A SCHOLARLY BOOK REPOSITORY214 start with E start with E
Each Day I Like It Better recounts the journeys of Jonah and seven other children and their families (interviewed by the author) in their quests for appropriate educational placements and therapeutic interventions. The author describes their varied, but mostly successful, experiences with ECT.
A survey of research on pediatric ECT is incorporated into the narrative, and a foreword by child psychiatrist Dirk Dhossche and ECT researcher and practitioner Charles Kellner explains how ECT works, the side effects patients may experience, and its current use in the treatment of autism, catatonia, and violent behavior in children.
Each year, hundreds of thousands of high school seniors compete in a game they’ll play only once, whose rules they do not fully understand, yet whose consequences are enormous. The game is college admissions, and applying early to an elite school is one way to win. But the early admissions process is enigmatic and flawed. It can easily lead students toward hasty or misinformed decisions.
This book—based on the careful examination of more than 500,000 college applications to fourteen elite colleges and hundreds of interviews with students, counselors, and admissions officers—provides an extraordinarily thorough analysis of early admissions. In clear language it details the advantages and pitfalls of applying early as it provides a map for students and parents to navigate the process. Unlike college admissions guides, The Early Admissions Game reveals the realities of early applications, how they work and what effects they have. The authors frankly assess early applications. Applying early is not for everyone, but it will improve—sometimes double, even triple—the chances of being admitted to a prestigious college.
An early decision program can greatly enhance a college’s reputation by skewing statistics, such as selectivity, average SAT scores, or percentage of admitted applicants who matriculate. But these gains come at the expense of distorting applicants’ decisions and providing disparate treatment of students who apply early and regular admissions. The system, in short, is unfair, and the authors make recommendations for improvement.
The Early Admissions Game is sure to be the definitive work on the subject. It is must reading for admissions officers, guidance counselors, and high school seniors and their parents.
Written by two leading experts in early childhood education, Early Childhood in the Anglosphere offers a unique comparison of early childhood education and care services and parenting leave across seven high-income Anglophone countries. Peter Moss and Linda Mitchell explore what these systems have in common, including the dominance of childcare services, widespread privatization and marketization, and weak parenting leave. They highlight the substantial failings of these systems and the causes and consequences of these failings. But this book is ultimately about hope, about how these failings might be made good through major changes. In other words, it is about transformation: Why transformation is both necessary and possible at this particular time? What transformation might look like? And how it might happen? Part of that transformation concerns the need for new policies and structures. Furthermore, it is about how the Anglosphere thinks about early childhood.
The authors call for a turn away from speaking of early childhood services as “childcare,” conceptualizing it in terms of business and marketized commodities. Instead, they should be envisaged as a public good with universal access for children, supported by well-paid, individual entitlements to parenting leave. Using examples from the Anglosphere and beyond, the book argues that a transformation of thinking, policies, and structures is desirable and doable.
In the United States, preschool education is characterized by the dominance of a variegated private sector and patchy, uncoordinated oversight of the public sector. Tracing the history of the American debate over preschool education, Andrew Karch argues that the current state of decentralization and fragmentation is the consequence of a chain of reactions and counterreactions to policy decisions dating from the late 1960s and early 1970s, when preschool advocates did not achieve their vision for a comprehensive national program but did manage to foster initiatives at both the state and national levels. Over time, beneficiaries of these initiatives and officials with jurisdiction over preschool education have become ardent defenders of the status quo. Today, advocates of greater government involvement must take on a diverse and entrenched set of constituencies resistant to policy change.
In his close analysis of the politics of preschool education, Karch demonstrates how to apply the concepts of policy feedback, critical junctures, and venue shopping to the study of social policy.
Volume 1 of “The Early Works of John Dewey, 1882–1898” is entitled “Early Essays and Leibniz’s New Essays Concerning the Human Understanding, 1882–1888.” Included here are all Dewey’s earliest writings, from his first published article through his book on Leibniz.
The materials in this volume provide a chronological record of Dewey’s early development—beginning with the article he sent to the Journal of Speculative Philosophy in 1881 while he was a high-school teacher in Oil City, Pennsylvania, and closing with his widely-acclaimed work on Leibniz in the Grigg’s Series of German Philosophical Classics, written when he was an Assistant Professor at the University of Michigan. During these years between 1882 and 1888, Dewey’s life course was established: he decided to follow a career in philosophy, completed doctoral studies at Johns Hopkins University, became an Instructor at the University of Michigan, was promoted to Assistant Professor, and accepted a position as Chairman of the Department of Philosophy at the University of Minnesota. With the publication of Psychology, he became well known among scholars in this country; a series of articles in the British journal Mind brought him prominence in British philosophical circles. His articles were abstracted in the Revue philosophique.
None of the articles collected in this volume was reprinted during the author’s lifetime. For the first time, it is now possible for Dewey scholars to study consecutively in one publication all the essays which originally appeared in many periodicals.
This third volume in the definitive edition of Dewey’s early work opens with his tribute to George Sylvester Morris, the former teacher who had brought Dewey to the University of Michigan. Morris’s death in 1889 left vacant the Department of Philosophy chairmanship and led to Dewey’s returning to fill that post after a year’s stay at Minnesota.
Appearing here, among all his writings from 1889 through 1892, are Dewey’s earliest comprehensive statements on logic and his first book on ethics. Dewey’s marked copy of the galley-proof for his important article “The Present Position of Logical Theory,” recently discovered among the papers of the Open Court Publishing Company, is used as the basis for the text, making available for the first time his final changes and corrections.
