored the ways nineteenth-century critics expressed their anxiety about the dangers of women’s unregulated and implicitly uncritical reading practices, which were believed to threaten the sanctity of the home and the cultural status of the nation, Phegley argues that family literary magazines revolutionized the position of women as consumers of print by characterizing them as educated readers and able critics. Her analysis of images of influential women readers (in Harper’s), intellectual women readers (in The Cornhill), independent women readers (in Belgravia), and proto-feminist women readers/critics (in Victoria) indicates that women played a significant role in determining the boundaries of literary culture within these magazines. She argues that these publications supported women’s reading choices, inviting them to define literary culture rather than to consume it passively.

Not only does this book revise our understanding of nineteenth-century attitudes toward women readers, but it also takes a fresh look at the transatlantic context of literary production. Further, Phegley demonstrates the role these publications played in improving cultural literacy among women of the middle classes as well as the interplay between fiction and essays of the time by writers such as Mary Braddon, Charles Dickens, George Eliot, Elizabeth Gaskell, G. H. Lewes, Harriet Martineau, Margaret Oliphant, George Sala, William Thackeray, and Anthony Trollope.

In Ways to Improve United States Foreign Educational Aid, Philip H. Coombs analyzes the recent experience of governmental and private educational aid to developing countries, examines the lessons derived from that experience, and suggests methods for improvements.

In Problems and Prospects of Education in Africa, Karl W. Bigelow provides an up-to-date survey and interpretation of the educational scene in British-related Africa describing the major problems facing that area, and speculates on probable future developments.

America’s commitment to public schooling once seemed unshakable. But today the movement to privatize K–12 education is stronger than ever. Samuel E. Abrams examines the rise of market forces in public education and reveals how a commercial mindset has taken over.


“[An] outstanding book.”
—Carol Burris, Washington Post

“Given the near-complete absence of public information and debate about the stealth effort to privatize public schools, this is the right time for the appearance of [this book]. Samuel E. Abrams, a veteran teacher and administrator, has written an elegant analysis of the workings of market forces in education.”
—Diane Ravitch, New York Review of Books

“Education and the Commercial Mindset provides the most detailed and comprehensive analysis of the school privatization movement to date. Students of American education will learn a great deal from it.”
—Leo Casey, Dissent

An edited volume reflecting on different aspects of teaching in prison and different points of view.

This book seeks to address some of the major issues faced by faculty who are teaching college classes for incarcerated students. Composed of a series of case studies meant to showcase the strengths and challenges of teaching a range of different disciplines in prison, this volume brings together scholars who articulate some of the best practices for teaching their expertise inside alongside honest reflections on the reality of educational implementation in a constrained environment. The book not only provides essential guidance for faculty interested in developing their own courses to teach in prisons, but also places the work of higher education in prisons in philosophical context with regards to racial, economic, social, and gender-based issues. Rather than solely a how-to handbook, this volume also helps readers think through the trade-offs that happen when teaching inside, and about how to ensure the full integrity of college access for incarcerated students.

What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond.

Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a “thinking curriculum”—a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children’s lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argument—such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment—allow students to appreciate their power and utility as they engage in them.

Most of what students do in schools today simply does not have this quality. Inquiry and argument do. They are education for life, not simply more school, and they offer a unifying purpose for compulsory schooling as it serves an ever more diverse and challenging population.

In this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation.

But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.

Rodowick takes after the theories of Hannah Arendt and argues that thinking is an art we practice with and for each other in our communities.

In An Education in Judgment, philosopher D. N. Rodowick makes the definitive case for a philosophical humanistic education aimed at the cultivation of a life guided by both self-reflection and interpersonal exchange. Such a life is an education in judgment, the moral capacity to draw conclusions alone and with others, and letting one’s own judgments be answerable to the potentially contrasting judgments of others. Thinking, for Rodowick, is an art we practice with and learn from each other on a daily basis.
 
In taking this approach, Rodowick follows the lead of Hannah Arendt, who made judgment the cornerstone of her conception of community. What is important for Rodowick, as for Arendt, is the cultivation of “free relations,” in which we allow our judgments to be affected and transformed by those of others, creating “an ever-widening fabric of intersubjective moral consideration.” That is a fragile fabric, certainly, but one that Rodowick argues is worth pursuing, caring for, and preserving. This original work thinks with and beyond Arendt about the importance of the humanities and what “the humanities” amounts to beyond the walls of the university.

The story of sporting communities and individuals at the University of Westminster over 150 years is the second book to explore the institution's diverse history including its role as a pioneer of women's sports. Drawing upon the University's extensive archives this richly illustrated book celebrates its unique, ground-breaking sports heritage.

In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states.

The authors seek to answer four central questions:
• What does school governance look like under mayoral leadership?
• How does mayoral control affect school and student performance?
• What are the key factors for success or failure of integrated governance?
• How does mayoral control effect practical changes in schools and classrooms?

