A SCHOLARLY BOOK REPOSITORY
The first three essays in this volume explore techniques firms have used to both manage information to create valuable asymmetries and to otherwise suppress unwelcome competition. The next three focus on the ways in which firms have built special capabilities over time, capabilities that have been both sources of competitive advantage and resistance to new opportunities. The last two extend the notion of learning from the level of firms to that of nations. The collection as a whole builds on the previous two volumes to make the connection between information structure and product market outcomes in business history.
Learning by Heart brings together a unique and diverse collection of poems about the experience of school as seen through the eyes of America's best contemporary poets. These poets capture the educational process not only in the classroom but as it takes place in libraries and hallways, on playing fields and at dances. Alternately joyous and defiant, they demonstrate how it is that young people come to find their place in the world.
Most of the poems in this anthology were written between 1970 and 1995, a period that encompasses both the halcyon years of poets-in-the-schools programs and the primary and secondary school years of many of the poets included. Their poems define school in that most contemporary sense — “with a multitude of voices”—reflecting perspectives from African American, Hispanic American, Asian American, and Native American as well as Anglo American backgrounds, from both public and private schools in rural and urban environments.
Learning by Heart offers a profound and timely statement about schools and learning as well as the role of art in education. Finally, these poems validate that most important lesson: even the most common of experiences is worthy of creative expression.
Does the movement to a large number of early presidential primaries reduce the ability of voters to learn about the candidates? Do voters who vote early miss important information by not following the entire campaign, or are they, as some argue, more partisan? In a unique study Rebecca B. Morton and Kenneth C. Williams investigate the impact these changes have on the choices voters make. The authors combine a formal, theoretical model to derive hypotheses with experiments, elections conducted in labs, to test the hypotheses.
Their analysis finds that sequence in voting does matter. In simultaneous voting elections well-known candidates are more likely to win, even if that candidate is the first preference of only a minority of the voters and would be defeated by another candidate, if that candidate were better known. These results support the concerns of policy makers that front-loaded primaries prevent voters from learning during the primary process. The authors also find evidence that in sequential elections those who vote on election day have the benefit of information received throughout the whole course of the campaign, thus supporting concerns with mail-in ballots and other early balloting procedures.
This book will interest scholars interested in elections, the design of electoral systems, and voting behavior as well as the use of formal modeling and experiments in the study of politics. It is written in a manner that can be easily read by those in the public concerned with presidential elections and voting.
Rebecca B. Morton is Associate Professor of Political Science, University of Iowa. Kenneth C. Williams is Associate Professor of Political Science, Michigan State University.
This book offers
- Step-by-step directions for both the educator and learner and all necessary handouts, including directions and worksheets. The reader can use the book to quickly and easily set up centers. Some centers require only photocopies and basic materials to get started.
- Guidance on how to create cross-curricular centers that target the AASL Standards and other content-area standards. A table is provided to enable educators to create centers that address specific standards or content areas. Centers for distance learning are also identified.
- Suggested modifications for both struggling and advanced learners, plus ideas for collaborating with other educators. These features broaden the potential audience beyond elementary school learners.
By analyzing nationwide surveys conducted during the 1990, 1996, and 2001 Nicaraguan presidential elections, Leslie E. Anderson and Lawrence C. Dodd provide insight into one of the most unexpected and intriguing recent advancements in third world politics. They offer a balanced account of the voting patterns and forward-thinking decisions that led Nicaraguans to first support the reformist Sandinista revolutionaries only to replace them with a conservative democratic regime a few years later. Addressing issues largely unexamined in Latin American studies, Learning Democracy is a unique and probing look at how the country's mass electorate moved beyond revolutionary struggle to establish a more stable democratic government by realizing the vital role of citizens in democratization processes.
Rooting her account in John Dewey’s ideas, Goddard moves from early nineteenth century supporters of the union of learning and labor to the interconnected histories of CMTS, New Jersey’s Manual Training and Industrial School for Colored Youth, North Dakota’s Normal and Industrial School, and related programs elsewhere. Goddard analyzes the work of movement figures like abolitionist Theodore Weld, educators Calvin Woodward and Booker T. Washington, social critic W.E.B. Du Bois, Dewey himself, and his influential Chicago colleague Ella Flagg Young. The book contrasts ideas about manual training held by advocate Nicholas Murray Butler with those of opponent William Torrey Harris and considers overlooked connections between industrial education and the Arts and Crafts Movement.
An absorbing merger of history and storytelling, Learning for Work looks at the people who shaped industrial education while offering a provocative vision of realizing its potential today.
Learning French from Spanish and Spanish from French provides adult English speakers who have learned either Spanish or French as a second language with the tools to learn the other as a third language. Research in the growing fields of third-language acquisition and multilingualism documents how successful language learners intuitively build on their existing knowledge as they learn a new language. In this vein, Learning French from Spanish and Spanish from French takes advantage of the fact that learners with intermediate proficiency in a second language are used to thinking consciously about language, know themselves as language learners, and can capitalize on what they know about one language to understand the other. With chapters conveniently organized by grammatical concept and including supplementary resources such as exercises, parallel reading texts, and audio files, this book will benefit students, travelers, and budding multilinguals alike.
“As Birmingham goes, so goes the nation,” Fred Shuttlesworth observed when he invited Martin Luther King Jr. to the city for the transformative protests of 1963. From the height of the Civil Rights Movement through its long aftermath, images of police dogs, fire hoses and four girls murdered when Ku Klux Klan members bombed the Sixteenth Street Baptist Church have served as an uncomfortable racial mirror for the nation. Like many white people who came of age in the Civil Rights Movement’s wake, Julie Buckner Armstrong knew little about this history. Only after moving away and discovering writers like Toni Morrison and Alice Walker did she realize how her hometown and family were part of a larger, ongoing story of struggle and injustice.
When Armstrong returned to Birmingham decades later to care for her aging mother, Shuttlesworth’s admonition rang in her mind. By then an accomplished scholar and civil rights educator, Armstrong found herself pondering the lessons Birmingham holds for a twenty-first century America. Those lessons extended far beyond what a 2014 Teaching Tolerance report describes as the common distillation of the Civil Rights Movement into “two names and four words: Martin Luther King Jr, Rosa Parks, and ‘I have a dream.’” Seeking to better understand a more complex local history, its connection to broader stories of oppression and resistance, and her own place in relation to it, Armstrong embarked on a journey to unravel the standard Birmingham narrative to see what she would find.