The textual studies that make The Early Works unique among American philosophical editions are reported in detail. One of these, “A Note on Applied Psychology,” documents the fact that Dewey did not co-author this book frequently attributed to him. Six brief unsigned articles written in 1891 for a University of Michigan student publication, the Inlander, have been identified as Dewey’s and are also included in this volume. In both style and content, these articles reflect Dewey’s conviction that philosophy should be used as a means of illuminating the contemporary scene; thus they add a new dimension to present knowledge of his early writing.
Volume 4 of’ “The Early Works” series covers the period of Dewey’s last year and one-half at the University of Michigan and his first half-year at the University of Chicago. In addition to sixteen articles the present volume contains Dewey’s reviews of six books and three articles, verbatim reports of three oral statements made by Dewey, and a full-length book, The Study of Ethics.
Like its predecessors in this series, this volume presents a “clear text,” free of interpretive or reference material. Apparatus, including references, corrections, and emendations, is confined to appendix material. Fredson Bowers, the Consulting Textual Editor, has provided an essay on the textual principles and procedures, and Wayne A. R. Leys, Professor of Philosophy at Southern Illinois University, has written an Introduction discussing the relationship between Dewey’s writings of this period and his later work. That Dewey’s scholarship and writing was at an especially high level during 1893 and 1894 may be considered an index to the significance of this two-year period.
This fifth and concluding volume of “The Early Works of John Dewey” is the only one of the series made up entirely of essays. The appearance during the four-year period, 1895–98, of thirty-eight items amply indicates that Dewey continued to maintain a high level of published output. These were the years of Dewey’s most extensive work and involvement at the University of Chicago.
Like its predecessors in this series, this volume presents a “clear text,” free of interpretive or reference material. Apparatus, including references, corrections, and emendations, is confined to appendix material. Fredson Bowers, the Consulting Textual Editor, has provided an essay on the textual principles and procedures, and William P. McKenzie, Professor of Philosophy and Education at Southern Illinois University, has written an introduction identifying the thread connecting the apparently diffuse material in the many articles of this volume—Dewey’s attempt to unite philosophy with psychology and sociology and with education.
In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that:
- alienates us from life in the name of human domination
- causes students to worry about how to make a living before they know who they are
- overemphasizes success and careers
- separates feeling from intellect and the practical from the theoretical
- deadens the sense of wonder for the created world
The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.
Answers are being developed in universities, preschools, professional schools, and even prisons around the world. In the latest volume of State of the World, a diverse group of education experts share innovative approaches to teaching and learning in a new era. Topics include systems thinking for kids; the importance of play in early education; social emotional learning; comprehensive sexuality education; indigenous knowledge; sustainable business; medical training to treat the whole person; teaching law in the Anthropocene; and more.
EarthEd addresses schooling at all levels of development, from preschool to professional. Its lessons can inform teachers, policy makers, school administrators, community leaders, parents, and students alike. And its vision will inspire anyone who wants to prepare students not only for the storms ahead but to become the next generation of sustainability leaders.
Developed by The Environmental Careers Organization (ECO, the creators of the popular Complete Guide to Environmental Careers), this new volume is unlike any careers book you've seen before. Reaching far beyond job titles and resume tips, The ECO Guide immerses you in the strategies and tactics that leading edge professionals are using to tackle pressing problems and create innovative solutions.
To bring you definitive information from the real world of environmental problem-solving, The ECO Guide has engaged some of the nation's most respected experts to explain the issues and describe what's being done about them today. You'll explore: Global climate change with Eileen Claussen, Pew Center for Global Climate Change; Biodiversity loss with Stuart Pimm, Nicholas School for the Environment at Duke University; Green Business with Stuart Hart, Kenan-Flager Business School at University of North Carolina; Ecotourism with Martha Honey, The International Ecotourism Society; Environmental Justice with Robert Bullard, Environmental Justice Center at Clark Atlanta University; Alternative Energy with Seth Dunn, Worldwatch Institute; Water Quality with Sandra Postel, Global Water Policy Project; Green Architecture with William McDonough, McDonough + Partners; and twelve other critical issues.
To demonstrate even more clearly what eco-work feels like on the ground, The ECO Guide offers vivid "Career Snapshots" of selected employers and the professionals that work there. You'll visit government agencies like the USDA Forest Service, nonprofit organizations like Conservation International and Project Wild, and local advocates like Alternatives for Community and Environment. You'll go inside environmental businesses like Wildland Adventures and Stonyfield Farms. And you'll learn from academic institutions like the National Center for Atmospheric Research and the Gund Institute for Ecological Economics.
ECO also identifies and describes forty specific jobs that are representative of environmental career opportunities in the twenty-first century. It provides dozens of the best Internet resources. And most importantly, The ECO Guide offers all of the insight about current trends you expect from ECO, the acknowledged leaders in environmental career information.
Lewis Mumford, one of the most respected public intellectuals of the twentieth century, speaking at a conference on the future environments of North America, said, “In order to secure human survival we must transition from a technological culture to an ecological culture.” In Ecohumanism and the Ecological Culture, William Cohen shows how Mumford’s conception of an educational philosophy was enacted by Mumford’s mentee, Ian McHarg, the renowned landscape architect and regional planner at the University of Pennsylvania. McHarg advanced a new way to achieve an ecological culture―through an educational curriculum based on fusing ecohumanism to the planning and design disciplines.
Cohen explores Mumford’s important vision of ecohumanism—a synthesis of natural systems ecology with the myriad dimensions of human systems, or human ecology―and how McHarg actually formulated and made that vision happen. He considers the emergence of alternative energy systems and new approaches to planning and community development to achieve these goals.
