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On the Cusp
The Yale College Class of 1960 and a World on the Verge of Change
Daniel Horowitz
University of Massachusetts Press, 2015
How did the 1950s become "The Sixties"? This is the question at the heart of Daniel Horowitz's On the Cusp. Part personal memoir, part collective biography, and part cultural history, the book illuminates the dynamics of social and political change through the experiences of a small, and admittedly privileged, generational cohort.

A Jewish "townie" from New Haven when he entered Yale College in fall 1956, Horowitz reconstructs the undergraduate career of the class of 1960 and follows its story into the next decade. He begins by looking at curricular and extracurricular life on the all-male campus, then ranges beyond the confines of Yale to larger contexts, including the local drama of urban renewal, the lingering shadow of McCarthyism, and decolonization movements around the world. He ponders the role of the university in protecting the prerogatives of class while fostering social mobility, and examines the growing significance of race and gender in American politics and culture, spurred by a convergence of the personal and the political. Along the way he traces the political evolution of his classmates, left and right, as Cold War imperatives lose force and public attention shifts to the civil rights movement and the war in Vietnam.

Throughout Horowitz draws on a broad range of sources, including personal interviews, writings by classmates, reunion books, issues of the Yale Daily News, and other undergraduate publications, as well as his own letters and college papers. The end product is a work consistent with much of Horowitz's previously published scholarship on postwar America, further exposing the undercurrent of discontent and dissent that ran just beneath the surface of the so-called Cold War consensus.
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Liberating Voices
Writing at the Bryn Mawr Summer School for Women Workers
Karyn L. Hollis
Southern Illinois University Press, 2004

During the 1920s and 1930s at the Bryn Mawr Summer School for Women Workers, working-class women were educated in the liberal arts and instructed in writing to assume more powerful roles in the industrial workplace. In Liberating Voices: Writing at the Bryn Mawr Summer School for Women Workers, Karyn L. Hollis tells the remarkable story of how this multiclass, multiethnic American institution rooted in composition pedagogy, literary history, and leftist thought emerged from the broad social, economic, and ideological trends of the era. The summer school curriculum, Hollis shows, enhanced the individual and collective self-confidence of the 1,800 women who studied there between 1921 and 1938.

Drawing heavily on the women’s writings—including autobiography, poetry, labor drama, humor, and economic reporting—Liberating Voices adds significantly to the small oeuvre of published writing by working-class women, who were, in this case, mostly nontraditional students, immigrants, and minorities. Outlining a materialist pedagogy that centers on the women’s daily economic struggles as well as their family and community experiences, Hollis reveals the tensions that stemmed from differences in race, ethnicity, class, and religion. She also shows how the students exploited cultural scripts and drew strength from their diversity, eventually insisting on a democratic sharing of power with faculty and administrators at the Summer School.

Hollis provides a thorough ethnography of the Summer School with respect to its place in the social and political history of the 1920s and 1930s, and then situates the school’s pedagogy within the history of American education and composition instruction. Concepts from literary criticism and composition theory provide the framework for an analysis of the working women’s autobiographical writing, revealing how the narrative voice of their prose grew from weak and individualized to empowered and collective as the women described their families, childhood, work, unions, and education over time. The volume is complemented by sixteen illustrations.

Additional analysis of the women’s poetry points to their skill as both producers and consumers of literature. The common theme of body versus a powerful machine in the workplace bears witness to the industrial exploitation the women endured. Taking up postmodern questions of agency and voice, Hollis argues that the women used a variety of cultural texts to construct discourses that reflected their needs and desires. Liberating Voices not only provides a previously untold chapter in the history of American worker education, it also showcases a liberating pedagogy that has salient implications for contemporary classrooms.

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The Douglass Century
Transformation of the Women’s College at Rutgers University
Denda, Kayo
Rutgers University Press, 2018
Rutgers University’s Douglass Residential College is the only college for women that is nested within a major public research university in the United States. Although the number of women’s colleges has plummeted from a high of 268 in 1960 to 38 in 2016, Douglass is flourishing as it approaches its centennial in 2018. To explore its rich history, Kayo Denda, Mary Hawkesworth, Fernanda H. Perrone examine the strategic transformation of Douglass over the past century in relation to continuing debates about women’s higher education.

The Douglass Century celebrates the college’s longevity and diversity as distinctive accomplishments, and analyzes the contributions of Douglass administrators, alumnae, and students to its survival, while also investigating multiple challenges that threatened its existence.  This book demonstrates how changing historical circumstances altered the possibilities for women and the content of higher education, comparing the Jazz Age, American the Great Depression, the Second World War, the post-war Civil Rights era, and the resurgence of feminism in the 1970s and 1980s. Concluding in the present day, the authors highlight the college’s ongoing commitment to Mabel Smith Douglass’ founding vision, “to bring about an intellectual quickening, a cultural broadening in connection with specific training so that women may go out into the world fitted…for leadership…in the economic, political, and intellectual life of this nation.” In addition to providing a comprehensive history of the college, the book brings its subjects to life with eighty full-color images from the Special Collections and University Archives, Rutgers University Libraries.  
 
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The Quack's Daughter
A True Story about the Private Life of a Victorian College Girl, Revised Edition
Greta Nettleton
University of Iowa Press, 2014
Raised in the gritty Mississippi River town of Davenport, Iowa, Cora Keck could have walked straight out of a Susan Glaspell story. When Cora was sent to Vassar College in the fall of 1884, she was a typical unmotivated, newly rich party girl. Her improbable educational opportunity at “the first great educational institution for womankind” turned into an enthralling journey of self-discovery as she struggled to meet the high standards in Vassar’s School of Music while trying to shed her reputation as the daughter of a notorious quack and self-made millionaire: Mrs. Dr. Rebecca J. Keck, second only to Lydia Pinkham as America’s most successful self-made female patent medicine entrepreneur of the time.
This lively, stereotype-shattering story might have been lost, had Cora’s great-granddaughter, Greta Nettleton, not decided to go through some old family trunks instead of discarding most of the contents unexamined. Inside she discovered a rich cache of Cora’s college memorabilia—essential complements to her 1885 diary, which Nettleton had already begun to read. The Quack’s Daughter details Cora’s youthful travails and adventures during a time of great social and economic transformation. From her working-class childhood to her gilded youth and her later married life, Cora experienced triumphs and disappointments as a gifted concert pianist that the reader will recognize as tied to the limited opportunities open to women at the turn of the twentieth century, as well as to the dangerous consequences for those who challenged social norms.