Beginning at the center, with her family’s 1947 arrival to a housing project near the color line, within earshot of what would become known as Dynamite Hill, Armstrong works her way over time and across the map. Weaving in stories of her white working-class family, classmates, and others not traditionally associated with Birmingham’s civil rights history, including members of the city’s LGBTQ community, she forges connections between the familiar and lesser-known. The result is a nuanced portrait of Birmingham--as seen in public housing, at old plantations, in segregated neighborhoods, across contested boundary lines, over mountains, along increasingly polluted waterways, beneath airport runways, on highways cutting through town, and under the gaze of the iconic statue of Vulcan.
In her search for truth and beauty in Birmingham, Armstrong draws on the powers of place and storytelling to dig into the cracks, complicating easy narratives of civil rights progress. Among the discoveries she finds in America’s racial mirror is a nation that has failed to recognize itself in the horrific images from Birmingham’s past and to acknowledge the continuing inequalities that make up the Civil Right’s Movement’s unfinished business. Learning from Birmingham reminds us that stories of civil rights, structural oppression, privilege, abuse, race and gender bias, and inequity are difficult and complicated, but their telling, especially from multiple stakeholder perspectives, is absolutely necessary.
Once known as a “drug capital” and associated with kidnappings, violence, and excess, Bogotá, Colombia, has undergone a transformation that some have termed “the miracle of Bogotá.” Beginning in the late 1980s, the city emerged from a long period of political and social instability to become an unexpected model of urban development through the redesign and revitalization of the public realm—parks, transportation, and derelict spaces—under the leadership of two “public space mayors,” Antanas Mockus and Enrique Peñalosa (the latter reelected in 2015). In Learning from Bogotá, Rachel Berney analyzes how these mayors worked to reconfigure the troubled city into a pedagogical one whose public spaces and urban policy have helped shape a more tolerant and aware citizenry.
Berney examines the contributions of Mockus and Peñalosa through the lenses of both spatial/urban design and the city’s history. She shows how, through the careful intertwining of new public space and transportation projects, the reclamation of privatized public space, and the refurbishment of dilapidated open spaces, the mayors enacted an ambitious urban vision for Bogotá without resorting to the failed method of the top-down city master plan. Illuminating the complex interplay between formal politics, urban planning, and improvised social strategies, as well as the negative consequences that accompanied Bogotá’s metamorphosis, Learning from Bogotá offers significant lessons about the possibility for positive and lasting change in cities around the world.
In this new book, Andrew M. Manshel draws from both urbanist theory and his first-hand experiences as a urban public space developer and manager who worked on Bryant Park and later applied its strategies to an equally successful redevelopment project in a very different New York neighborhood: Jamaica, Queens. He candidly describes what does (and doesn’t) work when coordinating urban redevelopment projects, giving special attention to each of the many details that must be carefully observed and balanced, from encouraging economic development to fostering creative communities to delivering appropriate services to the homeless. Learning from Bryant Park is thus essential reading for anyone who cares about giving new energy to downtowns and public spaces.
The recent body of case-study work on chaplaincy care synthesizes the inherent narrative nature of chaplaincy with the structured rigors of contemporary care research. This volume is composed of contributions from both practitioners and academic researchers, joining reflections on the challenges of case studies in chaplaincy care with specific results. Drawing on reflections on methodology and professionalization in chaplaincy, the volume hopes to contribute to answering the question of how and why chaplaincy works.
In Learning from Language, Walter H. Beale seeks to bring together the disciplines of linguistics, rhetoric, and literary studies through the concept of symmetry (how words mirror thought, society, and our vision of the world).
Citing thinkers from antiquity to the present, Beale provides an in-depth study of linguistic theory, development, and practice. He views the historic division between the schools of symmetry and asymmetry (a belief that language developed as a structure independent of human experience), as built into the character of language itself, and as an impediment to literary humanism (the combined study of language, rhetoric, and literature to improve the competence and character of the individual).
In his analysis, Beale outlines and critiques traditional claims of symmetry, then offers new avenues of approach to the subject. In doing so, he examines how important issues of human culture and consciousness have parallels in processes of language; how linguistic patterns relate to pervasive human problems; how language is an active participant in the expression, performance, and construction of reality; the concepts of designating versus naming; figurative language as a process of reenvisioning reality; and the linking of style to virtue by the ancients.
Beale concludes that both asymmetrical and symmetrical elements exist in language, each with their own relevance, and that they are complementary, rather than opposing philosophies. The basic intuitions of symmetry that relate language to life are powerful and important to all of English studies. Combined with a love for the workings, sounds, and structures of language, Beale says, an understanding of symmetry can help guide the pursuit of literary humanism.
Kaira M. Cabañas shows that at the center of this advocacy stood such significant proponents as psychiatrists Osório César and Nise da Silveira, who championed treatments that included painting and drawing studios; and the art critic Mário Pedrosa, who penned Gestaltist theses on aesthetic response. Cabañas examines the lasting influence of this unique era of Brazilian modernism, and how the afterlife of this “outsider art” continues to raise important questions. How do we respect the experiences of the mad as their work is viewed through the lens of global art? Why is this art reappearing now that definitions of global contemporary art are being contested?
Learning from Madness offers an invigorating series of case studies that track the parallels between psychiatric patients’ work in Western Europe and its reception by influential artists there, to an analogous but altogether distinct situation in Brazil.
In exploring the relationship between imaginative invention and that of allegory or fable, the essays in Learning from Other Worlds comment on the field’s most abiding concerns and employ a variety of critical approaches—from intellectual history and genre studies to biographical criticism, feminist cultural studies, and political textual analysis. Among the topics discussed are the works of John Wyndham, Kim Stanley Robinson, Stanislau Lem, H.G. Wells, and Ursula Le Guin, as well as the media’s reactions to the 1997 cloning of Dolly the Sheep. Darko Suvin’s characteristically outspoken and penetrating afterword responds to the essays in the volume and offers intimations of a further stage in his long and distinguished career.
This useful compendium and companion offers a coherent view of science fiction studies as it has evolved while paying tribute to the debt it owes Suvin, one of its first champions. As such, it will appeal to critics and students of science fiction, utopia, and fantasy writing.
