In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA).

Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty.

Traditionally, deaf education has been treated as the domain of special educators who strive to overcome the difficulties associated with hearing loss. Recently, the sociocultural view of deafness has prompted research and academic study of Deaf culture, sign language linguistics, and bilingual education. Linda Komesaroff exposes the power of the entrenched dominant groups and their influence on the politics of educational policy and practice in Disabling Pedagogy: Power, Politics, and Deaf Education.

Komesaroff suggests a reconstruction of deaf education based on educational and social theory. First, she establishes a deep and situated account of deaf education in Australia through interviews with teachers, Deaf leaders, parents, and other stakeholders. Komesaroff then documents a shift to bilingual education by one school community as part of her ethnographic study of language practices in deaf education. She also reports on the experiences of deaf students in teacher education. Her study provides an analytical account of legal cases and discrimination suits brought by deaf parents for lack of access to native sign language in the classroom. Komesaroff confronts the issue of cochlear implantation, locating it within the broader context of gene technology and bioethics, and advocates linguistic rights and self-determination for deaf people on the international level. Disabling Pedagogy concludes with a realistic assessment of the political challenge and the potential of the “Deaf Resurgence” movement to enfranchise deaf people in the politics of their own education.

How was academic feminism formed by the very institutions it originally set out to transform? This is the question Ellen Messer-Davidow seeks to answer in Disciplining Feminism. Launched thirty years ago as a bold venture to cut across disciplines and bridge the gap between scholarly knowledge and social activism, feminism in the academy, the author argues, is now entrenched in its institutional structures and separated from national political struggle.
Working within a firm theoretical framework and drawing on years of both personal involvement and fieldwork in and outside of academe, Messer-Davidow traces the metamorphosis of a once insurgent project in three steps. After illustrating how early feminists meshed their activism with institutional processes to gain footholds on campuses and in disciplinary associations, she turns to the relay between institutionalization and intellectualization, examining the way feminist studies coalesced into an academic field beginning in the mid-1970s. Without denying the successes of this feminist passage into the established system of higher learning, Messer-Davidow nonetheless insists that the process of institutionalization itself necessarily alters all new entrants—no matter how radical. Her final chapters look to the future of feminism in an increasingly conservative environment and to the possibilities for social change in general.
Disciplining Feminism’s interdisciplinary scope and cross-sector analysis will attract a broad range of readers interested in women’s studies, American higher education, and the dynamics of social transformation.

Postmodernism's central moves include questioning hierarchy, valuing paratactic associations, and rejecting grand narratives, and the work of a Writing Program Administrator, most days, includes those moves as well. The argument of this collection is that the cultural and intellectual legacies of postmodernism impinge, significantly and daily, on the practice of the Writing Program Administrator. WPAs work in spaces where they must assume responsibility for a multifaceted program, a diverse curriculum, instructors with varying pedagogies and technological expertise—and where they must position their program in relation to a university with its own conflicted mission, and a state with its unpredictable views of accountability and assessment.

The collection further argues that postmodernism offers a useful lens through which to understand the work of WPAs and to examine the discordant cultural and institutional issues that shape their work. Each chapter tackles a problem local to its author's writing program or experience as a WPA, and each responds to existing discord in creative ways that move toward rebuilding and redirection.

It is a given that accepting the role of WPA will land you squarely in the bind between modernism and postmodernism: while composition studies as a field arguably still reflects a modernist ethos, the WPA must grapple daily with postmodern habits of thought and ways of being. The effort to live in this role may or may not mean that a WPA will adopt a postmodern stance; it does mean, however, that being a WPA requires dealing with the postmodern.

In this smart and incisive work, Karen J. Head describes her experience teaching a Massive Open Online Course (MOOC) and the attendant pressure on professors, especially those in the humanities, to embrace new technologies in the STEM era. And yet, as she argues, MOOCs are just the latest example of the near-religious faith that some universities have in the promise of technological advances. As a teacher of rhetoric, Head is well versed at sniffing out the sophistry embedded in the tech jargon increasingly rife in the academy. Disrupt This! is a broader-based critique of the promises of technological “disruption” and the impact of Silicon Valley thinking on an unsuspecting, ill-prepared, and often gullible university community grasping for relevance, while remaining in thrall to the technologists.