Set in an era of surging wealth torn by political controversy over inequality and  women’s rights and widespread panic about domestic terrorists, The Quack’s Daughter is illustrated with over a hundred original images and photographs that illuminate the life of a spirited and charming heroine who ultimately faced a stark life-and-death crisis that would force her to re-examine her doubts about her mother’s medical integrity.
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Whose School Is It?
Women, Children, Memory, and Practice in the City
By Rhoda H. Halperin
University of Texas Press, 2006

Whose School Is It?: Women, Children, Memory, and Practice in the City is a success story with roadblocks, crashes, and detours. Rhoda Halperin uses feminist theorist and activist Gloria Anzaldúa's ideas about borderlands created by colliding cultures to deconstruct the creation and advancement of a public community charter school in a diverse, long-lived urban neighborhood on the Ohio River. Class, race, and gender mix with age, local knowledge, and place authenticity to create a page-turning story of grit, humor, and sheer stubbornness. The school has grown and flourished in the face of daunting market forces, class discrimination, and an increasingly unfavorable national climate for charter schools. Borderlands are tense spaces. The school is a microcosm of the global city.

Many theoretical strands converge in this book—feminist theory, ideas about globalization, class analysis, and accessible narrative writing—to present some new approaches in urban anthropology. The book is multi-voiced and nuanced in ways that provide authenticity and texture to the real circumstances of urban lives. At the same time, identities are threatened as community practices clash with rules and regulations imposed by outsiders.

Since it is based on fifteen years of ethnographic fieldwork in the community and the city, Whose School Is It? brings unique long-term perspectives on continuities and disjunctures in cities. Halperin's work as researcher and advocate also provides insider perspectives that are rare in the literature of urban anthropology.

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Run School Run
Roland Barth
Harvard University Press, 1980

Roland Barth believes that there is a way to create a school which, instead of insisting upon uniformity, builds upon diversity among students, teachers, and teaching styles. Unlike many educational theorists, Barth has had ample opportunity to test his beliefs during his many years as an elementary school principal. Run School Run is the chronicle of his theory in action, a nuts-and-bolts study of one school’s rocky but ultimately quite successful transition toward pluralist education.

For Barth, the case against an elementary education that is uniform in content and method is clear-cut: teacher abilities differ radically, and so do student needs. In the pluralist school, the problem is to find ways to put this variety to good use. Barth shows that the solution is essentially a matter of organization; he sets up a principal’s blueprint that offers teachers more control over curriculum content, teaching materials and methods, and composition of classes, in a way that ensures an educational coherence for each student.

Run School Run is a rich, readable account, a how-to book as well as a personal reminiscence on the initiation and administration of an environment in which teaching and learning are allowed to take on shapes of their own design.

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Perspectives from the Disciplines
Stanford Online High School
Jeffrey Scarborough and Raymond Ravaglia
CSLI
In this companion volume to Bricks and Mortar, Jeffrey Scarborough and Raymond Ravaglia present a series of essays written by senior instructors and division heads at the Stanford Online High School (SOHS). Written from the perspective of the online-learning practitioner, these essays discuss in detail the challenges of teaching particular disciplines, accomplishing particular pedagogical objectives, and fostering the habits of mind characteristic of students who have received deep education in a given discipline. Perspectives from the Disciplines also examines counseling, student services, and student life viewpoints as it discusses how a truly international community has been fostered at SOHS, and how SOHS’s student relationships are in many ways deeper and more intimate than those found in traditional secondary schools.
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Bricks and Mortar
The Making of a Real Education at the Stanford Online High School
Jeffrey Scarborough and Raymond Ravaglia
CSLI, 2014
The rise of online learning is rapidly transforming how and what teachers teach, and even who—or what—teachers are. In the midst of these changes, the characteristics that have historically defined a high-quality education are easily lost. Not only content knowledge, but also ways of thinking and habits of mind are the hallmarks of the well-educated individual, and these latter qualities are not so easily acquired online. Or are they?

This volume shows how a group of online-learning believers built the best high school in the world without laying a single brick: the Stanford Online High School (SOHS). By chronicling SOHS’s distinctive approach to curriculum, gifted education, and school community over SOHS’s first seven years, Bricks and Mortar makes the case that the dynamic use of technology and the best traditional methodologies in education are not, in fact, mutually exclusive. Indeed, while SOHS has redefined what is possible online, a great education is ultimately the product of an interactive community of teachers and students.
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St. John's College
Faith and Education in Western Canada
J.M. Bumsted
University of Manitoba Press, 2006
Winnipeg’s St. John’s College is one of the oldest educational institutions in western Canada. Its roots go back to the Red River Settlement in the 1850s when it first began as a school for the English-speaking children of the employees of the Hudson’s Bay Company. By the 1880s, the college had developed into an Anglican institution providing instruction in the liberal arts and theology, and in the same period it became one of the founding colleges of the University of Manitoba. By the 1920s, it was responsible for producing some of the university’s finest students, including the historian W.L. Morton. For much of its 150-year history, St. John’s was closely connected with Manitoba’s Anglo-Celtic financial and political elite, and it often shared both the strengths and shortcomings of that group. Following the college through its many permutations, J.M. Bumsted provides a fascinating history of the birth and growth of post-secondary education in western Canada.
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The Politics of Puerto Rican University Students
By Arthur Liebman
University of Texas Press, 1970

In the 1960s, when students everywhere were coming alive politically, and when the Latin American student activist in particular became as archetypal of radicalism as the Latin American dictator was of repression, Puerto Rican students remained strangely silent. With the exception of FUPI, a radical student group with only a small following, student political behavior conformed to that of Puerto Rican society in general—center to conservative.