Contributors. Marc Angenot, Marleen S. Barr, Peter Fitting, Carl Freedman, Edward James, Fredric Jameson, David Ketterer, Gerard Klein, Tom Moylan, Rafail Nudelman, Darko Suvin
In the late fifties and early sixties, Govan Mbeki was a central figure in the African National Congress and director of the ANC campaigns from underground. Born of a chief and the daughter of a Methodist minister in the Transkei of South Africa in 1910, he worked as a teacher, journalist, and tireless labor organizer in a lifetime of protest against the government policy of apartheid. Over two decades of imprisonment on Robben Island did not consign him to obscurity. Along with Nelson Mandela and Walter Sisulu, his name has become a symbol of resistance, not only to the oppressed people of South Africa, but also to the international community who have conferred on him many honors and awards.
Bringing China studies into dialogue with urban studies, the contributors explore how the post-Mao Chinese appropriation of capitalist logic led to a dramatic remodeling of the Chinese city and collective life in China today. These essays show how urban villages and informal institutions enabled social transformation through cases of public health, labor, architecture, gender, politics, education, and more. Offering scholars and general readers alike an unprecedented look at one of the world’s most dynamic metropolises, this collective history uses the urban case study to explore critical problems and possibilities relevant for modern-day China and beyond.
How has the landscape of Wisconsin affected its history? How have people living here changed that landscape over time? What are the implications for the future? The second edition of Learning from the Land addresses these and other questions, asking elementary and middle school readers to think about land use issues throughout Wisconsin's history. This revised edition includes expanded chapters on logging and the lumber industry, land use and planning, and agriculture in the 20th century from farmers' markets to organic farming. New profiles of Gaylord Nelson, pioneer of Earth Day, and Will Allen, founder of Growing Power in Milwaukee, round out this history of land use in Wisconsin.
Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft.
The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers.
Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts.
Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi
Identifying “lessons learned” is not new—the military has been doing it for decades. However, members of the worldwide intelligence community have been slow to extract wider lessons gathered from the past and apply them to contemporary challenges. Learning from the Secret Past is a collection of ten carefully selected cases from post-World War II British intelligence history. Some of the cases include the Malayan Emergency, the Cuban Missile Crisis, Northern Ireland, and the lead up to the Iraq War. Each case, accompanied by authentic documents, illuminates important lessons that today's intelligence officers and policymakers—in Britain and elsewhere—should heed.
Written by former and current intelligence officers, high-ranking government officials, and scholars, the case studies in this book detail intelligence successes and failures, discuss effective structuring of the intelligence community, examine the effective use of intelligence in counterinsurgency, explore the ethical dilemmas and practical gains of interrogation, and highlight the value of human intelligence and the dangers of the politicization of intelligence. The lessons learned from this book stress the value of past experience and point the way toward running effective intelligence agencies in a democratic society.
Scholars and professionals worldwide who specialize in intelligence, defense and security studies, and international relations will find this book to be extremely valuable.
How do you supervise a graduate student working in a library—and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students?
Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections:
- Creating Access Pathways
- Developing, Running, and Evolving Programs for LIS Students
- Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
- Centering the Person
Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.
For generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can’t help but be somewhat superficial—and, as Kieran Egan argues, it omits a crucial aspect of true education: deep knowledge.
Real education, Egan explains, consists of both general knowledge and detailed understanding, and in Learning in Depth he outlines an ambitious yet practical plan to incorporate deep knowledge into basic education. Under Egan’s program, students will follow the usual curriculum, but with one crucial addition: beginning with their first days of school and continuing until graduation, they will eachalso study one topic—such as apples, birds, sacred buildings, mollusks,circuses, or stars—in depth. Over the years, with the help and guidance of their supervising teacher, students will expand their understanding of their one topic and build portfolios of knowledge that grow and change along with them. By the time they graduate each student will know as much about his or her topic as almost anyone on earth—and in the process will have learned important, even life-changing lessons about the meaning of expertise, the value of dedication, and the delight of knowing something in depth.
Though Egan’s program may be radical in its effects, it is strikingly simple to implement—as a number of schools have already discovered—and with Learning in Depth as a blueprint, parents, educators, and administrators can instantly begin taking the first steps toward transforming our schools and fundamentally deepening their students’ minds.
Two complementary lectures approach the problems of education from both practical and imaginative viewpoints.
In The Developing Imagination, Northrup Frye argues that “the ultimate purpose of teaching literature is…the transferring of the imaginative habit…from the laboratory of literature to the life of mankind.” Frye’s sympathies are with the pupil as he defends imagination and individualism.
A. R. MacKinnon’s Insistent Tasks in Language Learning suggests that “fragmentation” between primary, secondary, and college education intensifies the divergence of humanities and sciences. He proposes a means of cooperation between all educational levels.
Entrepreneurial creativity, private investment, and competition have been among America's great strengths. Can they be harnessed to improve troubled public schools? Or is private management of public schools at best a gimmick, and at worst an undemocratic sellout?
In the 1990s, some failing school systems turned to private education management organizations to manage their schools. The EMOs promised academic improvement to families and profits to their investors. Wall Street and foundations lavished hundreds of millions of dollars on for-profit and nonprofit start-ups, and thousands of students' educations began to be directed not by school officials, but by private companies.
In Learning on the Job, industry insider Steven Wilson, the founder and CEO of Advantage Schools, looks back on the first tumultuous decade of this social experiment. Digging deep into the academic, financial, logistic, and political records of seven leading EMOs, including his own, he reveals the potential and pitfalls of their business and educational models, and their actual successes in the classrooms and the boardrooms. Have they given their students a better education? Can they succeed as businesses? Can businesses in fact run better public schools than school districts?
With remarkable honesty and fairness on an ideologically charged topic, Wilson describes the follies and wisdom, overreaching and real accomplishment, of the first education entrepreneurs. Acknowledging that they had much to learn about the real-world challenges of running schools, he passionately defends the promise of private involvement in public schooling.
Stephen J. Whitfield makes the case for the pertinence of Brandeis University in understanding the vicissitudes of American liberalism since the mid-twentieth century. Founded to serve as a refuge for qualified professors and students haunted by academic antisemitism, Brandeis University attracted those who generally envisioned the republic as worthy of betterment. Whether as liberals or as radicals, figures associated with the university typically adopted a critical stance toward American society and sometimes acted upon their reformist or militant beliefs. This volume is not an institutional history, but instead shows how one university, over the course of seven decades, employed and taught remarkable men and women who belong in our accounts of the evolution of American politics, especially on the left. In vivid prose, Whitfield invites readers to appreciate a singular case of the linkage of political influence with the fate of a particular university in modern America.
