A SCHOLARLY BOOK REPOSITORY51 start with W start with W
Although many who are drawn to such work initially see it as a privilege—an opportunity to connect with the public in meaningful ways through the medium of history—the realities of the job almost inevitably alter that view. Not only do interpreters make considerable sacrifices, both emotional and financial, in order to pursue their work, but their sense of special status can lead them to avoid confronting troubling conditions on the job, at times fueling tensions in the workplace.
This case study also offers insights—many drawn from the author's seven years of working as an interpreter at Fort Snelling—into the way gendered roles and behaviors from the past play out among the workers, the importance of creative autonomy to historical interpreters, and the ways those on public history's front lines both resist and embrace the site's more difficult and painful histories relating to slavery and American Indian genocide.
The most famous long-distance hiking trail in North America, the 2,181-mile Appalachian Trail—the longest hiking-only footpath in the world—runs along the Appalachian mountain range from Georgia to Maine. Every year about 2,000 individuals attempt to “thru-hike” the entire trail, a feat equivalent to hiking Mount Everest sixteen times. In Walking on the Wild Side, sociologist Kristi M. Fondren traces the stories of forty-six men and women who, for their own personal reasons, set out to conquer America’s most well known, and arguably most social, long-distance hiking trail.
In this fascinating in-depth study, Fondren shows how, once out on the trail, this unique subculture of hikers lives mostly in isolation, with their own way of acting, talking, and thinking; their own vocabulary; their own activities and interests; and their own conception of what is significant in life. They tend to be self-disciplined, have an unwavering trust in complete strangers, embrace a life of poverty, and reject modern-day institutions. The volume illuminates the intense social intimacy and bonding that forms among long-distance hikers as they collectively construct a long-distance hiker identity. Fondren describes how long-distance hikers develop a trail persona, underscoring how important a sense of place can be to our identity, and to our sense of who we are. Indeed, the author adds a new dimension to our understanding of the nature of identity in general.
Anyone who has hiked—or has ever dreamed of hiking—the Appalachian Trail will find this volume fascinating. Walking on the Wild Side captures a community for whom the trail is a sacred place, a place to which they have become attached, socially, emotionally, and spiritually.
Amy C. Wilkins’s intimate ethnography of these three subcultures reveals a complex tug-of-war between the demands of race, class, and gender in which transgressing in one realm often means conforming to expectations in another. Subcultures help young people, especially women, navigate these connecting territories by offering them different sexual strategies: wannabes cross racial lines, goths break taboos by becoming involved with multiple partners, and Christians forego romance to develop their bond with God. Avoiding sanctimonious hysteria over youth gone astray, Wilkins meets these kids on their own terms, and the result is a perceptive and provocative portrait of the structure of young lives.
Warfare in Europe contributed to the development of the modern state. In response to external conflict, state leaders raised armies and defended borders. The centralization of power, the development of bureaucracies, and the integration of economies all maximized revenue to support war. But how does a persistent external threat affect the development of a strong state? The “Garrison State” hypothesis argues that states that face a severe security threat will become autocracies. Conversely, the “Extraction School,” argues that warfare indirectly promotes the development of democratic institutions.
Execution of large-scale war requires the mobilization of resources and usually reluctant populations. In most cases, leaders must extend economic or political rights in exchange for resolving the crisis. Large-scale warfare thus expands political participation in the long run. The authors use empirical statistical modeling to show that war decreases rights in the short term, but the longer and bigger a war gets, the rights of the citizenry expand with the conflict. The authors test this argument through historical case studies—Imperial Russia, Austro-Hungarian Dual Monarchy, African Americans in World War I and II, and the Tirailleurs Senegalese in World War I—through the use of large-N statistical studies—Europe 1900–50 and Global 1893–2011—and survey data. The results identify when, where, and how war can lead to the expansion of political rights.
According to some estimates, at least 1.7 billion people do not have an adequate supply of drinking water and as many as 40% of the world's population face chronic shortages. Yet water scarcity is more than a matter of terrain, increased population, and climate. It can also be a byproduct or end result of water management, where the building of dams, canals, and complicated delivery systems provide water for some at the cost of others, and result in short-term gains that wreak long-term ecological havoc. Water scarcity can also be a product of the social systems in which we live.