Historically, Puerto Rico has been economically and politically dominated first by Spain and then by the United States. But unlike other colonial dependencies in Latin America, Puerto Rico has never rebelled. Puerto Rican politics centers on the status issue—independence, statehood, or association for the island. But no legendary victories, no heroic defeats offer a battle cry for nationalists, leftists, and independistas. Overwhelming foreign influence in the Church, the schools, the economy, and eventually the mass media deprived the island of any strong indigenous institutions that might foster nationalism. Militancy lies outside the mainstream of Puerto Rican tradition.

Against this historical and cultural backdrop, Arthur Liebman closely examines the social background and political activity of students at the Rio Piedras campus of the University of Puerto Rico. Based on personal interviews with students, faculty, and administrators, as well as on a survey of the student body, his study reveals the strength of political inheritance among university students in Puerto Rico. The student left is small and weak largely because the left of the parents’ generation is small and weak. To date, Puerto Rican students have been the children of their parents and of their society.

Within a university that emphasizes practicality, the nonmilitant majority of the students study education, business, engineering, and medicine, being trained to participate in and to reap the rewards of the status quo. Student leftists, in the minority, generally study history, economics, sociology, and law—fields that open wider perspectives on their society and its problems and offer no immediate guarantee of its benefits. Brighter, less religious, and more dissatisfied with their role as a student, the student leftists stand apart from their cohort at the University of Puerto Rico. Like their adult counterparts, they are an anomaly in an acquisitive, relatively conservative society.

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The Heidelberg Myth
The Nazification and Denazification of a German University
Steven P. Remy
Harvard University Press, 2002

In the first work to examine both nazification and denazification of a major German university, Steven Remy offers a sobering account of the German academic community from 1933 to 1957. Deeply researched in university archives, newly opened denazification records, occupation reports, and contemporary publications, The Heidelberg Myth starkly details how extensively the university's professors were engaged with National Socialism and how effectively they frustrated postwar efforts to ascertain the truth.

Many scholars directly justified or implemented Nazi policies, forming a crucial element in the social consensus supporting Hitler and willingly embracing the Nazis' "German spirit," a concept encompassing aggressive nationalism, anti-Semitism, and the rejection of objectivity in scholarship. In elaborate postwar self-defense narratives, they portrayed themselves as unpolitical and uncorrupted by Nazism. This "Heidelberg myth" provided justification for widespread resistance to denazification and the restoration of compromised scholars to their positions, and set the remarkably long-lasting consensus that German academic culture had remained untainted by Nazi ideology.

The Heidelberg Myth is a valuable contribution to German social, intellectual, and political history, as well as to works on collective memory in societies emerging from dictatorship.

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The Politics of Progressive Education
The Odenwaldschule in Nazi Germany
Dennis Shirley
Harvard University Press, 1992

In March 1933, Nazi storm troopers seized control of the Odenwaldschule, a small German boarding school near Heidelberg. Founded in 1910 by educational reformer Paul Geheeb, the Odenwaldschule was a crown jewel of the progressive education movement, renowned for its emancipatory pedagogical innovations and sweeping curricular reforms. In the tumultuous year that followed that fateful spring, Geheeb moved from an initial effort to accommodate Nazi reforms to an active opposition to the Third Reich’s transformation of the school. Convinced at last that humanistic education was all but impossible under the new regime, he emigrated to Switzerland in March 1934. There he opened a new school, the Ecole d’Humanité, which became a haven for children escaping the horrors of World War II.

In this intimate chronicle of the collision between a progressive educator and fascist ideology during Hitler’s rise to power, Dennis Shirley explores how Nazi school reforms catalyzed Geheeb’s alienation from the regime and galvanized his determination to close the school and leave Germany. Drawing on a wealth of unpublished documents, such as Geheeb’s exhaustive correspondence with government officials and transcripts of combative faculty meetings, Shirley is able to reconstruct in detail the entire drama as it unfolded. Others have examined the intellectual antecedents of Nazism and the regime’s success at developing themes from popular culture for its political purposes; Shirley goes further by analyzing the many ways in which German educators could and did respond to Nazi reforms. In the process he identifies the myriad forces that led individuals to accept or resist the regime’s transformation of education.

The Politics of Progressive Education offers a richly rewarding examination of how education in general, and progressive education in particular, fared in the turbulent political currents of Nazi Germany. It brings to light a remarkable story, hitherto untold, of one individual’s successful attempt to uphold humanistic values in the darkest of circumstances.

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The Dynamics of Learning in Early Modern Italy
Arts and Medicine at the University of Bologna
David A. Lines
Harvard University Press, 2023

A pathbreaking history of early modern education argues that Europe’s oldest university, often seen as a bastion of traditionalism, was in fact a vibrant site of intellectual innovation and cultural exchange.

The University of Bologna was among the premier universities in medieval Europe and an international magnet for students of law. However, a long-standing historiographical tradition holds that Bologna—and Italian university education more broadly—foundered in the early modern period. On this view, Bologna’s curriculum ossified and its prestige crumbled, due at least in part to political and religious pressure from Rome. Meanwhile, new ways of thinking flourished instead in humanist academies, scientific societies, and northern European universities.

David Lines offers a powerful counternarrative. While Bologna did decline as a center for the study of law, he argues, the arts and medicine at the university rose to new heights from 1400 to 1750. Archival records show that the curriculum underwent constant revision to incorporate contemporary research and theories, developed by the likes of René Descartes and Isaac Newton. From the humanities to philosophy, astronomy, mathematics, and medicine, teaching became more systematic and less tied to canonical texts and authors. Theology, meanwhile, achieved increasing prominence across the university. Although this religious turn reflected the priorities and values of the Catholic Reformation, it did not halt the creation of new scientific chairs or the discussion of new theories and discoveries. To the contrary, science and theology formed a new alliance at Bologna.

The University of Bologna remained a lively hub of cultural exchange in the early modern period, animated by connections not only to local colleges, academies, and libraries, but also to scholars, institutions, and ideas throughout Europe.

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Stalin’s School
Moscow’s Model School No. 25, 1931–1937
Larry E. Holmes
University of Pittsburgh Press, 1999
A different kind of history, Stalin’s School brings a unique human dimension to the Soviet Union of the 1930s and a new understanding of Stalinism as a cultural and psychological phenomenon.