With Learning One’s Native Tongue, Tracy B. Strong explores the development of the concept of American citizenship and what it means to belong to this country,
starting with the Puritans in the seventeenth century and continuing to the present day. He examines the conflicts over the meaning of citizenship in the writings and speeches of prominent thinkers and leaders ranging from John Winthrop and Roger Williams to Thomas Jefferson, Nathaniel Hawthorne, Abraham Lincoln, Frederick Douglass, and Franklin Roosevelt, among many others who have participated in these important cultural and political debates. The criteria that define what being a citizen entails change over time and in response to historical developments, and they are thus also often the source of controversy and conflict, as with voting rights for women and African Americans. Strong looks closely at these conflicts and the ensuing changes in the conception of citizenship, paying attention to what difference each change makes and what each particular conception entails socially and politically.
A tremendous amount of money flows—particularly within the sphere of East Asian studies, the contributors claim—from foreign agencies and governments to U.S. universities to underwrite courses on their histories and societies. In the process, this volume argues, such funds have gone beyond support to the wholesale subsidization of students in graduate programs, threatening the very integrity of research agendas. Native authority has been elevated to a position of primacy; Asian-born academics are presumed to be definitive commentators in Asian studies, for example. Area studies, the contributors believe, has outlived the original reason for its construction. The essays in this volume examine particular topics such as the development of cultural studies and hyphenated studies (such as African-American, Asian-American, Mexican-American) in the context of the failure of area studies, the corporatization of the contemporary university, the prehistory of postcolonial discourse, and the problematic impact of unformulated political goals on international activism.
Learning Places points to the necessity, the difficulty, and the possibility in higher education of breaking free from an entrenched Cold War narrative and making the study of a specific area part of the agenda of education generally. The book will appeal to all whose research has a local component, as well as to those interested in the future course of higher education generally.
Contributors. Paul A. Bové, Rey Chow, Bruce Cummings, James A. Fujii, Harry Harootunian, Masao Miyoshi, Tetsuo Najita, Richard H. Okada, Benita Parry, Moss Roberts, Bernard S. Silberman, Stefan Tanaka, Rob Wilson, Sylvia Yanagisako, Mitsuhiro Yoshimoto
This remarkable book is both an intimate portrait of the man and a fascinating account of the political dilemmas that he faced—and that still face us today. It explains how an educated man adopts a position of supporting violence. And while his position softens, Sivaram remains critical of the liberal principles that govern Western policy. Written by a close friend, this unique account highlights some of the most difficult political questions facing us today.
Whether describing the scene in China where the devastated landscape is reconstructed according to old paintings, or in the galactic realm of the Starway where giant, turf-battling, corporate colonizing forces exploit the universe’s resources, Kluge tells his tale by inventing various forms of “evidence” that satirize the discourses of administrative bureaucracy, the law, military security, and the media. He gives us some of his most bizarre and hilarious characters in this peculiar world in which the remains of the past are mixed with the most advanced elements of the future. The cast includes highly specialized women workers who have adapted to the massive gravitational field of their heavy-metal planets, a commander with lethal foot-fungus, and ex-Nazi space pioneers who, in their lonely exile from the conflagrations on earth, spend their time carving enormous facsimiles of operatic sheet music in the forests of uninhabited planets.
With parody, and humor, Kluge shows how the survivors of Armageddon attempt to learn the art of civilization, and, despite the disaster they have suffered, how they set out to reproduce at new sites a caricature of a classic and fascistic feudal capitalism.
Hilde Bruch sets out to accomplish what has, until now, been virtually impossible—the teaching of psychotherapy by use of the written word, communicating the wisdom of a lifetime. Perhaps Dr. Bruch’s unique success at a task that has been tried and tried again, only to result in stereotyped dos and don’ts, stems from her own learning experiences with two great teachers: Harry Stack Sullivan and Frieda Fromm-Reichmann.
Dr. Bruch shares her knowledge of the essential purpose of intensive psychotherapy as it has been shaped over her many years as a psychiatrist, psychoanalyst, and teacher. She sets forth a theoretical frame in straightforward and unmystical language without minimizing the complexities of demand that therapy makes on both patient and therapist.
The reader accompanies the therapist from his first encounter with the stranger who comes to him with his trouble through the various steps that lead to the resolution of the problems. The patient is viewed as a participant in a multifaceted system of many experiences and people, not as an individual isolated from the world around him. In Dr. Bruch’s conception, psychotherapy is a situation where two people interact and try to come to an understanding of one another, with the specific goal of accomplishing something beneficial for the complaining person. The factors that help or hinder the attainment of this interaction are spelled out in the book, and the entire process of learning psychotherapy is thereby illuminated.
In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers.
Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.
An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?
Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.
Laura, Christina, Luz, Maria, and Ruben, as the author calls them, had daunting challenges: difficulties with English, extremely low self-confidence, teenage motherhood, conflict between gender roles and personal desires, and a history of gang membership. Focusing on the importance of constructing a new identity as a successful student, Reynaldo Reyes III shares with readers the experiences of these marginalized students. Their stories, coupled with perspectives from instructors, CAMP staff and counselors, and the author’s own observations, illustrate the influence of past schooling, the persistence of culture, and the tensions and challenges inherent in developing a new identity.
This is a study of students who came from the margins and, in a very short time, moved toward the mainstream. In the micro view, it provides extraordinarily useful case studies of a successful intervention program in process. In the larger scope, it is a look at the socially constructed nature of possibility, hope, and success.
Learning Theory in School Situations was first published in 1949. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
For half a century, Dr. Medicine has defied stereotypes, racism, and sexism in her life and work while combating the reductive, patronizing views of Native Americans perpetuated by mainstream anthropologists. This retrospective collection reflects her unswerving commitment to furthering Native Americans' ability to speak for themselves and deal with the problems of contemporary life.
Learning to Be an Anthropologist and Remaining "Native" includes Medicine's clear-eyed views of assimilation, bilingual education, and the adaptive strategies by which Native Americans have conserved and preserved their ancestral languages. Her discussions of sex roles in contemporary Native American societies encompass homosexual orientation among males and females and the "warrior woman" role among Plains Indians as one of several culturally accepted positions according power and prestige to women. The volume also includes Medicine's thoughtful assessments of kinship and family structures, alcoholism and sobriety, the activism implicit in the religious ritual of the Lakota Sioux Sun Dance, and the ceremonial uses of Lakota star quilts.