The ecohumanism graduate curriculum should become the basis to train the next generation of planners and designers to lead us into the ecological culture, thereby securing the educational legacy of both Lewis Mumford and Ian McHarg.
Ecological economics addresses one of the fundamental flaws in conventional economics--its failure to consider biophysical and social reality in its analyses and equations. Ecological Economics: Principles and Applications is an introductory-level textbook that offers a pedagogically complete examination of this dynamic new field.
As a workbook accompanying the text, this volume breaks new ground in applying the principles of ecological economics in a problem- or service-based learning setting. Both the textbook and this workbook are situated within a new interdisciplinary framework that embraces the linkages among economic growth, environmental degradation, and social inequity in an effort to guide policy in a way that respects fundamental human values. The workbook takes the approach a step further in placing ecological economic analysis within a systems perspective, in order to help students identify leverage points by which they can help to affect change. The workbook helps students to develop a practical, operational understanding of the principles and concepts explored in the text through real-world activities, and describes numerous case studies in which students have successfully completed projects.
Ecological Economics: A Workbook for Problem-Based Learning represents an important new resource for undergraduate and graduate environmental studies courses focusing on economics, environmental policy, and environmental problem-solving.
Combining the results of empirical research with analyses of the basic economic forces underlying local education markets, The Economics of School Choice presents evidence concerning the impact of school choice on student achievement, school productivity, teachers, and special education. It also tackles difficult questions such as whether school choice affects where people decide to live and how choice can be integrated into a system of school financing that gives children from different backgrounds equal access to resources. Contributors discuss the latest findings on Florida's school choice program as well as voucher programs and charter schools in several other states.
The resulting volume not only reveals the promise of school choice, but examines its pitfalls as well, showing how programs can be designed that exploit the idea's potential but avoid its worst effects. With school choice programs gradually becoming both more possible and more popular, this book stands out as an essential exploration of the effects such programs will have, and a necessary resource for anyone interested in the idea of school choice.
Drawing on case studies of leading schools of education, the authors offer a bold, controversial agenda for reform: ed schools must reorient themselves toward teachers and away from the quest for prestige in academe; they must also adhere to national professional standards, abandon the undergraduate education major, and reject the Ph.D. in education in favor of the Ed.D.
In 1904, Edmund J. James inherited the leadership of an educational institution in search of an identity. His sixteen-year tenure transformed the University of Illinois from an industrial college to a major state university that fulfilled his vision of a center for scientific investigation.
Winton U. Solberg and J. David Hoeveler provide an account of a pivotal time in the university’s evolution. A gifted intellectual and dedicated academic reformer, James began his tenure facing budget battles and antagonists on the Board of Trustees. But as time passed, he successfully campaigned to address the problems faced by women students, expand graduate programs, solidify finances, create a university press, reshape the library and faculty, and unify the colleges of liberal arts and sciences. Combining narrative force with exhaustive research, the authors illuminate the political milieu and personalities around James to draw a vivid portrait of his life and times.
The authoritative conclusion to a four-part history, Edmund J. James and the Making of the Modern University of Illinois, 1904–1920 tells the story of one man’s mission to create a university worthy of the state of Illinois.
"A carefully argued and readable book. . . . Egan proposes a radical change of approach for the whole process of education. . . . There is much in this book to interest and excite those who discuss, research or deliver education."—Ann Fullick, New Scientist
"A compelling vision for today's uncertain educational system."—Library Journal
"Almost anyone involved at any level or in any part of the education system will find this a fascinating book to read."—Dr. Richard Fox, British Journal of Educational Psychology
"A fascinating and provocative study of cultural and linguistic history, and of how various kinds of understanding that can be distinguished in that history are recapitulated in the developing minds of children."—Jonty Driver, New York Times Book Review
A former third-grade teacher in rural Tennessee, education researcher Mara Casey Tieken watched as her former students graduated high school. She was shocked at how few were heading to college—and none were going to elite four-year schools. These students were representative of a larger national phenomenon: In 2021, 31 percent of rural adults aged twenty-five and older held a postsecondary degree, compared to 45 percent of urban adults, and rural students are especially unlikely to pursue degrees from private, selective schools. Why, Tieken wondered? And what happens to the handful of rural students who do attend elite colleges, colleges that may feel worlds away from home?
Tieken addresses these questions in Educated Out—a study that shows how geography shapes rural, first-generation students’ access to college, their college experiences, and their postgraduation plans and opportunities. Tieken closely follows a group of nine students for their college years and beyond at an elite New England private school that she calls Hilltop. Interviews with these students reveal the critical moments in the students’ educational careers when their rural origins mattered most: when applying to college, she shows how students are hindered by limited college counseling resources. Once on campus, they learn that many of the school’s opportunities are not available to them: they cannot access spring break trips, job networks, or low-pay-but-important internships. These students discover that home and college are very different worlds with different academic, social, and political climates—and, over time, they start to question both. As they near graduation and navigate a job market in which the highest-paying and most prestigious opportunities are located in urban centers, they begin to feel the complicated burden of their schooling: they’ve been “educated out.” Their stories show the costs of college for rural students: If they do not pursue higher education, they lose the opportunity for social mobility; if they do, they face a more permanent departure. These costs are individual, but rural families and communities also suffer—they lose young people with talent and skills.
In addition to advocating for a higher education landscape that truly includes rural students, Tieken critiques a system that requires people to leave their rural homes in search of opportunities. Our current economy depends on inexpensive rural labor. Without meaningful change, some students will have to make the impossible decision to leave home—and far more will remain there, undereducated and overlooked.