From 1931 to 1937, School No. 25 was the most famous and most lavishly appointed school in the Soviet Union—instructing the children of such prominent parents as Joseph Stalin, head of the Communist Party, Viacheslav Molotov, head of the Soviet State, and Paul Robeson, American actor and singer. Relying on published records, materials in eleven archives, accounts left by visiting foreigners—including the prominent American educator George Counts—and thirty six interviews with surviving pupils from the 1930s, Holmes brings the school to life. The school's administrators, teachers, pupils, friends, and foes become companions as well as objects of this study as we walk the schools halls, enter its classrooms, eavesdrop on feuding officials who debate its fate, and learn something of what the school and the period meant for its youth. Photographs of the school's teachers and students, and reproductions of the students' notebooks, drawings, and watercolors add personality to this compelling story.

Holmes uses the experience of School No. 25 as a microcosm and mirror of Stalinism, illuminating the interplay of state and society in decision making, and providing an opportunity to examine Stalinism from ideological, cultural, and psychological perspectives. While placing the school's history in the context of the coercion, corruption and repression of the 1930s, Holmes challenges the prevailing view that state and public spectacle on the one hand, and society and private life, on the other, were contrasting entities. School No. 25 molded these elements into an organic whole. In the intimate setting of Stalin's School, the degree of acceptance of Stalinism transcends historians' customary reference to the fear or privilege a Soviet citizen experienced. In a mutually reinforcing way, forced compliance and voluntary choice moved individual teachers and pupils to accept a structured environment both at school and in society as the means to a powerful, prosperous, and just Soviet Union.
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Landed Internationals
Planning Cultures, the Academy, and the Making of the Modern Middle East
By Burak Erdim
University of Texas Press, 2020

2022 On the Brinck Book Award, University of New Mexico School of Architecture + Planning
Special Mention, First Book Prize, International Planning History Society

Landed Internationals examines the international culture of postwar urban planning through the case of the Middle East Technical University (METU) in Ankara, Turkey. Today the center of Turkey's tech, energy, and defense elites, METU was founded in the 1950s through an effort jointly sponsored by the UN, the University of Pennsylvania, and various governmental agencies of the United States and Turkey. Drawing on the language of the UN and its Technical Assistance Board, Erdim uses the phrase "technical assistance machinery" to encompass the sprawling set of relationships activated by this endeavor.

Erdim studies a series of legitimacy battles among bureaucrats, academics, and other professionals in multiple theaters across the political geography of the Cold War. These different factions shared a common goal: the production of nationhood—albeit nationhood understood and defined in multiple, competing ways. He also examines the role of the American architecture firm Skidmore, Owings, and Merrill; the New York housing policy guru Charles Abrams; the UN and the University of Pennsylvania; and the Turkish architects Altuğ and Behruz Çinici. In the end, METU itself looked like a model postwar nation within the world order, and Erdim concludes by discussing how it became an important force in transnational housing, planning, and preservation in its own right.

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Yenching University and Sino-Western Relations, 1916–1952
Philip West
Harvard University Press, 1976

Yenching University was perhaps the most impressive example of Sino-Western cooperation in the twentieth century. From its founding in 1916 by Western missionaries until the Communist victory, Yenching mirrored the colorful and frustrating efforts of Chinese and Western liberals to find solutions to China's overriding preoccupation with national salvation. In charting the ebb and flow of university life, this definitive work sheds light on the intellectual, social, and diplomatic forces at work in this transitional period in Chinese history.

Philip West's analysis of the Yenching episode is carefully placed within the political context, both domestic and foreign, of the Republican years (1912–1949). But the author sees intercultural history as being more than an extension of politics and diplomacy. The early bond between Chinese and Westerners at Yenching, despite its fame as an educational institution, was a religious one. Rising national consciousness, student radicalization, and China's unending experience of war weakened that religious tie. And yet religious purposes are a part of the Yenching story to the end.

In his handling of intercultural history, West has a keen appreciation for the interplay of political forces and individuals. The demise of Yenching and the breakdown of Sino-Western relations generally are seen in terms of the individual behavior of Yenching personalities, the pressures of Communist ideology, and also Western diplomacy surrounding the Korean War. Throughout this study major attention is given to the pivotal role of that towering personality in Sino-Western relations, John Leighton Stuart, Yenching's longtime president and the last American Ambassador to China prior to the Communist takeover.

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Schools into Fields and Factories
Anarchists, the Guomindang, and the National Labor University in Shanghai, 1927–1932
Ming K. Chan and Arif Dirlik
Duke University Press, 1991
In this collaborative effort by two leading scholars of modern Chinese history, Ming K. Chan and Arif Dirlik investigate how the short-lived National Labor University in Shanghai was both a reflection of the revolutionary concerns of its time and a catalyst for future radical experiments in education. Under the slogan “Turn schools into fields and factories, fields and factories into schools,” the university attempted to bridge the gap between intellectual and manual labor that its founders saw as a central problem of capitalism, and which remains a persistent theme in Chinese revolutionary thinking.
During its five years of existence, Labor University was the most impressive institutional embodiment in twentieth-century China of the labor-learning ideal, which was introduced by anarchists in the first decade of the century and came to be shared by a diverse group of revolutionaries in the 1920s. This detailed study places Labor University within the broad context of anarchist social ideals and educational experiments that inspired it directly, as well as comparable socialist experiments within labor education in Europe that Labor University’s founders used as models. The authors bring to bear the perspectives of institutional and intellectual history on their examination of the structure and operation of the University, presenting new material on its faculty, curriculum, physical plant, and history.
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Peaceful Resistance
Building a Palestinian University Under Occupation
Gabi Baramki
Pluto Press, 2009

This book tells the remarkable story of Birzeit University, Palestine’s oldest university in the Occupied Territories.

Founded against the backdrop of occupation, it is open to all students, irrespective of income. Putting the study of democracy and tolerance at the heart of its curriculum, Birzeit continues to produce idealistic young people who can work to bring about a peaceful future. Gabi Baramki explains how the University has survived against shocking odds, including direct attacks where Israeli soldiers have shot unarmed students. Baramki himself has been dragged from his home at night, beaten and arrested. Yet Birzeit continues to thrive, putting peace at the heart of its teaching, and offering Palestinians the opportunities that only education can bring.