Water, Culture, and Power presents a series of case studies from around the world that examine the complex culture and power dimensions of water resources and water resource management. Chapters describe highly contested and contentious cases that span the continuum of water management concerns from dam construction and hydroelectric power generation to water quality and potable water systems. Sections examine: impact of water resource development on indigenous peoples varied cultural meanings of water and water resources political process of funding and building water resource projects tensions between culture and power as they structure perceptions and experiences of water scarcity, transforming water from natural resource to social constructio.
Case studies include Lummi nation challenges to water rights in the northwest United States; drinking water quality issues in Oaxaca de Juarez, Mexico; the effects of tourism development in the Bay Islands, Honduras; water scarcity on St. Thomas, the Virgin Islands; the role of water in the Arab-Israeli conflict; and other national and regional situations including those from Zimbabwe, Japan, and Bangladesh.
While places and cases vary, all chapters address the values and meanings associated with water and how changes in power result in changes in both meaning and in patterns of use, access, and control. Water, Culture, and Power provides an important look at water conflicts and crises and is essential reading for students, researchers, and anyone interested in the role of cultural factors as they affect the political economy of natural resource use and control.
A sociologist and work and family expert, Garey situates her research in the health service industry. Interviewing a racially and ethnically diverse group of women hospital workers -- clerical workers, janitorial workers, nurses, and nurse's aids -- Garey analyzes what it means to be at once a mother who is employed and a worker with children. Within the limits of the resources available to them, women integrate their identities as workers and their identities as mothers by valuing their relation to work while simultaneously preserving cultural norms about what it means to be a good mother. Some of these women work non-day shifts in order to have the right blocks of time at home, including, for example, a registered nurse who explains how working the night shift enables her to see her children off to school, greet them when they return, and attend school events in the way she feels "good mothers" should -- even if she finds little time for sleep.
Moving beyond studies of women, work, and family in terms of structural incompatibilities, Garey challenges images of the exclusively "work-oriented" or exclusively "family-oriented" mother. As women talk about their lives, Garey focuses on the meanings of motherhood and of work that underlie their strategies for integrating employment and motherhood. She replaces notions of how women "balance" work and family with a better understanding of how women integrate, negotiate, and weave together their identities as both workers and mothers.
Breaking new ground in the study of work and family, Weaving Work and Motherhood offers new insights for those interested in sociology, gender and women's studies, social policy, child care, social welfare, and health care.
A tragedy and a trial placed Ann-Janine Morey in an ideal position to write this wrenching exploration of the havoc wreaked on a family by Shaken Baby Syndrome. As an alternate juror in a 1995 murder trial in Murphysboro, Illinois, she observed a case that has become too common: that of an adult caregiver shaking to death a baby. A seasoned researcher and published scholar, in this book Morey witnesses the court proceedings firsthand, comes to know the families of the toddler intimately, and augments her observations and interviews through research into Shaken Baby Syndrome. The result is an agonizingly human tale supported by the evidence of science, sociology, and criminology.
Morey's What Happened to Christopher memorializes the short life of nineteen-month-old Christopher Attig (1992–1994). To reveal what Christopher meant to those closest to him, Morey conducts extensive interviews with the child's parents and grand-parents. She also interviews the officials involved in the case to set the scene from a legal and police angle. Gary Lynn Gould, who was convicted of and imprisoned for killing Christopher, did not answer Morey's requests for interviews.
Morey characterizes her investigation as a "story of quiet horror because it takes place in a way and a setting that could be any town and many families." Nonetheless, Morey's narrative skill transforms Christopher into much more than an ordinary child, senselessly slain. He is Christopher, irreplaceable and unique. And by the time she reconstructs Christopher's final days and the aftermath of his murder, Morey has depicted the principals in the case so deftly and imbued them with such humanity that we experience their torment and their hope.