"The Native American is possibly the least understood ethnic minority in contemporary American society," Medicine observes. Her decades of deliberate, generous, dedicated work have done much to reveal the workings of Native culture while illuminating the effects of racism and oppression on Indian families, kinship units, and social and cultural practices.
Drawing on extensive ethnographic observations, Reyes shows how college campuses shape much more than students’ academic and occupational trajectories; they mold students’ ideas about inequality and opportunity in America, their identities, and even how they intend to practice politics.
Complemented by extensive fieldwork, Learning to Become Turkmen is the first book in a Western language to draw on Turkmen archives, as it explores how Eurasia has been shaped historically. Revealing particular ways that Central Asians relate to the rest of the world, this study traces how Turkmen consciously used language and pedagogy to position themselves within global communities such as the Russian/Soviet Empire, the Turkic cultural continuum, and the greater Muslim world.
In examining these two events, Nagl—the subject of a recent New York Times Magazine cover story by Peter Maass—argues that organizational culture is key to the ability to learn from unanticipated conditions, a variable which explains why the British army successfully conducted counterinsurgency in Malaya but why the American army failed to do so in Vietnam, treating the war instead as a conventional conflict. Nagl concludes that the British army, because of its role as a colonial police force and the organizational characteristics created by its history and national culture, was better able to quickly learn and apply the lessons of counterinsurgency during the course of the Malayan Emergency.
With a new preface reflecting on the author's combat experience in Iraq, Learning to Eat Soup with a Knife is a timely examination of the lessons of previous counterinsurgency campaigns that will be hailed by both military leaders and interested civilians.
In Learning to Glow, twenty-four essays testify to many of the unsuspected human and environmental costs of atomic science. They show that Americans have paid a terrible price for supposedly "winning" the Cold War--for although the nuclear nightmare may be over, we are still living with nuclear threats every day. Writers such as Scott Russell Sanders, Terry Tempest Williams, and Barbara Kingsolver reveal the psychic and emotional fallout of the Cold War and of subsequent developments in nuclear science. The essays include personal testimonies of what it was like to grow up with family members in nuclear-related jobs; hard-hitting journalism on the health and environmental costs of our nuclear policies and practices; and poignant stories of coming to terms with nuclear power, including contributions by writers who revisit Hiroshima in an attempt to heal the wounds left by the Bomb.
These essays offer an alternative to the official version of nuclear history as told to us by school textbooks, government authorities, and nuclear industry officials. They are stories of and by ordinary people who have suffered the consequences of the decisions made by those in power-stories that have been largely ignored, dismissed, or suppressed. They will challenge readers to re-examine their preconceptions about the way we deal with issues of nuclear arms and radioactive waste because they show that nuclear history does not belong to experts but to us all.
Contributors:
Marilou Awiakta
John Bradley
Jim Carrier
Alison Hawthorne Deming
Mary Dickson
Edward Dougherty
Ray Gonzalez
Karl Grossman
Sonya Huber
Barbara Kingsolver
Valerie Kuletz
Mary Laufer
Kay Mack
Craig McGrath
Bill Mesler
Richard H. Minear
Randy Morris
Mayumi Oda
Catherine Quigg
Richard Rawles
Kenneth Robbins
Scott Russell Sanders
David Seaborg
Terry Tempest Williams
Bill Witherup
Phil Woods
An award-winning cognitive scientist offers a counterintuitive guide to cultivating imagination.
Imagination is commonly thought to be the special province of youth—the natural companion of free play and the unrestrained vistas of childhood. Then come the deadening routines and stifling regimentation of the adult world, dulling our imaginative powers. In fact, Andrew Shtulman argues, the opposite is true. Imagination is not something we inherit at birth, nor does it diminish with age. Instead, imagination grows as we do, through education and reflection.
The science of cognitive development shows that young children are wired to be imitators. When confronted with novel challenges, they struggle to think outside the box, and their creativity is rigidly constrained by what they deem probable, typical, or normal. Of course, children love to “play pretend,” but they are far more likely to simulate real life than to invent fantasy worlds of their own. And they generally prefer the mundane and the tried-and-true to the fanciful or the whimsical.
Children’s imaginations are not yet fully formed because they necessarily lack knowledge, and it is precisely knowledge of what is real that provides a foundation for contemplating what might be possible. The more we know, the farther our imaginations can roam. As Learning to Imagine demonstrates, the key to expanding the imagination is not forgetting what you know but learning something new. By building upon the examples of creative minds across diverse fields, from mathematics to religion, we can consciously develop our capacities for innovation and imagination at any age.
Learning to Listen to the Land represents the sounding of an alarm. It's authors call on us to recognize the consequences of our actions, and inactions, and to develop a sense of connection with the earth.
Since the mid-1960s, the war on crime has reshaped public attitudes about state authority, criminal behavior, and the responsibilities of citizenship. But how have American writers grappled with these changes? What happens when a journalist approaches the workings of organized crime not through its legendary Godfathers but through a workaday, low-level figure who informs on his mob? Why is it that interrogation scenes have become so central to prime-time police dramas of late? What is behind writers’ recent fascination with “cold case” homicides, with private security, or with prisons?
In Learning to Live with Crime, Christopher P. Wilson examines this war on crime and how it has made its way into cultural representation and public consciousness. Under the sway of neoconservative approaches to criminal justice and public safety, Americans have been urged to see crime as an inevitable risk of modern living and to accept ever more aggressive approaches to policing, private security, and punishment. The idea has been not simply to fight crime but to manage its risks; to inculcate personal vigilance in citizens; and to incorporate criminals’ knowledge through informants and intelligence gathering. At its most scandalous, this study suggests, contemporary law enforcement has even come to mimic crime’s own operations.
How does education shape political rivalry and hostility? The Partition of the Indian subcontinent in 1947—the violence that followed it, and its living legacy of rival nationalisms—has made a deep and pervasive impact on education in both India and Pakistan. In Learning to Live with the Past, educationist Krishna Kumar dwells on the complex terrain every history teacher has to navigate: how to make the past come alive without running the risk of creating a desire to lose this “pastness.”