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The American University of Beirut
Arab Nationalism and Liberal Education
By Betty S. Anderson
University of Texas Press, 2011

Since the American University of Beirut opened its doors in 1866, the campus has stood at the intersection of a rapidly changing American educational project for the Middle East and an ongoing student quest for Arab national identity and empowerment. Betty S. Anderson provides a unique and comprehensive analysis of how the school shifted from a missionary institution providing a curriculum in Arabic to one offering an English-language American liberal education extolling freedom of speech and analytical discovery.

Anderson discusses how generations of students demanded that they be considered legitimate voices of authority over their own education; increasingly, these students sought to introduce into their classrooms the real-life political issues raging in the Arab world. The Darwin Affair of 1882, the introduction of coeducation in the 1920s, the Arab nationalist protests of the late 1940s and early 1950s, and the even larger protests of the 1970s all challenged the Americans and Arabs to fashion an educational program relevant to a student body constantly bombarded with political and social change. Anderson reveals that the two groups chose to develop a program that combined American goals for liberal education with an Arab student demand that the educational experience remain relevant to their lives outside the school's walls. As a result, in eras of both cooperation and conflict, the American leaders and the students at the school have made this American institution of the Arab world and of Beirut.

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In the Name of Editorial Freedom
125 Years at the Michigan Daily
Edited by Stephanie Steinberg
University of Michigan Press, 2015
At a time when daily print newspapers across the country are failing, the Michigan Daily continues to thrive. Completely operated by students of the University of Michigan, the paper was founded in 1890 and covers national and international news topics ranging from politics to sports to entertainment. The Daily has been a vital part of the college experience for countless UM students, none more so than those who staffed the paper as editors, writers, and photographers over the years. Many of these Daily alumni are now award-winning journalists who work for the premier news outlets in the world.
 
In the Name of Editorial Freedom, titled after the paper’s longstanding masthead, compiles original essays by some of the best-known Daily alumni about their time on staff. For example Dan Okrent, first public editor of the New York Times, discusses traveling with a cohort of Daily reporters to cover the explosive 1968 Democratic National Convention in Chicago. Rebecca Blumenstein, deputy editor-in-chief of the Wall Street Journal, and author Alan Paul talk about the intensity of the Daily newsroom and the lasting relationships it forged. Adam Schefter of ESPN recalls his awkward first story that nevertheless set him on the path to become the ultimate NFL insider. The essays of this book offer a glimpse, as activist Tom Hayden writes, at the Daily’s impressive role covering historic events and how those stories molded the lives of the students who reported them.

Search and browse the Bentley Historical Library's Michigan Daily Archive
https://digital.bentley.umich.edu/midaily. The free online archive contains stories from 23,000 issues published between 1891 and 2014.
 
"They say a newspaper is a daily miracle. If that’s so, The Michigan Daily is something beyond that, with the whole operation run by a bunch of sleep-deprived 20-year olds. What could go wrong? Here, Daily alums share their mistakes freely, weaving their stories through a half-century of American history with wit and wisdom--much of it hard-earned--but also justifiable pride in their idealism, their dedication, and the seriousness of the work they did while mere undergraduates. For all they've accomplished since their Daily days, you get the feeling they’d trade it all for another year at 420 Maynard--and you understand why."
--John U. Bacon, bestselling author of Three and Out: Rich Rodriguez and the Michigan Wolverines in the Crucible of College Football and Endzone: The Rise, Fall, and Return of Michigan Football
 
“I cannot imagine a better way to celebrate 125 years of student journalism than the essays contained in this wonderful volume. Going back some 55 years, the authors, all of whom are successful in their craft, have fashioned for us a unique window into the lives of students at the University of Michigan. Their stories are powerful and remind us of the magic of this place where students both are challenged and challenge others daily to change the world for the better.”
—Mary Sue Coleman, President Emerita at the University of Michigan
 
“This book provides a truly wonderful collection of essays by alumni of the Michigan Daily, one of the nation’s leading college newspapers, concerning their experiences as students covering some of the most important moments in the history of our university, the nation, and the world. Since many of these Michigan Daily alumni have gone on to important careers in American journalism, their fascinating perspectives provide strong evidence of the educational power of such student extracurricular experiences.”
—James J. Duderstadt, President Emeritus at the University of Michigan
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Musica Duorum
Romano Eustachio
University of Chicago Press, 1975
The Musica duorum of the composer Eustachio Romano, also known as Eustachius de Macionibus, was issued in Rome in 1521. Eustachio, who was a nobleman as well as a composer, dedicated this volume to the future Pope Julius III, offering these small chamber works to refresh the prelate's spirits when he tired of weightier studies. These light, playful duos were collected in the first publication ever devoted entirely to music for instrumental ensemble.
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Ottaviano Petrucci, Motetti de Passione, de Cruce, de Sacramento, de Beata Virgine et huiusmodi B
Venice, 1503
Edited by Warren Drake
University of Chicago Press, 2002
Venetian publisher Ottaviano Petrucci was the first to print music for many voices with movable type. This Petrucci collection of motets from 1503, known as Motetti B, includes music from an impressive array of composers, many among the best known of their day. Motetti B is also the only source for many of its compositions, including several by Josquin des Prez.

As its lengthy title suggests, Motetti B consists of a wide range of devotional motets on the Passion, the Veneration of the Cross, the Eucharist, and the Virgin Mary. Many display a new style with a more harmonic orientation and also have close connections to lauda, devotional songs in Latin and Italian. Indeed, as Warren Drake points out, the subject matter of these motets displays close ties with the widespread devotional trends of the late fifteenth century, and Motetti B might even be considered a musical book of hours. In addition to a general introduction and the motets themselves, this edition includes detailed concordances and critical commentary on the sources and problematic aspects of the works.
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Sacred Music from the Cathedral at Trent
Trent, Museo Provinciale d'Arte, Codex 1375 (olim 88)
Edited by Rebecca L. Gerber
University of Chicago Press, 2007

Often called the musical equivalent of the Dead Sea Scrolls, the Trent codices have dramatically broadened our understanding of Renaissance music. Much has been written about this collection of fifteenth-century music manuscripts, most of which were discovered in the Cathedral at Trent, but none of the seven codices--generally called Trent 87 through Trent 93--has ever been published in its entirety. Thus Rebecca Gerber’s edition of Trent 88, which took more than a decade to prepare, will be the first to appear. As such, this volume is a landmark in the publication of early music. 