Morey also provides a juror's insight into the trial. By showing what happened to Christopher Attig and by presenting the accumulated findings relative to Shaken Baby Syndrome, she seeks through education to help prevent future deaths like Christopher's.
Nationally recognized communication coach and four-time Emmy Awardûwinning broadcaster Steve Adubato has been teaching, writing, and thinking about comm¡unication, leadership, and crisis communication for nearly two decades. In What Were They Thinking? Adubato examines twenty-two controversial and complex public relations and media mishaps, many of which were played out in public. Among cases and people discussed are:
- The Johnson & Johnson Tylenol scare: Perhaps the best crisis management ever
- Don Imus: Sometimes saying "sorry" is too little too late
- Former Attorney General Alberto Gonzales: Authority does not put you above questioning
- Bill O'Reilly: Know when to stop defending yourself and save face
- Former EPA Administrator Christie Whitman: Proof that your written words can come back to haunt you
- Hurricane Katrina: A natural disaster that led to a larger governmental disaster
- The Catholic Church's pedophilia scandal: Denial won't get rid of the skeletons in your closet
Arranged in short chapters detailing each case individually, the book provides a brief history of the topics and answers the questions: Who got it right? Who got it wrong? What can the rest of us learn from them?
Pulitzer Prize-winning author and former Washington Post reporter Leon Dash spent a year living in one of the poorest ghettos in Washington, D.C., and a total of seventeen months conducting interviews examining the causes and effects of the ever-lowering age of teenage parents among poor black youths.
Dash had expected to find inadequate sex education and lack of birth control to be the root cause of the growing trend toward early motherhood, but his conversations with the mothers themselves revealed the truth to be more complex.
A riveting account of the human stories behind the statistics, When Children Want Children allows readers to hear the voices of young adults struggling with poverty and parenthood and gets to the heart of teenage parents’ cultural values and motivations.
Depression-era Harlan County, Kentucky, was the site of one of the most bitter and protracted labor disputes in American history. The decade-long conflict between miners and the coal operators who adamantly resisted unionization has been immortalized in folksong by Florence Reece and Aunt Molly Jackson, contemplated in prose by Theodore Dreiser and Sherwood Anderson, and long been obscured by popular myths and legends.
John W. Hevener separates the fact from the legend in his Weatherford Award-winning investigation of Harlan's civil strife, now available for the first time in paperback. In Which Side Are You On? Hevener attributes the violence–-including the deaths of thirteen union miners–-to more than just labor conflict, viewing Harlan's troubles as sectional economic conflict stemming from the county's rapid industrialization and social disorganization in the preceding decade.
Detailing the dimensions of unionization and the balance of power spawned by New Deal labor policy after government intervention, Which Side Are You On? is the definitive analysis of Harlan's bloody decade and a seminal contribution to American labor history.
Even some enlightened academicians automatically—and incorrectly—connect illiteracy to Appalachia, contends Katherine Kelleher Sohn. After overhearing two education professionals refer to the southern accent of a waiter and then launch into a few redneck jokes, Sohn wondered why rural, working-class white people are not considered part of the multicultural community. Whistlin’ and Crowin’ Women of Appalachia: Literacy Practices since College examines the power of women to rise above cultural constraints, complete their college degrees, assume positions of responsibility, and ultimately come to voice.
Sohn, a born southerner and assimilated Appalachian who moved from the city more than thirty years ago, argues that an underclass of rural whites is being left out of multicultural conversations. She shares how her own search for identity in the academic world (after enrolling in a doctoral program at age fifty) parallels the journeys of eight nontraditional, working-class women. Through interviews and case studies, Sohn illustrates how academic literacy empowers women in their homes, jobs, and communities, effectively disproving the Appalachian adage: “Whistlin’ women and crowin’ hens, always come to no good ends.”
Sohn situates the women’s stories within the context of theory, self confidence, and place. She weaves the women’s words with her own, relating voice to language, identity, and power. As the women move from silence to voice throughout and after college—by maintaining their dialect, discovering the power of expressivist writing, gaining economic and social power, and remaining in their communities—they discover their identity as strong women of Appalachia.