Both engaging and accessible, Educated Out presents important and timely questions about rurality, identity, education, and inequality.
The dream of social mobility is dying. Where previous generations routinely expected to surpass their parents' level of economic success, prospects for today's young people are increasingly bleak. What role does higher education play in the process? An essential and frightening one, according to author Gary Roth.
The Educated Underclass reveals the structural problems that are helping to create this problem. Gary Roth shows how universities—touted as the best way up the economic ladder for young people—actually reproduce traditional class hierarchies. And as more graduates emerge every year into economies that are no longer creating a steady stream of stable jobs, the odds of landing one decrease—and over-educated people end up scrapping for poorly compensated positions for which they're overqualified. Chapters include:
*Higher education and class
*The overproduction of intelligence
*Class in transition: historical background
*Underemployment through the decades
*Class status and economic instability
*And more!
Roth writes in his Introduction, “Education has become an intermediary institution between a social system that habitually sputters and declines while ever-greater amounts of consumer products are dangled in front of the system’s workforce. The result: a dynamic fraught with all sort of negative possibilities, both socially and psychotically.”
A broadside against the failures of our education system and our economy, Gary Roth’s The Educated Underclass aims to startle us out of our complacency and wake us up to action.
In an increasingly diverse United States, minority and low-income students of all ages struggle to fit into mainstream colleges and universities that cater predominantly to middle-income and affluent white students fresh out of high school. Anchored in a study conducted at twelve minority-serving institutions (MSIs), Educating a Diverse Nation turns a spotlight on the challenges facing nontraditional college students and highlights innovative programs and practices that are advancing students’ persistence and learning.
Clifton Conrad and Marybeth Gasman offer an on-the-ground perspective of life at MSIs. Speaking for themselves, some students describe the stress of balancing tuition with the need to support families. Others express their concerns about not being adequately prepared for college-level work. And more than a few reveal doubts about the relevance of college for their future. The authors visited the four main types of MSIs—historically black colleges and universities, tribal colleges and universities, Hispanic-serving institutions, and Asian American and Native American Pacific Islander–serving institutions—to identify strategies for empowering nontraditional students to succeed in college despite these obstacles.
Educating a Diverse Nation illuminates such initiatives as collaborative learning, culturally relevant educational programs, blurring the roles of faculty, staff, and students, peer-led team learning, and real-world problem solving. It shows how these innovations engage students and foster the knowledge, skills, and habits they need to become self-sustaining in college and beyond, as well as valuable contributors to society.
American education has long been under a microscope. In a time when all aspects of our school system face close scrutiny, educators, administrators, and parents are asking critical questions about how we educate those superior students we call “able learners.”
Our schools reward behavior inappropriate for an independent thinker, researcher, or artist. Programming for our most capable students is fragmented and discontinuous. And yet there are schools and programs that hold significant promise.
This four-year national study from the Sid W. Richardson Foundation provides a broad database, looks into the backgrounds of a few unusually creative individuals, and examines programs with a record of success. It argues in favor of comprehensive programming for able learners, providing a steady challenge for all students, helping to insure that no individual talent withers for want of opportunity. Included are recommendations for discovering and nurturing talent in students (including traditionally neglected groups, the economically disadvantaged, and the culturally diverse), building and administering sound programs, developing appropriately trained staff and teachers, and evaluating effectiveness of programs to assure accountability and add credibility.
Compiling data from diverse sources—including 35 MacArthur Foundation Fellows, 400 schools, 1,172 school districts, and countless school personnel and students—the study looks at programs for able learners throughout the country, from Project Pegasus in Iowa to Oaks Academy in Texas, from Bronx High School of Science in New York to Bishop Carroll High School in Alberta, Canada. The authors’ conclusions based on this broad investigation provide an impassioned call for coordinated schooling and cooperation among all segments of society to develop a new generation of creative, self-motivated students.
The authors, who themselves live and work on the border, question artificially created cultural and linguistic borders. To explore this issue, they employed participant-observation, focus groups, and individual interviews with teachers, administrators, and staff members to construct rich understandings of the experiences of transfronterizx students. These ethnographic accounts of their daily lives counter entrenched deficit perspectives about transnational learners.
Drawing on border theory, immigration and border studies, funds of knowledge, and multimodal literacies, Educating Across Borders is a critical contribution toward the formation of a theory of physical and metaphorical border crossings that ethnic minoritized students in U.S. schools must make as they traverse the educational system.
The 19th International Congress on Education of the Deaf (ICED) in 2000, held in Sydney, Australia, brought together 1,067 teachers, administrators and researchers from 46 countries to address an extremely wide selection of topics. Experts from around the world discussed inclusion of deaf students in regular educational environments, literacy, audiology, auditory development and listening programs, hearing aids, programming for children with cochlear implants, signed communication in education, bilingual education, early intervention (including the rapidly emerging area of newborn hearing screening), education in developing countries, deaf students with multiple disabilities, and deaf students in post-secondary school education.
The 19 chapters of Educating Deaf Students: Global Perspectives present a select cross-section of the issues addressed at the 19th ICED. Divided into four distinct parts – Contemporary Issues for all Learners, The Early Years, The School Years, and Contemporary Issues in Postsecondary Education – the themes considered here span the entire student age range. Authored by 27 different researchers and practitioners from six different countries, this book can be seen as a valuable description of the zeitgeist in the field of education of the deaf at the turn of the 21st century and the millennium.