Trent 88 comprises an extensive anthology of 145 compositions tailored to the ceremonial and daily religious services of the period. The international scope of the collection is both impressive and significant: early English, French, German, and Spanish mass cycles appear alongside simple hymns and Magnificats. Music by renowned composers—including Guillaume Du Fay, Johannes Ockeghem, Johannes Cornago, and John Bedingham—is joined here by an even larger repertory of anonymous compositions with great aesthetic and historical value. Edited to accommodate both scholars and performers, and augmented with Gerber’s expert introduction, this volume will significantly deepen existing knowledge of a crucial period in the history of music.

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Masses for the Sistine Chapel
Vatican City, Biblioteca Aposotlica Vaticana, Cappella Sistina, MS 14
Edited and with an Introduction by Richard Sherr
University of Chicago Press, 2010

Donated in the late fifteenth century to the papal choir, the musical manuscript Cappella Sistina14 reflects a new style of mass composition used by some of the era’s most noted composers. Masses for the Sistine Chapel makes the complete contents of the Cappella Sistina14—held in the Vatican Library—available for the first time.

Featuring fifteen masses and four mass fragments, this volume includes works by such composers as Guillaume Du Fay, Johannes Ockeghem, and Antoine Busnoys. In a comprehensive introduction and critical commentary on each work, Richard Sherr places the choirbook in its historical context, describing its physical makeup as well as the repertory. Sherr’s critical edition of this celebrated manuscript finally provides the insight necessary to inform future performances and recordings of its influential contents.

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The Motet Books of Andrea Antico
Edited by Martin Picker
University of Chicago Press, 1987
This volume is the latest in a distinguished series of Renaissance editions, Monuments of Renaissance Music, which was founded by Edward E. Lowinsky and is now edited by Howard Mayer Brown. Four of the seven volumes published in the series to date have received the Otto Kinkeldey Award of the American Musicological Society.

Andrea Antico was one of the earliest and most important music publishers. Starting in Rome in 1510 and continuing in Venice, Antico produced elegant books of polyphonic music, cut with incredible skill on wood blocks. The repertory he published is central to understanding sixteenth-century music. It includes, for example, many pieces sung regularly in the Sistine Chapel. Since the best-represented composer in Antico's volumes if Jean Mouton, chapel master to the French king, these motet books provide insights into the character of music both at the Vatican and at the French court at the height of the Renaissance.

Martin Picker provides an exemplary edition of the four volumes of motets published by Antico in the early 1520s. His edition includes, in modern notation, all of the contents of these volumes not previously published in the Medici Codex (Monuments of Renaissance Music, Volumes III-V). Picker prefaces his edition with a history of Antico's publishing career and a discussion of each piece and its sources. The list of concordant sources and the discussions of important variants will be of enormous value to Renaissance scholars.
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A New-World Collection of Polyphony for Holy Week and the Salve Service
Guatemala City, Cathedral Archive, Music MS 4
Edited by Robert J. Snow
University of Chicago Press, 1996
Following the conquest of Mexico by Cortés and much of Central America by Alvarado, cathedral churches were established throughout the region, all with European-style polyphonic choirs. Among the most important of these early centers of Spanish culture was the cathedral of Guatemala City, where polyphony was already in use in the 1540s.

Shortly after 1600, the organist and choir director of the cathedral collected, organized, and copied into choirbooks all of the then-extant music used by the choir. The manuscript presented here in modern edition, one of at least five choirbooks prepared at the time, contains a number of otherwise unknown works by such major Old World composers as Francisco Guerrero and Cristóbal de Morales. Significant works by Hernando Franco and Pedro Bermúdez, choirmasters of the Guatemala City Cathedral, are also included. The manuscript presents a unified repertory for Holy Week and for the Salve services in Lent, including four settings of the Passion, for which the Spanish were famous throughout Christendom. Some of the works predate the sixteenth-century reform of the Roman Breviary and Missal, among them the original versions of several Vespers hymns and Magnificat settings by Guerrero that are otherwise known only in later versions found in Spanish sources. An extensive historical introduction by Robert J. Snow discusses the formation of the cathedral's musical repertory and illuminates both Old and New World practices of sixteenth-century Spanish liturgical music.
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I masnadieri
Melodramma tragico in Four Parts by Andrea Maffei
Giuseppe Verdi Edited by Roberta Montemorra Marvin
University of Chicago Press, 2000
Composed between October 1846 and the spring of 1847, I masnadieri features a libretto based on Schiller's play Die Raüber (The Robbers). The opera premiered in July 1847 at Her Majesty's Theatre, London, with Jenny Lind as the prima donna. Verdi himself supervised the rehearsals for the premiere, and the original performing parts, which contain annotations made by the players under Verdi's direction and changes made by the composer during the rehearsals, have been preserved at the archives of the Royal Opera House.

The critical edition is the first publication of I masnadieri in full score. Based on the composer's autograph and on important secondary sources such as the performing parts mentioned above, this edition provides scholars and performers alike with unequaled means for interpretation and study of one of Verdi's less well known works. The detailed critical commentary discusses problems and ambiguities in the sources, while a wide-ranging introduction to the score traces the opera's genesis, sources, and performance history and practices.
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Luisa Miller
Melodramma tragico in Three Acts by Salvadore Cammarano
Giuseppe Verdi
University of Chicago Press, 1992

Luisa Miller, a milestone in the maturation of Verdi's style, is the fifth work to be published in The Works of Giuseppe Verdi. Following the strict requirements of the series, this edition is based on Verdi's autograph and other authentic sources, and has been reviewed by a distinguished editorial board—Philip Gossett (general editor), Julian Budden, Martin Chusid, Francesco Degrada, Ursula Günter, Giorgio Pestelli, and Pierluigi Petrobelli. It is available as a two-volume set: a full orchestral score and a critical commentary. The newly set score is printed on acid-free paper and beautifully bound in an oversized format. The introduction to the score discusses the work's genesis, sources, and performance history as well as performance practice, instrumentation, and problems of notation. The critical commentary discusses editorial decisions and identifies the sources of alternate readings of the music and libretto.