In Divergent Paths to College, Megan M. Holland examines how high schools structure different pathways that lead students to very different college destinations based on race and class. She finds that racial and class inequalities are reproduced through unequal access to key sources of information, even among students in the same school and even in schools with well-established college-going cultures. As the college application process becomes increasingly complex and high-stakes, social capital, or relationships with people who can provide information as well as support and guidance, becomes much more critical. Although much has been written about the college-bound experience, we know less about the role that social capital plays, and specifically how high schools can serve as organizational brokers of social ties. The relationships that high schools cultivate between students and higher education institutions by inviting college admissions officers into their schools to market to students, is a particularly critical, yet unexplored source of college information.

Diversity, despite what we say, disturbs us. In the U.S., we debate linguistic rights, the need for an official language, and educational policies for language minority students. On the one hand, we believe in the rights of individuals, including (at least in the academy) the right to one’s own language. On the other hand, we sponsor a single common language, monolingual and standard, for full participation and communication in both the academy and in U.S. society.

In Diverse by Design, Christopher Schroeder reports on an institutional case study conducted at an officially designated Hispanic-Serving Institution. He gives particular attention to a cohort of Latino students in a special admissions program, to document their experience of a program designed to help students surmount the “obstacle” that ethnolinguistic diversity is perceived to be.

Ultimately, Schroeder argues for reframing multilingualism and multiculturalism, not as obstacles, but as intellectual resources to exploit. While diversity might disturb us, we can overcome its challenges by a more expansive sense of social identity. In an increasingly globalized society, literacy ideologies are ever more critical to educational equity, and to human lives.

We’ve heard plenty from politicians and experts on affirmative action and higher education, about how universities should intervene—if at all—to ensure a diverse but deserving student population. But what about those for whom these issues matter the most? In this book, Natasha K. Warikoo deeply explores how students themselves think about merit and race at a uniquely pivotal moment: after they have just won the most competitive game of their lives and gained admittance to one of the world’s top universities.
           
What Warikoo uncovers—talking with both white students and students of color at Harvard, Brown, and Oxford—is absolutely illuminating; and some of it is positively shocking. As she shows, many elite white students understand the value of diversity abstractly, but they ignore the real problems that racial inequality causes and that diversity programs are meant to solve. They stand in fear of being labeled a racist, but they are quick to call foul should a diversity program appear at all to hamper their own chances for advancement. The most troubling result of this ambivalence is what she calls the “diversity bargain,” in which white students reluctantly agree with affirmative action as long as it benefits them by providing a diverse learning environment—racial diversity, in this way, is a commodity, a selling point on a brochure. And as Warikoo shows, universities play a big part in creating these situations. The way they talk about race on campus and the kinds of diversity programs they offer have a huge impact on student attitudes, shaping them either toward ambivalence or, in better cases, toward more productive and considerate understandings of racial difference.
           
Ultimately, this book demonstrates just how slippery the notions of race, merit, and privilege can be. In doing so, it asks important questions not just about college admissions but what the elite students who have succeeded at it—who will be the world’s future leaders—will do with the social inequalities of the wider world.  
 

College campuses provide ideal natural settings for studying diversity: they allow us to see what happens when students of all different backgrounds sit side by side in classrooms, live together in residence halls, and interact in one social space. By opening a window onto the experiences and evolving identities of individuals in these exceptionally diverse environments, we can gain a better understanding of the possibilities and challenges we face as a multicultural nation. The Diversity Challenge—the largest and most comprehensive study to date on college campus diversity—synthesizes over five years' worth of research by an interdisciplinary team of experts to explore how a highly diverse environment and policies that promote cultural diversity affect social relations, identity formation, and a variety of racial and political attitudes. The result is a fascinating case study of the ways in which individuals grow and groups interact in a world where ethnic and racial difference is the norm. The authors of The Diversity Challenge followed 2,000 UCLA students for five years in order to see how diversity affects identities, attitudes, and group conflicts over time. They found that racial prejudice generally decreased with exposure to the ethnically diverse college environment. Students who were randomly assigned to roommates of a different ethnicity developed more favorable attitudes toward students of different backgrounds, and the same associations held for friendship and dating patterns. By contrast, students who interacted mainly with others of similar backgrounds were more likely to exhibit bias toward others and perceive discrimination against their group. Likewise, the authors found that involvement in ethnically segregated student organizations sharpened perceptions of discrimination and aggravated conflict between groups. The Diversity Challenge also reports compelling new evidence that a strong ethnic identity can coexist with a larger community identity: students from all ethnic groups were equally likely to identify themselves as a part of the broader UCLA community. Overall, the authors note that on many measures, the racial and political attitudes of the students were remarkably consistent throughout the five year study. But the transformations that did take place provide us with a wealth of information on how diversity affects individuals, groups, and the cohesion of a community. Theoretically informed and empirically grounded, The Diversity Challenge is an illuminating and provocative portrait of one of the most diverse college campuses in the nation. The story of multicultural UCLA has significant and far-reaching implications for our nation, as we face similar challenges—and opportunities—on a much larger scale.