This edition offers texts from Bathsua Makin and Mary More, and Robert Whitehall’s response to More’s argument. Makin describes the appropriate education for London merchants’ daughters, arguing that girls should be educated and should aspire to follow learned women in history, and that educated women improve their families and themselves. More argues that women have the right to an education, and that such an education shows that the inequality of married women under English law is a man-made institution. More’s argument drew objections from her Oxford reader, Robert Whitehall, who preserved her manuscript with his own. Makin and More enjoyed a measure of public recognition and esteem, yet after their deaths, they and their texts were largely ignored until the late twentieth century.
The story of the University of Westminster is the fifth volume in a series of titles exploring the University's long and diverse history. This book celebrates the twenty-fifth anniversary of the institution gaining university status, the right to award its own degrees and to participate in publicly funded research. Drawing on extensive research conducted in the University of Westminster Archive this volume investigates the evolution from Polytechnic to University within the broader context of the transformation of UK higher education in the late twentieth and early twenty-first centuries.
In Educating Intuition, Robin M. Hogarth lays bare this mysterious process so fundamental to daily life by offering the first comprehensive overview of what the science of psychology can tell us about intuition—where it comes from, how it works, whether we can trust it. From this literature and his own research, Hogarth finds that intuition is a normal and important component of thought that has its roots in processes of tacit learning. Environment, attention, experience, expertise, and the success of the scientific method all form part of Hogarth's perspective on intuition, leading him to the surprising—but natural—conclusion that we can educate our sixth sense. To this end he offers concrete suggestions and exercises to help readers develop their intuitive skills and habits for learning the "right" lessons from experience.
Artfully and accessibly combining cognitive science, the latest research in psychology, and Hogarth's own observations, Educating Intuition eschews the vague approach to the topic that has become commonplace and provides instead a wholly engaging and practical guide to enhancing our intuitive skills.
"Milwaukee's story is unique in that its struggle for integration and quality education has been so closely tied to [school] choice." --from the Introduction
"Educating Milwaukee: How One City's History of Segregation and Struggle Shaped Its Schools" traces the origins of the modern school choice movement, which is growing in strength throughout the United States. Author James K. Nelsen follows Milwaukee's tumultuous education history through three eras--"no choice," "forced choice," and "school choice." Nelsen details the whole story of Milwaukee's choice movement through to modern times when Milwaukee families have more schooling options than ever--charter schools, open enrollment, state-funded vouchers, neighborhood schools--and yet Milwaukee's impoverished African American students still struggle to succeed and stay in school. "Educating Milwaukee" chronicles how competing visions of equity and excellence have played out in one city's schools in the modern era, offering both a cautionary tale and a "choice" example.
The story of the Polytechnic and of the legacy of Quintin Hogg is the third publication exploring the University of Westminster's long and diverse history. A fitting tribute to the life and legacy of Hogg, his holistic approach to education and the institute he created. This book is richly illustrated with images from the University's Archive.
Educating the Enemy begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism.
Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into “Mexican” schools, where the children received a vastly different educational experience. Not only were they penalized for speaking Spanish—the only language all but a few spoke due to segregation—they were tracked for low-wage and low-prestige careers, with limited opportunities for economic success. Educating the Enemy charts what two groups of children—one that might have been considered the enemy, the other that was treated as such—reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation.
Listen to an interview with the author here and read an interview in Time and a piece based on the book in the Boston Review.
From the end of Reconstruction through World War II, a network of public colleges for white women flourished throughout the South. Founded primarily as vocational colleges to educate women of modest economic means for life in the emerging “new” South, these schools soon transformed themselves into comprehensive liberal arts–industrial institutions, proving so popular that they became among the largest women’s colleges in the nation. In this illuminating volume, David Gold and Catherine L. Hobbs examine rhetorical education at all eight of these colleges, providing a better understanding of not only how women learned to read, write, and speak in American colleges but also how they used their education in their lives beyond college.
With a collective enrollment and impact rivaling that of the Seven Sisters, the schools examined in this study—Mississippi State College for Women (1884), Georgia State College for Women (1889), North Carolina College for Women (1891), Winthrop College in South Carolina (1891), Alabama College for Women (1896), Texas State College for Women (1901), Florida State College for Women (1905), and Oklahoma College for Women (1908)—served as important centers of women’s education in their states, together educating over a hundred thousand students before World War II and contributing to an emerging professional class of women in the South. After tracing the establishment and evolution of these institutions, Gold and Hobbs explore education in speech arts and public speaking at the colleges and discuss writing instruction, setting faculty and departmental goals and methods against larger institutional, professional, and cultural contexts. In addition to covering the various ways the public women’s colleges prepared women to succeed in available occupations, the authors also consider how women’s education in rhetoric and writing affected their career choices, the role of race at these schools, and the legacy of public women’s colleges in relation to the history of women’s education and contemporary challenges in the teaching of rhetoric and writing.
The experiences of students and educators at these institutions speak to important conversations among scholars in rhetoric, education, women’s studies, and history. By examining these previously unexplored but important institutional sites, Educating the New Southern Woman provides a richer and more complex history of women’s rhetorical education and experiences.
The education of individual planter classes—cotton, tobacco, sugar—is rarely treated in works of southern history. Of the existing literature, higher education is typically relegated to a footnote, providing only brief glimpses into a complex instructional regime responsive to wealthy planters. R. Eric Platt’s Educating the Sons of Sugar allows for a greater focus on the mindset of French Creole sugar planters and provides a comprehensive record and analysis of a private college supported by planter wealth.