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Stiffelio
Libretto (in three acts) by Francesco Maria Piave
Giuseppe Verdi
University of Chicago Press, 2003
The performance history of Stiffelio as Verdi envisioned it began only in 1993. Composed with Rigoletto, and sharing many of its characteristics, Stiffelio suffered from the censors' strictures. From its premiere in 1850, its text was diluted to appease the authorities, making a mockery of the action and Verdi's carefully calibrated music. The story of Stiffelio, a protestant minister who eventually divorces his adulterous wife but forgives her from the pulpit in the final scene, shocked conservative Italian religious and political powers. The libretto was rewritten for subsequent revivals, and even some music was dropped. In 1856 the composer angrily withdrew Stiffelio from circulation, reusing parts of the score for his Aroldo. The rest was later presumed lost.

Not until 1992 was it revealed that Verdi's heirs possessed not only most of the canceled score, but also sixty pages of sketches for Stiffelio. These were used for the preliminary score of the critical edition, premiered in 1993 at New York's Metropolitan Opera. It was the first time Stiffelio was performed as Verdi wrote it. It has been enthusiastically received around the world.

With the publication of the critical edition, the first in full orchestral score, Stiffelio should take its rightful place in the Verdi canon.
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Rigoletto
Melodramma in Three Acts by Francesco Maria Piave
Giuseppe Verdi
University of Chicago Press, 1983
The University of Chicago Press, in collaboration with Casa Ricordi of Milan, has undertaken to publish the first critical edition of the complete works of Giuseppe Verdi. The Works of Giuseppe Verdi, the only edition based exclusively on original sources and the only one to present authentic versions of all the composer's works, will include each of Verdi's twenty-eight operas (all versions), his sacred music, songs, chamber music, and juvenilia. The series begins with the definitive version of Rigoletto.

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Il trovatore
Dramma in Four Parts by Salvadore Cammarano
Giuseppe Verdi
University of Chicago Press, 1993
Il trovatore, the middle opera of Verdi's famous "trilogy" of the 1850s (with Rigoletto and La traviata), is the sixth work to be published in The Works of Giuseppe Verdi. Based on Verdi's autograph score and an examination of important secondary sources including contemporary manuscript copies and performing parts, the edition identifies and resolves numerous ambiguities of harmony, melodic detail, text, and phrasing that have marred previous scores. Scholars and performers alike will find a wealth of information in the critical apparatus to inform their research and interpretations.

The lengthy introduction to the score discusses the work's genesis, sources, and performance history as well as issues of instrumental and vocal performance practice, production and staging, and problems of notation. As an added feature of the introduction is an original study by Carlos Matteo Mossa of the creation of the libretto, based on the original draft and numerous other autograph documents.
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Un giorno di regno
Melodramma giocoso in Two Acts by Felice Romani
Giuseppe Verdi
University of Chicago Press, 2021
Un giorno di regno, which premiered at Milan’s Teatro alla Scala in September 1840, is Verdi’s second opera and one of only two comedies (with Falstaff) ever written by the composer. Rooted in Felice Romani’s libretto Il finto Stanislao, Un giorno di regno experienced a tumultuous history: the opera’s first performance was poorly received, a result that has been often attributed to a personal tragedy—the sudden death of his first wife—that befell Verdi during the work’s composition. Research for this edition, however, reveals that Verdi worked on it with the utmost care. In recent times, new audiences have embraced revivals of Un giorno di regno, and the opera is now celebrated as a fine expression of Verdi’s robust style, offering enticing glimpses into the world of comedy at mid-century.

This critical edition, based on Verdi’s autograph manuscript, offers the first publication of the opera in full score. Editor Francesco Izzo contextualizes Un giorno di regno in his introductory discussion of the work’s origins, sources, and performances. In addition, appendices provide alternative musical readings and reconstruct lost versions of segments of the musical numbers, while the critical commentary explores editorial problems and answers.
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Nabucodonosor
Dramma lirico in Four Parts by Temistocle Solera
Giuseppe Verdi
University of Chicago Press, 1988
Nabucodonosor, one of the early Verdi operas, is the third work to be published in The Works of Giuseppe Verdi. Following the strict requirements of the series, the edition is based on Verdi's autograph and other authentic sources, and has been reviewed by a distinguished editorial board—Philip Gossett, Julian Budden, Martin Chusid, Francesco Degrada, Ursula Günther, Giorgio Pestelli, and Pierluigi Petrobelli. Nabucodonosor is available as a two-volume set: a full orchestral score and a critical commentary. The score, which has been beautifully bound and autographed, is printed on high-grade paper in an oversized, 10-1/2 x 14-1/2-inch format. The introduction to the score discusses the work's genesis, sources, and performance history as well as performance practices, instrumentation, and problems of notation. The critical commentary, printed in a smaller format, discusses editorial decisions and identifies the sources of alternate readings of the music and libretto.
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Ernani
Dramma lirico in Four Acts by Francesco Maria Piave
Giuseppe Verdi
University of Chicago Press, 1985

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Giovanna d'Arco
Dramma lirico in Four Acts by Temistocle Solera
Giuseppe Verdi
University of Chicago Press, 2009
Giovanna d’Arco (Joan of Arc), Verdi’s seventh opera, premiered at La Scala in 1845 to great public success despite sub-par production standards, and modern performances have swept away both audiences and critical reservations when the work is executed with faithfulness to his score. At the heart of this large-scale opera, with its prominent choruses, is the difficult and beautiful part of Joan—simultaneously ethereal soprano and dynamic warrior. The libretto by Temistocle Solera, based in part on Schiller’s play Die Jungfrau von Orleans, omits Joan’s trial for heresy and burning at the stake, ending instead with an offstage battle in which she is mortally wounded leading the French to victory against the English.