The U-M Council for Disability Concerns, established by then-UM President Harold Shapiro in 1983, has never had an official institutional history.  In this Maize Book, the authors present perspectives on the Council from its inception to date. Rather than merely listing dates and facts, the work focuses on selected representative dynamic individuals who provide vibrant descriptions of different aspects of the Council. The intent of including these personal narratives is to portray the inspirational culture and atmosphere that have imbued and grown the Council throughout its existence. 

The Council has changed and enlarged its membership from its origins as a small, low-key group consisting primarily of faculty and staff engaged in the disability arena, to an organization that encompasses a diverse, cross-campus and local community membership, with an extensive mailing list, as well. The achievements of the Council over the years and the goals that it envisions for the future, we hope, will serve as a template for other institutions.
 

Autobiography of jazz elder statesman Frank “Doc” Adams, highlighting his role in Birmingham, Alabama’s, historic jazz scene and tracing his personal adventure that parallels, in many ways, the story and spirit of jazz itself.

Doc tells the story of an accomplished jazz master, from his musical apprenticeship under John T. “Fess” Whatley and his time touring with Sun Ra and Duke Ellington to his own inspiring work as an educator and bandleader.

Central to this narrative is the often-overlooked story of Birmingham’s unique jazz tradition and community. From the very beginnings of jazz, Birmingham was home to an active network of jazz practitioners and a remarkable system of jazz apprenticeship rooted in the city’s segregated schools. Birmingham musicians spread across the country to populate the sidelines of the nation’s bestknown bands. Local musicians, like Erskine Hawkins and members of his celebrated orchestra, returned home heroes. Frank “Doc” Adams explores, through first-hand experience, the history of this community, introducing readers to a large and colorful cast of characters—including “Fess” Whatley, the legendary “maker of musicians” who trained legions of Birmingham players and made a significant mark on the larger history of jazz. Adams’s interactions with the young Sun Ra, meanwhile, reveal life-changing lessons from one of American music’s most innovative personalities.

Along the way, Adams reflects on his notable family, including his father, Oscar, editor of the Birmingham Reporter and an outspoken civic leader in the African American community, and Adams’s brother, Oscar Jr., who would become Alabama’s first black supreme court justice. Adams’s story offers a valuable window into the world of Birmingham’s black middle class in the days before the civil rights movement and integration. Throughout, Adams demonstrates the ways in which jazz professionalism became a source of pride within this community, and he offers his thoughts on the continued relevance of jazz education in the twenty-first century.

In recent years the popularity of service learning and study abroad programs that bring students to the global South has soared, thanks to this generation of college students' desire to make a positive difference in the world. This collection contains essays by undergraduates who recount their experiences in Togo working on projects that established health insurance at a local clinic, built a cyber café, created a microlending program for teens, and started a local writers' group. The essays show students putting their optimism to work while learning that paying attention to local knowledge can make all the difference in a project's success. Students also conducted research on global health topics by examining the complex relationships between traditional healing practices and biomedicine. Charles Piot's introduction contextualizes student-initiated development within the history of development work in West Africa since 1960, while his epilogue provides an update on the projects, compiles an inventory of best practices, and describes the type of projects that are likely to succeed. Doing Development in West Africa provides a relatable and intimate look into the range of challenges, successes, and failures that come with studying abroad in the global South.

Using case studies from universities throughout the nation, Doing Diversity in Higher Education examines the role faculty play in improving diversity on their campuses. The power of professors to enhance diversity has long been underestimated, their initiatives often hidden from view. Winnifred Brown-Glaude and her contributors uncover major themes and offer faculty and administrators a blueprint for conquering issues facing campuses across the country. Topics include how to dismantle hostile microclimates, sustain and enhance accomplishments, deal with incomplete institutionalization, and collaborate with administrators. The contributors' essays portray working on behalf of diversity as a genuine intellectual project rather than a faculty "service."