Sohn focuses on the power of place, which figures predominantly in the identity of these women, and colorfully describes the region. These Appalachian women who move from silence to voice are the purveyors of literacy and the keepers of community, says Sohn. Serving as the foundation of Appalachian culture in spite of a patriarchal society, the women shape the region even as it shapes them.
Geared to scholars of literacy studies, women’s studies, and regional studies, Whistlin’ and Crowin’ Women of Appalachia will also resonate with those working with other marginalized populations who are isolated economically, geographically, or culturally.
The book includes a comparative analysis of five case studies: India and Sri Lanka, Somalia and Ethiopia, Malaysia and the Thai Malay (a non-intervention), the immediate aftermath of the breakup of Yugoslavia, and Greece and Turkey with Cyprus. The case histories produce strong support for the relevance of the typology and catalysts. Ethnic composition, institutional constraint, and ethnic affinity and cleavage are very useful factors in distinguishing both the likelihood and form of intervention.
Policies that encourage institutional reform and support ethnic diversity can be expected to reduce the likelihood and even the perceived need for intervention.
Just weeks after CBS correspondent George Polk was murdered in Greece in 1948, his peers created the "George Polk Award" to honor the best in American journalism. Polk would have been bitterly disappointed, however, had he known that the "best in American journalism" accepted, largely without protest, an investigation into his death in which evidence was not only ignored but manufactured to convict innocent men—an investigation in which politics played a bigger role than the truth.
Reconstructing the murder, investigation, trial, and aftermath, Who Killed George Polk? offers a penetrating analysis of the willingness of the American media—including CBS and a committee of prominent journalists headed by Walter Lippmann—to accept the government's version of events despite numerous inconsistencies. The book also explores the fate of the handful of journalists who had questioned the original coverup and shows that even when additional developments turned the official version on its head, they were no longer in a position to press for a new investigation. All had become victims of anticommunist witchhunts.
Arguing that this mainstream media and the U.S. government were so blinded by cold war political considerations that they overlooked the most obvious culprits for the Polk murder, Elias Vlanton proves that Polk was likely killed neither by the communists, as originally charged, nor by corrupt Greek government officials, as claimed by a recent book and in a CBS "Sixty Minutes" broadcast. Instead, based on evidence uncovered during Vlanton's 19-year investigation, the author presents the only plausible scenario of how and why Polk was murdered.
At its core, this perceptive interrogation explores how the press served U.S. national interests at the expense of the truth and journalistic integrity.
The United States Congress appears to be in perpetual gridlock on environmental policy, notes Sara Rinfret, editor of the significant collection, Who Really Makes Environmental Policy? As she and her contributors explain, however, most environmental policy is not made in the halls of Congress. Instead, it is created by agency experts in federal environmental agencies and it is implemented at the state level. These individuals have been delegated the authority to interpret vague congressional legislation and write rules—and these rules carry the same weight as congressional law.
Who Really Makes Environmental Policy? brings together top scholars to provide an explanation of rulemaking processes and regulatory policy, and to show why this context is important for U.S. environmental policy. Illustrative case studies about oil and gas regulations in Colorado and the regulation of coal ash disposal in southeastern states apply theory to practice. Ultimately, the essays in this volume advance our understanding of how U.S. environmental policy is made and why understanding regulatory policy matters for its future.
Whose School Is It?: Women, Children, Memory, and Practice in the City is a success story with roadblocks, crashes, and detours. Rhoda Halperin uses feminist theorist and activist Gloria Anzaldúa's ideas about borderlands created by colliding cultures to deconstruct the creation and advancement of a public community charter school in a diverse, long-lived urban neighborhood on the Ohio River. Class, race, and gender mix with age, local knowledge, and place authenticity to create a page-turning story of grit, humor, and sheer stubbornness. The school has grown and flourished in the face of daunting market forces, class discrimination, and an increasingly unfavorable national climate for charter schools. Borderlands are tense spaces. The school is a microcosm of the global city.