This critical edition of Giovanna d’Arco, the first publication in full score, is based on the composer’s autograph score preserved in the archives of Verdi’s publisher, Casa Ricordi. It restores the opera’s original text, which had been heavily censored, and accurately reflects Verdi’s colorful and elaborate musical setting. Editor Alberto Rizzuti’s introduction discusses the opera’s origins, sources, and performance questions, while the critical commentary details editorial problems and solutions.
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Messa da Requiem for the Anniversary of the Death of Manzoni, 22 May 1874
Giuseppe Verdi Edited by David Rosen
University of Chicago Press, 1990
Messa da Requiem is the fourth work to be published in The Works of Giuseppe Verdi. Following the strict requirements of the series, this edition is based on Verdi's autograph and other authentic sources, and has been reviewed by a distinguished editorial board—Philip Gossett (general editor), Julian Budden, Martin Chusid, Francesco Degrada, Ursula Günther, Giorgio Pestelli, and Pierluigi Petrobelli. It is available as a two-volume set: a full orchestral score and a critical commentary. The appendixes include two pieces from the compositional history of the Requiem: an early version of the Libera me, composed in 1869 as part of a collaborative work planned as a memorial to Rossini; and the Liber scriptus, which in the original score of the Manzoni memorial Requiem was composed as a fugue in G minor. The score, which has been beautifully bound and autographed, is printed on high-grade paper in an oversized format. The introduction to the score discusses the work's genesis, instrumentation, and problems of notation. The critical commentary, printed in a smaller format, discusses the editorial decisions and traces the complex compositional history of the Requiem.
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Hymns / Inni
Giuseppe Verdi
University of Chicago Press, 2007

This newest volume in The Works of Giuseppe Verdi series comprises his only two surviving secular choral works: Inno popolare, or Hymn of the People, for unaccompanied male chorus, and Inno delle nazioni, or Hymn of the Nations, for tenor solo, chorus, and orchestra.

Verdi wrote the brief Inno popolare in 1848 at the behest of the Italian philosopher and patriot Giuseppe Mazzini, intending that it become an anthem for Italy at a time when the country had just driven away its Austrian overlords. He wrote no more independent patriotic pieces until he was asked in 1861 to represent his country with a patriotic composition at a musical jubilee during London’s International Exhibition of 1862. The resulting piece was Inno delle nazioni, the critical edition of which is based on Verdi’s autograph score, preserved at the British Library.  Other important sources include the composer's musical sketches, recently discovered in the Verdi family villa, and the performing parts Toscanini used for a BBC broadcast in 1943.

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La traviata
Melodramma in Three Acts, Libretto by Francesco Maria Piave
Giuseppe Verdi
University of Chicago Press, 1997
Now one of Verdi's most beloved works, La traviata was initially far from a success. Verdi declared its 1853 premiere a "fiasco," and later reworked parts of five pieces in the first two acts, retaining the original setting for the rest. The first performance of the new version in 1854 was a tremendous success, and the opera was quickly taken up by theaters around the world.

This critical edition presents the 1854 version as the main score, and also makes available for the first time in full score the original 1853 settings of the revised pieces. For this edition Fabrizio della Seta used not only the composer's autograph and many secondary sources, but also Verdi's previously unknown sketches. These sketches helped corroborate the original readings and illuminate the work's compositional stages. The editor's wide-ranging introduction traces the opera's genesis, sources, performance history and practices, and a detailed critical commentary discusses source problems and ambiguities.
 
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Keyboard Music from the Andreas Bach Book and the Möller Manuscript
Robert Hill
Harvard University Press, 1991

This anthology of 55 keyboard works provides an instructive picture of the music of the young J. S. Bach within the context of a spectrum of works by his elder contemporaries.

The Andreas Bach Book and the so-called Möller Manuscript, the most important sources for the young Bach’s keyboard music, were compiled in the early eighteenth century by Bach’s eldest brother and only keyboard teacher, Johann Christoph Bach of Ohrdruf, himself a pupil of Johann Pachelbel. The significance of the two manuscripts lies not only in their close connection to J. S. Bach (as evidenced by Bach autographs in both books), but equally in the fact that they contain some of the most outstanding keyboard music by Bach’s North German colleagues: Georg Böhm, Dietrich Buxtehude, and Johann Adam Reincken. While some of these compositions have been published in modern editions, others have been entirely overlooked.

This anthology presents keyboard works by the young J. S. Bach which are either little known or are earlier versions of better known works (for example, the Passacaglia in C Minor, BWV 582). Also included are all the unpublished keyboard works in the two manuscripts, as well as works by lesser known composers for which modern editions are not easily accessible. Rounding out the picture are works by well-known contemporaries for which the transmission in the young Bach’s circle proves particularly significant.

Intended for both player and scholar, this edition offers the texts of the two manuscripts in an easy to read layout that emphasizes the clarity of the counterpoint. Of particular interest to organists is the presentation of the organ works in the appropriate notion of the time, on two staves with the pedal voice integrated in the bass staff.

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Listen but Don't Ask Question
Hawaiian Slack Key Guitar across the TransPacific
Kevin Fellezs
Duke University Press, 2019
Performed on an acoustic steel-string guitar with open tunings and a finger-picking technique, Hawaiian slack key guitar music emerged in the mid-nineteenth century. Though performed on a non-Hawaiian instrument, it is widely considered to be an authentic Hawaiian tradition grounded in Hawaiian aesthetics and cultural values. In Listen But Don’t Ask Question Kevin Fellezs listens to Kanaka Maoli (Native Hawaiian) and non-Hawaiian slack key guitarists in Hawai‘i, California, and Japan, attentive to the ways in which notions of Kanaka Maoli belonging and authenticity are negotiated and articulated in all three locations. In Hawai‘i, slack key guitar functions as a sign of Kanaka Maoli cultural renewal, resilience, and resistance in the face of appropriation and occupation, while in Japan it nurtures a merged Japanese-Hawaiian artistic and cultural sensibility. For diasporic Hawaiians in California, it provides a way to claim Hawaiian identity. By demonstrating how slack key guitar is a site for the articulation of Hawaiian values, Fellezs illuminates how slack key guitarists are reconfiguring notions of Hawaiian belonging, aesthetics, and politics throughout the transPacific. 
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