Substantiating this question with a wealth of experiences gained from his extensive research on history textbooks, as well as his interactions with students and teachers in both countries, Kumar explores the integral function the discipline of history plays in the project of nation-building. To help children learn to live with the past, Kumar amplifies the need for spaces that create possibilities for inquiries into a “longer” common heritage shared by South Asia without necessarily denying a national narrative or encouraging an urge to undo the past.
This handy guide to the visual arts is designed to provide a comprehensive view of art, moving from the analytic study of specific works to a consideration of broad principles and technical matters. Forty-four carefully selected illustrations afford an excellent sampling of the wide range of experience awaiting the explorer.
The second edition of Learning to Look includes a new chapter on twentieth-century art. Taylor's thoughtful discussion of pure forms and our responses to them gives the reader a few useful starting points for looking at art that does not reproduce nature and for understanding the distance between contemporary figurative art and reality.
Learning to Love offers a range of perspectives on the embodied, relational, affective, and sociopolitical project of “learning to love” at the New Life Center for Holistic Growth, a popular “mind-body-spirit” bookstore and practice space in northeast China, in the early part of the 21st century. This intimate form of self-care exists alongside the fast-moving, growing capitalist society of contemporary China and has emerged as an understandable response to the pressures of Chinese industrialized life in the early 21st century. Opening with an investigation of the complex ways newcomers to the center suffered a sense of being “off,” both in and with the world at multiple scales, Learning to Love then examines how new horizons of possibility are opened as people interact with one another as well as with a range of aesthetic objects at New Life.
Author Sonya Pritzker draws upon the core concepts of scalar intimacy—a participatory, discursive process in which people position themselves in relation to others as well as dominant ideologies, concepts, and ideals—and scalar inquiry—the process through which speakers interrogate these forms, their relationship with them, and their participation in reproducing them. In demonstrating the collaborative interrogation of culture, history, and memory, she examines how these exercises in physical, mental, and spiritual self-care allow participants to grapple with past social harms and forms of injustice, how historical systems of power—including both patriarchal and governance structures—continue in the present, and how they might be transformed in the future. By examining the interactions and relational experiences from New Life, Learning to Love offers a range of novel theoretical interventions into political subjectivity, temporality, and intergenerational trauma/healing.
In Learning to Perform Carol Simpson Stern and Bruce Henderson enliven the dialogue between theory and practice for actors and teachers alike. Beginning with an overview of the study of literary and cultural texts through performance, Stern and Henderson then translate literary and performance theory into concrete classroom experience. Learning to Perform presents a dynamic performance methodology that offers the tools students need to develop and refine performance skills, analyze texts, and think and reflect critically on performed texts. By addressing an expanded sense of text that includes cultural as well as literary artifacts, the authors bridge the gap between oral interpretation and the more inclusive field of performance studies that overarches it.
For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write.
As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms.
Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.
Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques.
This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline.
Hughes traces the transformations of tobacco and its use over time, from its role as a hallucinogen in Native American shamanistic ritual to its use as a prophylactic against the plague and a cure for cancer by early Europeans, and finally to the current view of smoking as a global pandemic. He then analyzes tobacco from the perspective of the individual user, exploring how its consumption relates to issues of identity and life changes. Comparing sociocultural and personal experiences, Hughes ultimately asks what the patterns of tobacco use mean for the clinical treatment of smokers and for public policy on smoking. Pointing the way, then, to a more learned and sophisticated understanding of tobacco use, this study will prove to be essential reading for anyone interested in the history of smoking and the sociology of addiction.
True religious faith cannot be confirmed by any external proofs. Rather, it is founded on a basic act of trust—and the common root of that trust, for Jewish, Christian, and Islamic traditions, is a belief in the divine creation of the universe. But with Learning to Trust in Freedom, David B. Burrell asks the provocative question: How do we reach that belief, and what is it about the universe that could possibly testify to its divine origins? Even St. Augustine, he points out, could only find faith after a harrowing journey through the lures of desire—and it is that very desire that Burrell seizes on as a tool with which to explore the origin and purpose of the world. Delving deep into the intertwinings of desire and faith, and drawing on St. John of the Cross, Edith Stein, and Charles Taylor, Burrell offers a new understanding of free will, trust, and perception.
Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas is a complex, multisided rethinking of the epistemic matrix of Western modernity and coloniality from the position of border epistemology. Colonial and imperial differences are the two key concepts to understanding how the logic of coloniality creates ontological and epistemic exteriorities. Being at once an enactment of decolonial thinking and an attempt to define its main grounds, mechanisms, and concepts, the book shifts the politics of knowledge from “studying the other” (culture, society, economy, politics) toward “the thinking other” (the authors).
An open challenge to Common Core’s drive for uniformity
Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.
Forerunners: Ideas First
Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project – taught within education institutions and through public discourse – in active service of the settler colonial state.
To see whiteness as learned is to recognize that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism.
Who is the learning-disabled child? As theories multiply and research accumulates, this pressing question persists, leaving parents and educators and, particularly, students at a loss. The Learning-Disabled Child does much toward providing an answer. A broad-based account of what is currently known and done about learning disabilities, the book gets at the roots of this perplexing problem—in the law, in the school system, and in the child—and offers a new outlook for its treatment.
Since the 1970s, millions of children have been misclassified by public schools as learning-disabled, while many others with true learning disabilities go unidentified and unhelped, as case material presented here makes poignantly clear. Over the same period, research on the nature of learning disabilities, based on samples of misclassified children, has yielded a cloudy and confusing picture. Drawing on her own background in cognitive, developmental, and abnormal psychology, as well as her research into reading and dyslexia, Sylvia Farnham-Diggory cuts through the confusion surrounding learning disabilities. She describes advanced research and clinical data that elucidate handicaps in reading, writing, spelling, drawing, calculation, remembering, and problem-solving. In addition, she outlines a straightforward assessment procedure that would reduce the misclassification of learning-disabled children and, if adopted by schools and private diagnostic services, would save the nation billions of misspent dollars.
Prescriptive as well as descriptive, The Learning-Disabled Child offers invaluable advice to parents seeking the best methods of diagnostic evaluation, and to teachers in search of the most effective means of helping these children. Far-reaching in its scope and firmly practical in its orientation, the book will prove instrumental in the identification, understanding, and treatment of learning disabilities.
A growing number of archaeologists are applying Geographic Information Science (GIS) technologies to their research problems and questions. Advances in GIS and its use across disciplines allows for collaboration and enables archaeologists to ask ever more sophisticated questions and develop increasingly elaborate models on numerous aspects of past human behavior. Least cost analysis (LCA) is one such avenue of inquiry. While least cost studies are not new to the social sciences in general, LCA is relatively new to archaeology; until now, there has been no systematic exploration of its use within the field.