Many theoretical strands converge in this book—feminist theory, ideas about globalization, class analysis, and accessible narrative writing—to present some new approaches in urban anthropology. The book is multi-voiced and nuanced in ways that provide authenticity and texture to the real circumstances of urban lives. At the same time, identities are threatened as community practices clash with rules and regulations imposed by outsiders.
Since it is based on fifteen years of ethnographic fieldwork in the community and the city, Whose School Is It? brings unique long-term perspectives on continuities and disjunctures in cities. Halperin's work as researcher and advocate also provides insider perspectives that are rare in the literature of urban anthropology.
Why does peace fail? More precisely, why do some countries that show every sign of having successfully emerged from civil war fall once again into armed conflict? What explains why peace "sticks" after some wars but not others?
In this illuminating study, Charles T. Call examines the factors behind fifteen cases of civil war recurrence in Africa, Asia, the Caucasus, and Latin America. He argues that widely touted explanations of civil war—such as poverty, conflict over natural resources, and weak states—are far less important than political exclusion. Call’s study shows that inclusion of former opponents in postwar governance plays a decisive role in sustained peace.
Why Peace Fails ultimately suggests that the international community should resist the temptation to prematurely withdraw resources and peacekeepers after a transition from war. Instead, international actors must remain fully engaged with postwar elected governments, ensuring that they make room for former enemies.
Newly revised and refreshed, this invaluable how-to manual will teach you the skills and strategies crucial for finding, applying for, and winning grants. Whether you're starting from scratch and don't know where to begin, or you're an experienced grant writer looking to tap into new funding sources, this resource offers a proven, easy-to-understand process for grant success. Loaded with a wide variety of forms, worksheets, and checklists to help you stay organized, this book:
- summarizes the grant process cycle and outlines a clear path to success;
- shares inspiring grant success stories in action from diverse libraries;
- offers guidance on gathering knowledge and conducting research, with updated resource lists and links to the various types of funders;
- covers every stage of planning, including how to cultivate community involvement, methods for needs assessment, advice on organizing the grant team, and exercises to help you write realistic goals and objectives;
- gives tips on writing the proposal, such as where to find the best statistics and census data to support your statement of needs;
- advises how to announce a successful grant to the community, and other first steps of implementation, including the basic principles of project management;
- provides guidance on what to do when you're turned down and how to conduct an effective review session that keeps the process moving forward;
- highlights ways to stay current through online discussion groups, blogs, networking groups, and more; and
- features sample RFPs, budget templates, grant partnership documents, and many other helpful tools.
Harriet's letters reveal her experiences with actors and institutions that played pivotal roles in the history of American women: the nascent literate female work force at the mills in Lowell, Massachusetts; the Ipswich Female Seminary, which was one of the first schools for women teachers; women's associations, especially in churches; and the close and enduring ties that characterized women's relationships in the late nineteenth century.
Harriet's letters also provide an intimate view of the relationships between American Indians and Euro-Americans in the Great Lakes region, where she settled with her Christian missionary husband.
Women's grassroots activism in Latin America combines a commitment to basic survival for women and their children with a challenge to women's subordination to men. Women activists insist that issues such as rape, battering, and reproductive control cannot be divorced from women's concerns about housing, food, land, and medical care.
This innovative, comparative study explores six cases of women's grassroots activism in Mexico, El Salvador, Brazil, and Chile. Lynn Stephen communicates the ideas, experiences, and perceptions of women who participate in collective action, while she explains the structural conditions and ideological discourses that set the context within which women act and interpret their experiences. She includes revealing interviews with activists, detailed histories of organizations and movements, and a theoretical discussion of gender, collective identity, and feminist anthropology and methods.
Pilar is a capable, energetic merchant in the small, Peruvian highland settlement of Chiuchin. Genovena, an unmarried day laborer in the same town, faces an impoverished old age without children to support her. Carmen is the wife of a prosperous farmer in the agricultural community of Mayobamba, eleven thousand feet above Chiuchin in the Andean sierra. Mariana, a madre soltera—single mother—without a husband or communal land of her own, also resides in Mayobamba.