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

Doing Honest Work in College stands on three principles: do the work you say you do, give others credit, and present your research fairly. These are straightforward concepts, but the abundance of questionable online sources and temptation of a quick copy-paste can cause confusion as to what’s considered citing and what’s considered cheating. This guide starts out by clearly defining plagiarism and other forms of academic dishonesty and then gives students the tools they need to avoid those pitfalls. This edition addresses the acceptable use of mobile devices on tests, the proper approach to sources such as podcasts or social media posts, and the limitations of citation management software.

For two hundred years Oxford and Cambridge Universities were home to some of Britain's greatest teachers and intellects, each forming the minds of the passing generations of students and influencing the thinking and practice of university learning throughout the country and the world.

In this entertaining, informative book, Noel Annan is at his incisive best. Displaying his customary mastery of his subject, he describes the great dons in all their glory and eccentricities: who they were, what they were like, why they mattered, and what their legacy is. Written with love and wisdom, the great minds of the past—figures such as John Henry Newman, John Sparrrow, and Isaiah Berlin—are brought alive. In addition, Annan's often quoted article "The Intellectual Aristocracy" is included in this book.

No other work has ever explained so precisely and so intimately the significance of the dons and their important role in shaping higher education—at a time when the nature of learning is ever more the subject of dissension and uncertainty.

"With a charming mixture of analyses and anecdotes, Annan builds up a picture of the changing Oxbridge scene that keeps a reader's imagination. . . . [T]he comical-satirical narrative of which he was a master is a joy to read, and The Dons will deservedly be enjoyed as a bedside book by those who treasure English eccentricity."—Stephen Toulmin, Los Angeles Times Book Review

"[A]n affectionate elegy for a class that has largely expired."—Robert Fulford, National & Financial Post

"[A] wonderfully gifted and energetic writer. . . . Noel was one of the few figures in English public life known simply by his first name. There was no mistaking him for anyone else."—Jonathan Mirsky, New Yorker

"A sparkling collection of essays."—Michael Davie, Times Literary Supplement

"[A] highly affectionate . . . look at some of the more remarkable academic personages to distinguish-and sometimes dumbfound-Oxford and Cambridge over the last two centuries. . . . For all that it cherishes eccentricity and abounds in Oxbridge gossip, The Dons is at heart a deeply serious book, one dedicated to a conception of learning and culture that is at once increasingly rare . . . yet very far from being outmoded."—Mark Feeney, Boston Globe

"Annan writes elegantly and winningly throughout his book. . . . Leaving arguably the best for last, Annan ends The Dons with a reprinting of his celebrated essay 'The Intellectual Aristocracy,' . . . [B]oth a dazzling tour de force and a clever jeu d'esprit."—Michael Dirda, Washington Post Book World

"A witty, erudite, insider account-exactly what one would expect from the best of their type."—Andrew Lycett, Sunday Times

To an outsider, working as a university professor might seem like a dream: summers off, a few hours of class each week, an exchange of ideas with brilliant colleagues, books and late afternoon lattes. . . . Who wouldn’t envy that life?
 
But those in the trenches of academe are well acquainted with the professoriate’s dark underside: the hierarchies and pseudo-political power plays, the peculiar colleagues, the over-parented students, the stacks of essays that need to be graded ASAP.
 
No one understands this world better than novelist Julie Schumacher, who here provides a bitingly funny distraction designed to help you survive life in higher education without losing your mind. Sardonic yet shrewdly insightful, Doodling for Academics offers the perfect cognitive relief for the thousands of faculty and grad students whose mentors and loved ones failed to steer them toward more reasonable or lucrative fields.
 
Through forty pages of original illustrations and activities—from coloring to paper dolls to mad libs—this book traces the arc of a typical day on campus. Get a peek inside the enigma of the student brain. Imagine a utopian faculty meeting. Navigate the red tape maze of university administration. With the help of hilarious illustrations by Lauren Nassef, Schumacher infuses the world of campus greens and university quads with cutting wit, immersing you deep into the weirdly creative challenges of university life. Offering a satirical interactive experience for scholars, the combination of humor and activities in this book will bring academia into entertaining relief, making it the perfect gift for your colleagues, advisors, or newly minted graduates.