This edited volume presents a series of case studies illustrating the intersection of archaeology and LCA modeling at the practical, methodological, and theoretical levels. Designed to be a guidebook for archaeologists interested in using LCA in their own research, it presents a wide cross-section of practical examples for both novices and experts. The contributors to the volume showcase the richness and diversity of LCA’s application to archaeological questions, demonstrate that even simple applications can be used to explore sophisticated research questions, and highlight the challenges that come with injecting geospatial technologies into the archaeological research process.
In his third collection of poems Todd Davis advises us that "the only corruption comes / in not loving this life enough." Over the course of this masterful and heartfelt book it becomes clear that Davis not only loves the life he's been given, but also believes that the ravishing desire of this world can offer hope, and even joy, however it might be negotiated.
Drawing upon a range of stories from the Christian, Transcendental, and Asian traditions, as well as from his own deep understanding of the natural world, Davis explores the connection between the visible and invisible worlds, or what Pierre Teilhard de Chardin called "the incandescent surface of matter plunged in God."
A direct poetic descendant of Walt Whitman, Davis invites us to sing "the songs we collect in the hymnals of our flesh- / impromptu, a cappella, our mouths flung open / in a great wide O."
For readers looking for a distillation of McCloskey’s magisterial work, Leave Me Alone and I’ll Make You Rich is what you’ve been waiting for. In this lively volume, McCloskey and the economist and journalist Carden bring together the trilogy’s key ideas and its most provocative arguments. The rise of the west, and now the rest, is the story of the rise of ordinary people to a dignity and liberty inspiring them to have a go. The outcome was an explosion of innovation after 1800, and a rise of real income by an astounding 3,000 percent. The Great Enrichment, well beyond the conventional Industrial Revolution, did not, McCloskey and Carden show, come from the usual suspects, capital accumulation or class struggle. It came from the idea of economic liberty in Holland and the Anglosphere, then Sweden and Japan, then Italy and Israel and China and India, an idea that bids fair in the next few generations to raise up the wretched of the earth. The original shift to liberalism arose from 1517 to 1789 from theological and political revolutions in northwest Europe, upending ancient hierarchies. McCloskey and Carden contend further that liberalism and “innovism” made us better humans as well as richer ones. Not matter but ideas. Not corruption but improvement.
Leave Me Alone and I’ll Make You Rich draws in entertaining fashion on history, economics, literature, philosophy, and popular culture, from growth theory to the Simpsons. It is the perfect introduction for a broad audience to McCloskey’s influential explanation of how we got rich. At a time when confidence in the economic system is under challenge, the book mounts an optimistic and persuasive defense of liberal innovism, and of the modern world it has wrought.
Private Detective James Brampton's Casebook
A welcome link to the chain connecting the early masters of detective fiction.... The collection offers a window into the early days of American detective fiction and the power of deductive thinking."—Sarah Weinman, Los Angeles Times
"This story collection featuring New York City private detective James Brampton will intrigue Sherlock Holmes fans, given the number of eerie parallels between the two characters."—Publishers Weekly
"It is the observation of small things that makes a good detective, for it is often the most trivial circumstance which supplies the first link in the chain." —James Brampton
Twenty years before the Sherlock Holmes mysteries were written, a fictional New York private investigator was celebrated for his ability to solve crimes based on the principles of observation and deductive reasoning that later became Holmes' hallmark. Originally published in 1864 and never before reprinted, Leaves from the Note-Book of a New York Detective features twenty-nine cases of James Brampton, the first American detective hero to appear in fiction. The book opens with a chance meeting between a medical doctor, John Babbington Williams (the actual author of the stories), and detective James Brampton. They become acquaintances, and after Brampton has retired after twenty years of service, he sends his case notebooks to Dr. Williams to be edited and published. The result is a stunning collection of intriguing mysteries, including "The Defrauded Heir," "The Phantom Face," "A Satanic Compact," and "The Walker Street Tragedy." In case after case, using his power of observation, detective Brampton is able prove the innocence of the wrongly accused. Never before reprinted, this first modern edition of this important work now takes its place once more in the development of detective fiction between Edgar Allan Poe and Arthur Conan Doyle, the casebook of the original American detective hero.
In May 1860, Walt Whitman published a third edition of Leaves of Grass. His timing was compelling. Printed during a period of regional, ideological, and political divisions, written by a poet intimately concerned with the idea of a United States as “essentially the greatest poem,” this new edition was Whitman’s last best hope for national salvation. Now available in a facsimile edition, Leaves of Grass, 1860 faithfully reproduces Whitman’s attempt to create a “Great construction of the New Bible” to save the nation on the eve of civil war and, for the first time, frames the book in historical rather than literary terms.
In his third edition, Whitman added 146 new poems to the 32 that comprised the second edition, reorganized the book into a bible of American civic religion that could be cited chapter and verse, and included erotic poetry intended to bind the nation in organic harmony. This 150th anniversary edition includes a facsimile reproduction of the original 1860 volume, a thought-provoking introduction by antebellum historian and Whitman scholar Jason Stacy that situates Whitman in nineteenth-century America, and annotations that provide detailed historical context for Whitman’s poems.
A profoundly rich product of a period when America faced its greatest peril, this third edition finds the poet transforming himself into a prophet of spiritual democracy and the Whitman we celebrate today—boisterous, barbaric, and benevolent. Reprinting it now continues the poet’s goal of proclaiming for “the whole of America for each / individual, without exception . . . uncompromising liberty and equality.”
First settled by Stephen F. Austin's colonists in the early nineteenth century, Colorado County has deep roots in Texas history. Mainly rural and agrarian until late in the twentieth century, Colorado County was a cotton-growing region whose population was about evenly divided between blacks and whites. These life-long neighbors led separate and unequal lives, memories of which still linger today. To preserve those memories, Patsy Cravens began interviewing and photographing the older residents of Colorado County in the 1980s. In this book, she presents photographs and recollections of the last generation, black and white, who grew up in the era of Jim Crow segregation.