The results of their examination indicate that, although mayoral control of schools may not be appropriate for every district, it can successfully emphasize accountability across the education system, providing more leverage for each school district to strengthen its educational infrastructure and improve student performance. Based on extensive quantitative data as well as case studies, this analytical study provides a balanced look at America's education reform.

As the first multidistrict empirical examination and most comprehensive overall evaluation of mayoral school reform, The Education Mayor is a must-read for academics, policymakers, educational administrators, and civic and political leaders concerned about public education.

“I went to Nicaragua with nothing but a tourist visa, $1,500 in cash, the name of someone at the Agrarian Reform Ministry, and the idea of being a revolutionary intellectual. . . . The idea took hold in a simple character flaw: wanting to believe that I knew better than everyone else.” —From the preface

When Michael Johns joined a Sandinista militia in 1983, a fellow revolutionary dubbed him a rábano, a radish: red on the outside but white on the inside. Now, more than twenty-five years later, Johns appreciates the wisdom of that label as he revisits the questions of identity he tried to resolve by working with the Sandinistas at that point in his life. In The Education of a Radical, Johns recounts his immersion in Marxism and the Nicaraguan sojourn it led to, with a painful maturation process along the way.

His conversion began in college, where he joined a student group called the Latin American Solidarity Association and traveled to Chiapas, Mexico, for research on his senior thesis. Overwhelmed by the poverty he witnessed (and fascinated by a new friend named Maricela who was trying to turn peasants into revolutionaries and who carried a heavily highlighted copy of Late Capitalism), he experienced an ideological transformation. When a Marxist professor later encouraged him to travel to Nicaragua, the real internal battle began for him, a battle that was intensified by the U.S. invasion of Grenada and its effect on the Sandinistas, who believed they were the next target for an imminent American invasion. Before he knew it, Johns was digging trenches and learning how to use an AK-47. His intellectual ideals came face-to-face with revolutionary facts, and the results would perplex him for years to come.

Bringing to life a vivid portrait of the sometimes painful process of reconciling reality with romanticized principles, The Education of a Radical encapsulates a trove of truths about humanity, economics, and politics in one man’s memorable journey.

An examination and analysis of history education in American colleges and universities

Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the

Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline.

Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education.

As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.

Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.

In the mid-nineteenth century, Laura Bridgman, a young child from New Hampshire, became one of the most famous women in the world. Philosophers, theologians, and educators hailed her as a miracle, and a vast public followed the intimate details of her life with rapt attention. This girl, all but forgotten today, was the first deaf and blind person ever to learn language.

Laura’s dark and silent life was transformed when she became the star pupil of the educational crusader Dr. Samuel Gridley Howe. Against the backdrop of an antebellum Boston seething with debates about human nature, programs of moral and educational reform, and battles between conservative and liberal Christians, Ernest Freeberg tells this extraordinary tale of mentor and student, scientist and experiment.

Under Howe’s constant tutelage, Laura voraciously absorbed the world around her, learning to communicate through finger language, as well as to write with confidence. Her remarkable breakthroughs vindicated Howe’s faith in the power of education to overcome the most terrible of disabilities. In Howe’s hands, Laura’s education became an experiment that he hoped would prove his own controversial ideas about the body, mind, and soul.

Poignant and hopeful, The Education of Laura Bridgman is both a success story of how a sightless and soundless girl gained contact with an ever-widening world, and also a cautionary tale about the way moral crusades and scientific progress can compromise each other. Anticipating the life of Helen Keller a half-century later, Laura’s is a pioneering story of the journey from isolation to accomplishment, as well as a window onto what it means to be human under the most trying conditions.

The Royal Polytechnic Institution's story is the first episode in the long, diverse history of the University of Westminster. Drawing on an extensive range of primary and secondary sources this book explores the Institution's reputation for visual spectacle and the popularisation of science. It is lavishly illustrated with contemporary images.

Finalist for the 2025 SHARP Book History Book Prize

Winner of the 2025 Justin G. Schiller Prize for Bibliographical Work on Children’s Books from The Bibliographical Society of America

By the close of the eighteenth century, learning to read and write became closely associated with learning about the material world, and a vast array of games and books from the era taught children how to comprehend the physical world of “things.” Examining a diverse archive of popular science books, primers, grammars, toys, manufacturing books, automata, and literature from Maria Edgeworth, Jean-Jacques Rousseau, and Anna Letitia Barbauld, The Education of Things attests that material culture has long been central to children’s literature.

Elizabeth Massa Hoiem argues that the combination of reading and writing with manual tinkering and scientific observation promoted in late eighteenth- and early nineteenth-century Britain produced new forms of “mechanical literacy,” competencies that were essential in an industrial era. As work was repositioned as play, wealthy children were encouraged to do tasks in the classroom that poor children performed for wages, while working-class children honed skills that would be crucial to their social advancement as adults.

Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality.