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.  
 

Most Americans would never willingly revisit their high school experiences; the nation’s school systems reflect the broader society’s hierarchical emphasis on race, class, and gender. While schools purport to provide equal opportunities for all students, this rarely happens in actuality—particularly for girls. 

In Downed by Friendly Fire, Signithia Fordham unmasks and examines female-centered bullying in schools, arguing that it is essential to unmask female aggression, bullying, and competition, all of which directly relate to the structural violence embedded in the racialized and gendered social order. For two and a half years, Fordham conducted field research at “Underground Railroad High School,” a suburban high school in upstate New York. Through a series of composite student profiles, she examines the girls’ relationships to academic achievement, social competition, and aggression toward one another. Fordham argues that girls academically “compete to lose,” which only perpetuates their subordination through the misrecognition of their own competitive behaviors. She goes further to expand the meaning of violence to include what is seen as normal, including suffering, humiliation, and social and economic abuse. 

Using the concept “symbolic violence,” Fordham theorizes the psychological and social damage suffered especially by black girls in schools. The five narratives in Downed by Friendly Fire ultimately highlight the pain and suffering this violence produces as well as the ways in which it promotes inequality, exclusion, and marginalization among girls. 

This is the first biography in English of an uncommon American, Dr. David Murray, a professor of mathematics at Rutgers College, who was appointed by the Japanese government as Superintendent of Education in the Empire of Japan in 1873. The founding of the Gakusei—the first public school system launched in Japan—marks the beginning of modern education in Japan, accommodating all children of elementary school age. Murray’s unwavering commitment to its success renders him an educational pioneer in Japan in the modern world. 

Benjamin Duke has compiled this comprehensive biography of David Murray to showcase Murray’s work, both in assisting around 100 samurai students in their studies at Rutgers, and in his unprecedented role in early Japanese-American relations. This fascinating story uncovers a little-known link between Rutgers University and Japan, and it is the only book to conclude that Rutgers made a greater contribution to the development of modern education in the early Meiji Era than any other non-Japanese college or university in the world.  

Drama-based Pedagogy examines the mutually beneficial relationship between drama and education, championing the versatility of drama-based teaching and learning designed in conjunction with classroom curricula. Written by seasoned educators and based upon their own extensive experience in diverse learning contexts, this book bridges the gap between theories of drama in education and classroom practice.

Kathryn Dawson and Bridget Kiger Lee provide an extensive range of tried and tested strategies, planning processes, and learning experiences, in order to create a uniquely accessible manual for those who work, think, train, and learn in educational and/or artistic settings. It is the perfect companion for professional development and university courses, as well as for already established educators who wish to increase student engagement and ownership of learning.

When Huston Diehl began teaching a fourth-grade class in a "Negro" elementary school in rural Louisa County, Virginia, the school's white superintendent assured her that he didn't expect her to teach "those children" anything. She soon discovered how these low expectations, widely shared by the white community, impeded her students' ability to learn. With its overcrowded classrooms, poorly trained teachers, empty bookshelves, and meager supplies, her segregated school was vastly inferior to the county's white elementary schools, and the message it sent her students was clear: "dream not of other worlds."

In her often lyrical memoir, Diehl reveals how, in the intimacy of the classroom, her students reached out to her, a young white northerner, and shared their fears, anxieties, and personal beliefs. Repeatedly surprised and challenged by her students, Diehl questions her long-standing middle-class assumptions and confronts her own prejudices. In doing so, she eloquently reflects on what the students taught her about the hurt of bigotry and the humiliation of poverty as well as dignity, courage, and resiliency.

Set in the waning days of the Jim Crow South, Dream Not of Other Worlds chronicles an important moment in American history. Diehl examines the history of black education in the South and narrates the dramatic struggle to integrate Virginia's public schools. Meeting with some of her former students and colleagues and visiting the school where she once taught, she considers what has—and has not—changed after more than thirty years of integrated schooling. This provocative book raises many issues that are of urgent concern today: the continuing social consequences of segregated schools, the role of public education in American society, and the challenges of educating minority and poor children.

In early-nineteenth-century Missouri, the duel was a rite of passage for many young gentlemen seeking prestige and power. In time, however, other social groups, influenced by the ruling class, engaged in a variety of violent acts and symbolic challenges under the rubric of the code duello. In Duels and the Roots of Violence in Missouri, Dick Steward takes an in-depth look at the evolution of dueling, tracing the origins, course, consequences, and ultimate demise of one of the most deadly art forms in Missouri history. By focusing on the history of dueling in Missouri, Steward details an important part of our culture and the long-reaching impact this form of violence has had on our society.