The folks in Colorado County have engrossing stories to tell. They recall grinding poverty and rollicking fun in the Great Depression, losing crops and livestock to floods, working for the WPA, romances gone wrong and love gone right, dirty dancing, church and faith, sharecropping, quilting, raising children, racism and bigotry, and even the horrific lynching of two African American teenagers in 1935. The Colorado County residents' stories reveal an amazing resiliency and generosity of spirit, despite the hardships that have filled most of their lives. They also capture a rural way of life that was once common across the South, but is now gone forever.
Leaving a Legacy: Lessons from the Writings of Daniel Drake is a selective collection of excerpts from the vast writings from the nineteenth-century doctor and medical pioneer Daniel Drake. From Drake’s life, documented here in his own words from excerpts of lectures, personal journal entries, presentations, speeches, books, and letters to his children, readers learn about the scope of his accomplishments in medicine, contributions to his community, and dedication to his family. Diller goes beyond biography to contextualize Drake’s life choices and what made him a role model for today’s physicians. Diller selected one hundred and eighty thematically arranged excerpts, which he paired with original reflection questions to guide the reader through thought-provoking prompts. In doing so, Diller presents the lessons from Drake’s remarkable life and work as a guide for others who wish to build an enduring legacy.
Leaving Iberia: Islamic Law and Christian Conquest in North West Africa examines Islamic legal responses to Muslims living under Christian rule in medieval and early modern Iberia and North Africa. The fall of al-Andalus, or reconquista, has long been considered a turning point, when the first substantial Muslim populations fell under permanent Christian rule. Yet a near-exclusive focus on conquered Iberian Muslims has led scholars to overlook a substantial body of legal opinions issued in response to Portuguese and Spanish occupation in Morocco itself, beginning in the early fifteenth century.
By moving beyond Iberia and following Christian conquerors and Muslim emigrants into North Africa, Leaving Iberia links the juristic discourses on conquered Muslims on both sides of the Mediterranean, critiques the perceived exceptionalism of the Iberian Muslim predicament, and adds a significant chapter to the story of Christian-Muslim relations in the medieval Mediterranean. The final portion of the book explains the disparate fates of these medieval legal opinions in colonial Algeria and Mauritania, where jurists granted lasting authority to some opinions and discarded others. Based on research in the Arabic manuscript libraries of five countries, Leaving Iberia offers the first fully annotated translations of the major legal texts under analysis.
Much new paleoenvironmental data, and a great deal of archaeological survey and excavation, permit the fifteen scientists represented here much greater precision in determining the timing of the depopulation, the number of people affected, and the ways in which northern Pueblo peoples coped—and failed to cope—with the rapidly changing environmental and demographic conditions they encountered throughout the 1200s. In addition, some of the scientists in this volume use models to provide insights into the processes behind the patterns they find, helping to narrow the range of plausible explanations.
What emerges from these investigations is a highly pertinent story of conflict and disruption as a result of climate change, environmental degradation, social rigidity, and conflict. Taken as a whole, these contributions recognize this era as having witnessed a competition between differing social and economic organizations, in which selective migration was considerably hastened by severe climatic, environmental, and social upheaval. Moreover, the chapters show that it is at least as true that emigration led to the collapse of the northern Southwest as it is that collapse led to emigration.
Acclaimed by critics as a second F. Scott Fitzgerald, Billy Lee Brammer was once one of the most engaging young novelists in America. “Brammer’s is a new and major talent, big in scope, big in its promise of even better things to come,” wrote A. C. Spectorsky, a former staffer at the New Yorker. When he published his first and only novel, The Gay Place, in 1961, literary luminaries such as David Halberstam, Willie Morris, and Gore Vidal hailed his debut. Morris deemed it “the best novel about American politics in our time.” Halberstam called it “a classic . . . [a] stunning, original, intensely human novel inspired by Lyndon Johnson. . . . It will be read a hundred years from now.” More recently, James Fallows, Gary Fisketjon, and Christopher Lehmann have affirmed The Gay Place’s continuing relevance, with Lehmann asserting that it is “the one truly great modern American political novel.”
Leaving the Gay Place tells a sweeping story of American popular culture and politics through the life and work of a writer who tragically exemplifies the highs and lows of the country at mid-century. Tracy Daugherty follows Brammer from the halls of power in Washington, DC, where he worked for Senate majority leader Johnson, to rock-and-roll venues where he tripped out with Janis Joplin, and ultimately to back alleys of self-indulgence and self-destruction. Constantly driven to experiment with new ways of being and creating—often fueled by psychedelics—Brammer became a cult figure for an America on the cusp of monumental change, as the counterculture percolated through the Eisenhower years and burst out in the sixties. In Daugherty’s masterful recounting, Brammer’s story is a quintessential American story, and Billy Lee is our wayward American son.
On September 12, 2001, Randolph and her husband bought a dilapidated farmhouse on twenty acres outside Lincoln, Nebraska, and set about gutting and rebuilding the house themselves. They had nine months to complete the work. The project, undertaken at a time of national unrest and uncertainty, led Randolph to reflect on the houses of her past and the stages of her life that played out in each, both painful and joyful. As the couple struggles to bring the dilapidated house back to life, Randolph simultaneously traces the contours of a life deeply shaped by the Nebraska plains, where her family has lived for generations, and how those roots helped her find the strength to overcome devastating losses as a young adult. Weaving together strands of departures and arrivals, new houses and deep roots, cycles of change and the cycles of the seasons, Leaving the Pink House is a richly layered and compelling memoir of the meaning of home and family, and how they can never really leave us, even if we leave them.
In her first magical collection of poetry, Jennifer Elise Foerster weaves together a mythic and geographic exploration of a woman’s coming of age in a dislocated time. Leaving Tulsa, a book of road elegies and laments, travels from Oklahoma to the edges of the American continent through landscapes at once stark and lush, ancient and apocalyptic. The imagery that cycles through the poems—fire, shell, highway, wing—gives the collection a rich lyrical-dramatic texture. Each poem builds on a theme of searching for a lost “self”—an “other” America—that crosses biblical, tribal, and ecological mythologies.
In Leaving Tulsa, Foerster is not afraid of the strange or of estrangement. The narrator occupies a space in between and navigates the offbeat experiences of a speaker that is of both Muscogee and European heritage. With bold images and candid language, Foerster challenges the perceptions of what it means to be Native, what it means to be a woman, and what it means to be an American today. Ultimately, these brave and luminous poems engage and shatter the boundaries of time, self, and continent.
Foerster’s journey transcends both geographic space and the confines of the page to live vividly in the mind of the reader.
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