Jefferson College was founded in St. James Parish in 1831, surrounded by slave-holding plantations and their cash crop, sugar cane. Creole planters (regionally known as the “ancienne population”) designed the college to impart a “genteel” liberal arts education through instruction, architecture, and geographic location. Jefferson College played host to social class rivalries (Creole, Anglo-American, and French immigrant), mirrored the revival of Catholicism in a region typified by secular mores, was subject to the “Americanization” of south Louisiana higher education, and reflected the ancienne population’s decline as Louisiana’s ruling population.
Resulting from loss of funds, the college closed in 1848. It opened and closed three more times under varying administrations (French immigrant, private sugar planter, and Catholic/Marist) before its final closure in 1927 due to educational competition, curricular intransigence, and the 1927 Mississippi River flood. In 1931, the campus was purchased by the Society of Jesus (Jesuits) and reopened as a silent religious retreat. It continues to function to this day as the Manresa House of Retreats. While in existence, Jefferson College was a social thermometer for the white French Creole sugar planter ethos that instilled the “sons of sugar” with a cultural heritage resonant of a region typified by the management of plantations, slavery, and the production of sugar.
This definitive biography of the charismatic Alexander Meiklejohn tracks his turbulent career as an educational innovator at Brown University, Amherst College, and Wisconsin’s “Experimental College” in the early twentieth century and his later work as a civil libertarian in the Joe McCarthy era. The central question Meiklejohn asked throughout his life’s work remains essential today: How can education teach citizens to be free?
Norman H. Nie, Jane Junn, and Kenneth Stehlik-Barry provide answers by uncovering the causal relationship between education and democratic citizenship. They argue that citizenship encompasses both political engagement in pursuit of interests and commitment to democratic values that temper what citizens can do to win in politics. Education affects the two dimensions in distinct ways. Especially significant is the influence of education on political engagement through occupational prominence and position in social networks. Formal education orders the distribution of social position and connections and creates an uneven political playing field.
Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education’s trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities.
In Ways to Improve United States Foreign Educational Aid, Philip H. Coombs analyzes the recent experience of governmental and private educational aid to developing countries, examines the lessons derived from that experience, and suggests methods for improvements.
In Problems and Prospects of Education in Africa, Karl W. Bigelow provides an up-to-date survey and interpretation of the educational scene in British-related Africa describing the major problems facing that area, and speculates on probable future developments.
America’s commitment to public schooling once seemed unshakable. But today the movement to privatize K–12 education is stronger than ever. Samuel E. Abrams examines the rise of market forces in public education and reveals how a commercial mindset has taken over.
“[An] outstanding book.”
—Carol Burris, Washington Post
“Given the near-complete absence of public information and debate about the stealth effort to privatize public schools, this is the right time for the appearance of [this book]. Samuel E. Abrams, a veteran teacher and administrator, has written an elegant analysis of the workings of market forces in education.”
—Diane Ravitch, New York Review of Books
“Education and the Commercial Mindset provides the most detailed and comprehensive analysis of the school privatization movement to date. Students of American education will learn a great deal from it.”
—Leo Casey, Dissent
Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.
Kelly M. Duke Bryant demonstrates the critical impact of colonial schooling on Senegalese politics by examining the response to it by Africans from a variety of backgrounds and statuses—including rural chiefs, Islamic teachers, and educated young urbanites. For those Africans who chose to engage with them, the French schools in Senegal provided a new source of patronage, a potentially beneficial connection to the bureaucratizing colonial state, a basis for claims to authority or power, or an arena in which to debate pressing issues like the future of Qur’anic schooling and the increasing racism of urban society under colonial rule.
Based on evidence from archives in Senegal and France, and on interviews Duke Bryant conducted in Senegal, she demonstrates that colonial schooling remade African politics during this period of transition to French rule, creating political spaces that were at once African and colonial, and ultimately allowing Diagne to claim election victory.
An edited volume reflecting on different aspects of teaching in prison and different points of view.
This book seeks to address some of the major issues faced by faculty who are teaching college classes for incarcerated students. Composed of a series of case studies meant to showcase the strengths and challenges of teaching a range of different disciplines in prison, this volume brings together scholars who articulate some of the best practices for teaching their expertise inside alongside honest reflections on the reality of educational implementation in a constrained environment. The book not only provides essential guidance for faculty interested in developing their own courses to teach in prisons, but also places the work of higher education in prisons in philosophical context with regards to racial, economic, social, and gender-based issues. Rather than solely a how-to handbook, this volume also helps readers think through the trade-offs that happen when teaching inside, and about how to ensure the full integrity of college access for incarcerated students.
Unlike most studies of modern Chinese education that focus exclusively on the post-1949 era, Education, Culture, and Identity in Twentieth-Century China represents a deliberate attempt to break through the 1949 barrier and embrace the entire century. Culture emerges in this study as a deeper level factor that underlay the development of education in each period and shaped certain recurrent patterns, while identity involves a search for individual and collective meaning that went on under different regimes.
The product of a genuinely multidisciplinary effort to promote cross-fertilization among an international team of scholars in a wide range of disciplines, Education, Culture, and Identity in Twentieth-Century China will interest students and scholars of modern China, comparative and international education, educational policy, and international relations. It will also appeal to policy makers and professionals associated with international organizations.
Glen Peterson is Associate Professor of History, University of British Columbia. Ruth Hayhoe is Director, Hong Kong Institute of Education. Yongling Lu is a graduate student in the History Department, Stanford University.