Drawing upon accounts of at least a hundred duels—from little-known encounters to those involving celebrated figures such as Senator Thomas Hart Benton, Charles Lucas, Thomas Biddle, Spencer Pettis, and John Smith T—Steward shows how the roots of violence have penetrated our modern culture. He traces the social and cultural changes in the nature of the duel from its earliest form as a defense of honor to its use as a means of revenge. By the latter part of the nineteenth century, the formal southern duel had for the most part given way to the improvised western duel, better known as the gunfight. Involving such gunslingers as Wild Bill Hickok and Jesse James, these violent acts captivated people not only in the state but also across the nation. Although the violence entailed different methods of killing, its allure remained as strong as ever.

Steward re-creates the human drama and tragedy in many of these hostile encounters, revealing how different groups operating under the code duello justified family and clan feuds, vigilante justice, and revenge killings. This often-glamorized violence, Steward argues, was viewed as a symbol of honor and courage throughout the century and greatly influenced behavior and attitudes toward violence well into the twentieth century.

While this work centers mainly on Missouri and the history of dueling in the state, its inferences extend well past the region itself. Well-written and thoroughly researched, Duels and the Roots of Violence in Missouri provides valuable insight into the violent social climate of yesterday.

"A textual mentor like During the Dissertation can fill a void in writers’ lives at a time of solitude, uncertainty, and anxiety. Keep it under your pillow.”
 
This volume is a sequel to Casanave’s popular Before the Dissertation. Like that volume, this book is designed as a companion for doctoral dissertation writers of qualitative or mixed methods work in fields related to language education. It could also benefit those writing master’s theses and those writing in other social science fields. It is meant to be consulted once the writing has begun—once students have settled on a topic, designed the project, or collected the data—because this is the time when they are analyzing, drafting, revising, polishing, and probably fretting, deleting, reconstructing, and even losing sleep. Also, like its predecessor, it is not designed to teach anyone how to write a dissertation as there are plenty of those available elsewhere.
            For most doctoral students, writing will happen at different stages of the project. Strategies for timing of these kinds of writing differ across students, and also across supervisors and advisers. If dissertation writers do not know by the time they start writing which strategies and issues pertain to them, this book can help them craft some approaches to suit their own personalities, preferred practices, and individual goals and visions, as well as help them figure out how dissertation writing might fit into the real-life intrusions of work and family.
          Issues covered in the book are: starting to write, envisioning the project as a whole, relationships with supervisors, perfectionism and other maladies, health, low- and high-IQ days, loneliness and isolation, distractions and interruptions, revising, and knowing when to stop.
 

Dutch is Beautiful tells the story of the fifty years of Dutch and Flemish Studies at the University of Michigan in Ann Arbor, Michigan, USA. It is an account of the efforts to promote Dutch and Flemish culture and language, as well as a description of how the teaching of Dutch language, literature, history and culture can be a tool to look at a world of diverse identities. It also offers a comprehensive overview of the beginnings of a successful program that included Dutch writers-in-residence, visiting Netherlands professors, cultural and educational events, arts, music, films, conferences and publications. Several alumni of  the program look back at their college years with appreciation. Articles and essays on history, Anne Frank, and conversations on colonialism discuss critical and educational views on Dutch and Flemish Studies in past, present and future, when diversity, equity and inclusion are important goals and objectives, and public scholarship and academic activism will be a larger part of the curriculum. This book will inform, entertain, stimulate and impress everyone who is interested in the culture of the Low Countries. The title says it all!

One of the most comprehensive and widely praised introductions to folklore ever written. Toelken's discussion of the history and meaning of folklore is delivered in straightforward language, easily understood definitions, and a wealth of insightful and entertaining examples.

Toelken emphasizes dynamism and variety in the vast array of folk expressions he examines, from "the biology of folklore," to occupational and ethnic lore, food ways, holidays, personal experience narratives, ballads, myths, proverbs, jokes, crafts, and others. Chapters are followed by bibliographical essays, and over 100 photographs illustrate the text. This new edition is accessible to all levels of folklore study and an essential text for classroom instruction.