For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality.

The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality.

The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.

Educational and Developmental Aspects of Deafness details the ongoing revolution in the education of deaf children. More than 20 researchers contributed their discoveries in anthropology, education, linguistics, psychology, sociology, and other major disciplines, with special concentration upon the education of deaf children.

       Divided into two parts on education at home and in school, this incisive book documents breakthroughs such as the public's interest in sign language, the increasing availability of interpreters, the growing perception of deafness as a social condition, not a pathology, and other positive trends. It is unique as the first purely research-based text and reference point for further study of the education of deaf children.

This incisive book explores the current state of educational interpreting and how it is failing deaf students. The contributors, all renowned experts in their field, include former educational interpreters, teachers of deaf students, interpreter trainers, and deaf recipients of interpreted educations.

Educational Interpreting presents the salient issues in three distinct sections. Part 1 focuses on deaf students—their perspectives on having interpreters in the classroom, the language myths that surround them, the accessibility of language to them, and their cognition. Part 2 raises questions about the support and training that interpreters receive from the school systems, the qualifications that many interpreters bring to an interpreted education, and the accessibility of everyday classrooms for deaf students placed in such environments. Part 3 presents a few of the possible suggestions for addressing the concerns of interpreted educations, and focuses primarily on the interpreter.

The contributors discuss the need to (1) define the core knowledge and skills interpreters must have and (2) develop standards of practice and assessment. They also stress that interpreters cannot effect the necessary changes alone; unless and until administrators, parents, teachers, and students recognize the inherent issues of access to education through mediation, little will change for deaf students.

Much has changed in the area of school law since the first edition of The Educator’s Guide was published in 1986. This new ninth edition offers an authoritative source on all major dimensions of Texas school law through the 2017 legislative sessions. Intended for educators, school board members, interested attorneys, and taxpayers, the ninth edition explains what the law is and what the implications are for effective school operations. It is designed to help professional educators avoid expensive and time-consuming lawsuits by taking effective preventive action. It is an especially valuable resource for school law courses and staff development sessions.

The ninth edition begins with a review of the legal structure of the Texas school system, incorporating recent innovative features such as charter schools and districts of innovation. Successive chapters address attendance, the instructional program, service to students with special needs, the rights of public school employees, the role of religion, student discipline, governmental transparency, privacy, parent rights, and the parameters of legal liability for schools and school personnel. The book includes discussion of major federal legislation, such as the Individuals with Disabilities Education Act, the Family Educational Rights and Privacy Act, Section 504 of the Rehabilitation Act of 1973, and the Every Student Succeeds Act. On the state level, the book incorporates new laws pertaining to cyberbullying and inappropriate relationships between students and employees. Key points are illustrated through case law, and a complete index of case citations is included.

Much has changed in the area of school law since the first edition of The Educator’s Guide to Texas School Law was published in 1986. This new tenth edition of The Educator’s Guide offers an authoritative source on Texas school law through the 2021 legislative sessions. Intended for educators, school board members, attorneys, and taxpayers, it explains what the law is and what the implications are for effective school operations; it helps professional educators avoid expensive and time-consuming lawsuits by taking effective preventive action; and it serves as a highly valuable resource for school law courses and staff development sessions.

The tenth edition begins with a review of the legal structure of the Texas school system, incorporating recent features such as charter schools and districts of innovation, then addresses the instructional program, service to students with special needs, the rights of public school employees, the role of religion, student discipline, governmental transparency, privacy, parental rights, and the parameters of legal liability for schools and school personnel. The book includes discussion of major federal legislation, such as the Individuals with Disabilities Education Act, the Family Educational Rights and Privacy Act, Section 504 of the Rehabilitation Act of 1973, and Title IX. On the state level, the book incorporates laws pertaining to cyberbullying, inappropriate relationships between students and employees, and human sexuality instruction.

Edward Everett Hale is remembered by millions as the author of The Man Without a Country. This popular and gifted nineteenth-century writer was an outstanding and prolific contributor to the fields of journalism, fiction, essay, and history. He wrote more than 150 books and pamphlets (one novel sold more than a million copies in his lifetime) and was intimately associated with the publication of many of the early American journals, among them the North American Review, Atlantic Monthly, and Christian Examiner. He served as editor of Old and New and was a frequent contributor to the foremost newspapers and periodicals of his time.

Yet the writings of this “journalist with a touch of genius” were only incidental to Hale’s Christian ministry in New England and in Washington, D.C., where he was for five years Chaplain of the Senate. His literary creed reflected that of his ministry, for Hale’s interpretation of the social gospel comprised an active concern with all phases of human affairs.

Confidant of poets and editors, friend to diplomats and statesmen, Hale helped mold public opinions in economics, sociology, history, and politics through three-quarters of what he called “a most extraordinary century in history.” In recounting Hale’s life and times, Holloway vividly portrays this fascinating and often turbulent era.