Using the Wisconsin Idea as a lens, Education for Democracy argues that public higher education institutions remain a bastion of collaborative problem solving. Examinations of partnerships between the state university and people of the state highlight many crucial and lasting contributions to issues of broad public concern such as conservation, LGBTQ+ rights, and poverty alleviation. The contributors restore the value of state universities and humanities education as a public good, contending that they deserve renewed and robust support.
What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond.
Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a “thinking curriculum”—a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children’s lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argument—such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment—allow students to appreciate their power and utility as they engage in them.
Most of what students do in schools today simply does not have this quality. Inquiry and argument do. They are education for life, not simply more school, and they offer a unifying purpose for compulsory schooling as it serves an ever more diverse and challenging population.
In this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation.
But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.
The sociology of education, the contributors show, largely works with themes, concepts, and theories that were generated decades ago, even as both the actual world of education and the discipline of sociology have changed considerably. The moment has come, they argue, to break free of the past and begin asking new questions and developing new programs of empirical study. Both rallying cry and road map, Education in a New Society will galvanize the field.
Rodowick takes after the theories of Hannah Arendt and argues that thinking is an art we practice with and for each other in our communities.
In An Education in Judgment, philosopher D. N. Rodowick makes the definitive case for a philosophical humanistic education aimed at the cultivation of a life guided by both self-reflection and interpersonal exchange. Such a life is an education in judgment, the moral capacity to draw conclusions alone and with others, and letting one’s own judgments be answerable to the potentially contrasting judgments of others. Thinking, for Rodowick, is an art we practice with and learn from each other on a daily basis.
In taking this approach, Rodowick follows the lead of Hannah Arendt, who made judgment the cornerstone of her conception of community. What is important for Rodowick, as for Arendt, is the cultivation of “free relations,” in which we allow our judgments to be affected and transformed by those of others, creating “an ever-widening fabric of intersubjective moral consideration.” That is a fragile fabric, certainly, but one that Rodowick argues is worth pursuing, caring for, and preserving. This original work thinks with and beyond Arendt about the importance of the humanities and what “the humanities” amounts to beyond the walls of the university.
The story of sporting communities and individuals at the University of Westminster over 150 years is the second book to explore the institution's diverse history including its role as a pioneer of women's sports. Drawing upon the University's extensive archives this richly illustrated book celebrates its unique, ground-breaking sports heritage.
Deals with the realities of education in a debt-ridden African country trying to cope with the pressures of externally imposed educational budgets.
Peterson describes the travelogue's characteristic form and style and demonstrates how imperialist ideologies were realized and reshaped through the moving image. She argues that although educational films were intended to legitimate filmgoing for middle-class audiences, travelogues were not simply vehicles for elite ideology. As a form of instructive entertainment, these technological moving landscapes were both formulaic and also wondrous and dreamlike. Considering issues of spectatorship and affect, Peterson argues that scenics produced and disrupted viewers' complacency about their own place in the world.
Praised by Erasmus and Thomas More, Vives advocated education for all women, regardless of social class and ability. From childhood through adolescence to marriage and widowhood, this manual offers practical advice as well as philosophical meditation and was recognized soon after publication in 1524 as the most authoritative pronouncement on the universal education of women. Arguing that women were intellectually equal if not superior to men, Vives stressed intellectual companionship in marriage over procreation, and moved beyond the private sphere to show how women's progress was essential for the good of society and state.
A candid look into the private and political life of Minnesota's native son.
“I went to Nicaragua with nothing but a tourist visa, $1,500 in cash, the name of someone at the Agrarian Reform Ministry, and the idea of being a revolutionary intellectual. . . . The idea took hold in a simple character flaw: wanting to believe that I knew better than everyone else.” —From the preface
When Michael Johns joined a Sandinista militia in 1983, a fellow revolutionary dubbed him a rábano, a radish: red on the outside but white on the inside. Now, more than twenty-five years later, Johns appreciates the wisdom of that label as he revisits the questions of identity he tried to resolve by working with the Sandinistas at that point in his life. In The Education of a Radical, Johns recounts his immersion in Marxism and the Nicaraguan sojourn it led to, with a painful maturation process along the way.
His conversion began in college, where he joined a student group called the Latin American Solidarity Association and traveled to Chiapas, Mexico, for research on his senior thesis. Overwhelmed by the poverty he witnessed (and fascinated by a new friend named Maricela who was trying to turn peasants into revolutionaries and who carried a heavily highlighted copy of Late Capitalism), he experienced an ideological transformation. When a Marxist professor later encouraged him to travel to Nicaragua, the real internal battle began for him, a battle that was intensified by the U.S. invasion of Grenada and its effect on the Sandinistas, who believed they were the next target for an imminent American invasion. Before he knew it, Johns was digging trenches and learning how to use an AK-47. His intellectual ideals came face-to-face with revolutionary facts, and the results would perplex him for years to come.
Bringing to life a vivid portrait of the sometimes painful process of reconciling reality with romanticized principles, The Education of a Radical encapsulates a trove of truths about humanity, economics, and politics in one man’s memorable journey.
Brimming with honestly and passion, The Education of a WASP chronicles one white woman's discovery of racism in 1960s America. First published in 1970 and highly acclaimed by reviewers, Lois Stalvey's account is as timely now as it was then. Nearly twenty years later, with ugly racial incidents occurring on college campuses, in neighborhoods, and in workplaces everywhere, her account of personal encounters with racism remains deeply disturbing. Educators and general readers interested in the subtleties of racism will find the story poignant, revealing, and profoundly moving.