These lives form part of an interlocking network that the authors carefully examine in Women of the Andes. In doing so, they explore the riddle of women’s structural subordination by analyzing the social, political, and economic realities of life in Peru. They examine theoretical explanations of sexual hierarchies against the backdrop of life histories. The result is a study that pinpoints the mechanisms perpetuating sexual repression and traces the impact of social change and national policy on women’s lives.
In the series Women in the Political Economy, edited by Ronnie J. Steinberg.
Modern American culture has raised generations of women who believed that their true and most important role in society was to get married and have children. Anything short of this role was considered abnormal, unfulfilling, and suspect. This female stereotype has been exploited and perpetuated by some key films in the late 40's and early 50's. But more recently we have seen a shift in the cultural view of the spinster. The erosion of the traditional nuclear family, as well as a larger range of acceptable life choices, has caused our perceptions of unmarried women to change. The film industry has reflected this shift with updated stereotypes that depict this cultural trend. The shift in the way we perceive spinsters is the subject of current academic research which shows that a person's perception of particular societal roles influences the amount of stress or depression they experience when in that specific role. Further, although the way our culture perceives spinsters and the way the film industry portrays them may be evolving, we still are still left with a negative stereotype.
Themes of choice and power have informed the lives of single women in all times and places. When considered at all in a scholarly context, single women have often been portrayed as victims, unhappily subjected to forces beyond their control. This collection of essays about "women on their own" attempts to correct that bias, by presenting a more complex view of single women in nineteenth- and twentieth-century United States and Europe.
Topics covered in this book include the complex and ambiguous roles that society assigns to widows, and the greater social and financial independence that widows have often enjoyed; widow culture after major wars; the plight of homeless, middle-class single women during the Great Depression; and comparative sociological studies of contemporary single women in the United States, Britain, Ireland, and Cuba.
Composed of papers presented to the Rutgers Center for Historical Analysis project on single women, this collection incorporates the work of specialists in anthropology, art history, history, and sociology. It is deeply connected with the emerging field of singleness studies (to which the RCHA has contributed an Internet-based bibliography of more than 800 items). All of the essays are new and have not been previously published.
Globalization is not a new phenomenon; women throughout the world have been dealing with the circumstances and consequences of an international economy long before the advent of the transnational corporate conglomerate. However, in a mercenary example of the tried clich "the more things change, the more they stay the same," women-particularly those of color-continue to be relegated to the lowest rung of the occupational ladder, where their indispensable contributions to global market capitalism are downplayed or invalidated completely through the perpetuation of stereotypes and the denial of access to better job opportunities and resources.
How women of color around the world adapt and challenge the economic, political, and social effects of globalization is the subject of this broad-minded and incisive anthology. From Mexico, Jamaica, Ghana, Zimbabwe, and Sri Lanka, to immigrant and non-immigrant communities in the United States-the women documented in these essays are agricultural and factory workers, artists and entrepreneurs, mothers and activists. Their stories bear stark witness to how globalization continues to develop new sites and forms of exploitation, while its apparent victims continue to be women, men, and children of color.
Since the Industrial Revolution, contributors argue, factors such as race, sex, and state intervention have mediated both the effect of economic depressions on workers' lives and workers' responses to those depressions. Contributors also posit a varying dynamic between political upheaval and economic crises, and between workers and the welfare state.
The volume ends with an examination of today's "Great Recession": its historical distinctiveness, its connection to neoliberalism, and its attendant expressions of worker status and agency around the world. A sobering conclusion lays out a likely future for workers--one not far removed from the instability and privation of the nineteenth century.
The essays in this volume offer up no easy solutions to the challenges facing today's workers. Nevertheless, they make clear that cogent historical thinking is crucial to understanding those challenges, and they push us toward a rethinking of the relationship between capital and labor, the waged and unwaged, and the employed and jobless.