“Delightful and horrible, a singular book.” —Choice
“An extraordinarily honest and revealing book that poses the issue: loyalty to one’s ethnic group or loyalty to conscience.” —Publishers Weekly
“An excellent book. . . . As Drake fully documents, La Follette's warnings about [World War I] profiteers and the lust for power were fully justified. Then as now, the American people were lied to by the government and media and manipulated into the stink and blood of war."—Mark Taylor, The Daily Call
“Scholars will . . . value the insights into La Follette's foreign policy education.”—The Historian
The life of Betsey Stockton (ca. 1798–1865) is a remarkable story of a Black woman’s journey from slavery to emancipation, from antebellum New Jersey to the Hawai‘ian Islands, and from her own self-education to a lifetime of teaching others—all told against the backdrop of the early United States’ pervasive racism. It’s a compelling chronicle of a critical time in American history and a testament to the courage and commitment of a woman whose persistence grew into a potent form of resistance.
When Betsey Stockton was a child, she was “given, as a slave” to the household of Rev. Ashbel Green, a prominent pastor and later the president of what is now Princeton University. Although she never went to school, she devoured the books in Green’s library. After being emancipated, she used that education to benefit other people of color, first in Hawai‘i as a missionary, then Philadelphia, and, for the last three decades of her life, Princeton—a college town with a genteel veneer that never fully hid its racial hostility. Betsey Stockton became a revered figure in Princeton’s sizeable Black population, a founder of religious and educational institutions, and a leader engaged in the day-to-day business of building communities.
In this first book-length telling of Betsey Stockton’s story, Gregory Nobles illuminates both a woman and her world, following her around the globe, and showing how a determined individual could challenge her society’s racial obstacles from the ground up. It’s at once a revealing lesson on the struggles of Stockton’s times and a fresh inspiration for our own.
Beginning with the defeat of Governor Francis Cherry by the son of a hillbilly socialist at the end of the Joe McCarthy era, Dumas traces the development of a modernist political cast that eventually produced Arkansas’s first president of the United States. It follows the seed from 1978 that would germinate into the second impeachment of an American president.
Dumas has written for newspapers and about politics for sixty-three years, since 1954, the year that the stolid Cherry fell to Orval Eugene Faubus. The book is a political memoir that describes not only his education in the ways of politicians but the politicians’ own education and miseducation in how you win voters and then how you get things done.
It is mostly a collection of untold stories, often deeply personal, that reveal the inner struggles and sometimes the tribulations of the state’s leaders—Cherry, Faubus, Winthrop Rockefeller, Dale Bumpers, David Pryor, John McClellan, J. William Fulbright, Bill Clinton, Jim Guy Tucker, and others.
An examination and analysis of history education in American colleges and universities
In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions.
Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the
Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline.
Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education.
As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.
Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.
In the mid-nineteenth century, Laura Bridgman, a young child from New Hampshire, became one of the most famous women in the world. Philosophers, theologians, and educators hailed her as a miracle, and a vast public followed the intimate details of her life with rapt attention. This girl, all but forgotten today, was the first deaf and blind person ever to learn language.
Laura’s dark and silent life was transformed when she became the star pupil of the educational crusader Dr. Samuel Gridley Howe. Against the backdrop of an antebellum Boston seething with debates about human nature, programs of moral and educational reform, and battles between conservative and liberal Christians, Ernest Freeberg tells this extraordinary tale of mentor and student, scientist and experiment.
Under Howe’s constant tutelage, Laura voraciously absorbed the world around her, learning to communicate through finger language, as well as to write with confidence. Her remarkable breakthroughs vindicated Howe’s faith in the power of education to overcome the most terrible of disabilities. In Howe’s hands, Laura’s education became an experiment that he hoped would prove his own controversial ideas about the body, mind, and soul.
Poignant and hopeful, The Education of Laura Bridgman is both a success story of how a sightless and soundless girl gained contact with an ever-widening world, and also a cautionary tale about the way moral crusades and scientific progress can compromise each other. Anticipating the life of Helen Keller a half-century later, Laura’s is a pioneering story of the journey from isolation to accomplishment, as well as a window onto what it means to be human under the most trying conditions.
These and other questions are explored in this first paperback edition of Eugenia Kaledin's pathbreaking biography. The book re-creates the intense intellectual, cultural, and moral life of Boston and New England before, during, and after the Civil War and helps us to understand what could drive such a gifted, intelligent, and privileged woman to take her own life. Included is a portfolio of Adams's photographs of her husband and his famous circle.
The Education of Phillips Brooks probes the formative years of one of the best-known figures of Victorian America's "Gilded Age". Rigorously researched, bringing as yet untapped archival material into play, John F. Woolverton's book is an extremely readable and fascinating look at a gifted, persuasive clergyman and public figure. The sermon Brooks delivered at his Holy Trinity Church in Philadelphia while Abraham Lincoln's body lay in state overnight in Independence Hall was published, making him nationally famous overnight. He also is known for penning the lyrics to "O Little Town of Bethlehem". Although Brooks was not a major theologian, he was nurtured in an atmosphere of serious religious thought. In the crisis era of pre-Civil War America, he sought a religious and cultural ideal in the "perfect manhood" of Jesus Christ and consequently "won a name" for himself, as his slightly envious cousin, Henry Adams, once remarked. Woolverton places Brooks in his cultural context and shows how this religious leader was shaped psychologically and by his times and how those factors helped him forge a spiritual ideal for a troubled nation.
The Royal Polytechnic Institution's story is the first episode in the long, diverse history of the University of Westminster. Drawing on an extensive range of primary and secondary sources this book explores the Institution's reputation for visual spectacle and the popularisation of science. It is lavishly illustrated with contemporary images.
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