Contributors are Sven Beckert, Sean Cadigan, Leon Fink, Alvin Finkel, Wendy Goldman, Gaetan Heroux, Joseph A. McCartin, David Montgomery, Edward Montgomery, Scott Reynolds Nelson, Melanie Nolan, Bryan D. Palmer, Joan Sangster, Judith Stein, Hilary Wainright, and Lu Zhang.
These are the words with which Margaret, a thirty-three-year-old cocaine-using prostitute, begins her story. In this book, she and four other women, all inner-city hustlers, describe their lives, how they came to be where they are, and where they hope to go.
Margaret, Charlie, Virginia, Tracy, and Laquita are all drug users who are involved in regular criminal activity: prostitution, burglary, shoplifting, robbery, drug selling, petty theft, and various kinds of fraud. Four of the women are black; one is white and Puerto Rican. While all five have been involved in same-sex relationships, three are primarily straight and two are primarily lesbian. They come from working-class or welfare families; some women characterize their mothers as strict, abusive, intolerant, and distant while other mothers are characterized as being concerned, religious, and loving. The women talk frankly about their drug use, their sexual and criminal activities, their childhoods, their personal relationships with their families of origin, children, partners, their fears and future goals, and the ordinary trappings of their lives.
While these accounts describe lives lived at the margins of society, they also reveal women who practice self-evaluation. These are women who have a deep understanding of individual accountability and responsibility. These accounts are connected by themes of violence and poverty, but they are also connected by the variety and richness of these women's lives. The women also assert a control over their activities and talk of independent judgment in terms that we imagine are reserved for men. There is a tendency in criminology to treat the data generated by research on men as fundamentally true for women as well. By allowing female law-breakers to describe their lives in their own way, Pettiway underlines not only their differences from men but also their differences from each other.
However, their stories also reveal their common humanity and their profound will to survive despite all obstacles. These women manage to live self-defined and self-validated lives in a world even more turbulent than that of their mainstream sisters. They share a web of experiences created out of race and ethnicity, sexual orientation, drug use, and urbanization that provides them with meaning and courage. They speak movingly about guilt and responsibility, about rape and intimacy, and about ambition and despair. Through their stories we can grasp the traumas and turning points that lead us all to make bad decisions as well as those ideals and inspirations that can help to redeem us.
Working from Within is one of the first books to show how identity is linked to agency--individually and collectively--for Chicanas and Chicanos in education. Urrieta set out to answer linked questions: How do Chicanas and Chicanos negotiate identity, ideology, and activism within educational institutions that are often socially, culturally, linguistically, emotionally, and psychologically alienating? Analyzing in-depth interviews with twenty-four educators, Urrieta offers vivid narratives that show how activist identities are culturally produced through daily negotiations.
Urrieta’s work details the struggles of activist Chicana and Chicano educators to raise consciousness in a wide range of educational settings, from elementary schools to colleges. Overall, Urrieta addresses important questions about what it means to work for social justice from within institutions, and he explores the dialogic spaces between the alternatives of reproduction and resistance. In doing so, he highlights the continuity of Chicana and Chicano social movement, the relevance of gender, and the importance of autochthonous frameworks in understanding contemporary activism. Finally, he shows that it is possible for minority activist educators to thrive in a variety of institutional settings while maintaining strong ties to their communities.
The first book-length empirical investigation of writing center directors’ labor, The Working Lives of New Writing Center Directors presents a longitudinal qualitative study of the individual professional lives of nine new directors. Inspired by Kinkead and Harris’s Writing Centers in Context (1993), the authors adopt a case study approach to examine the labor these directors performed and the varied motivations for their labor, as well as the labor they ignored, deferred, or sidelined temporarily, whether or not they wanted to.
The study shows directors engaged in various types of labor—everyday, disciplinary, and emotional—and reveals that labor is never restricted to a list of job responsibilities, although those play a role. Instead, labor is motivated and shaped by complex and unique combinations of requirements, expectations, values, perceived strengths, interests and desires, identities, and knowledge. The cases collectively distill how different institutions define writing and appropriate resources to writing instruction and support, informing the ongoing wider cultural debates about skills (writing and otherwise), the preparation of educators, the renewal/tenuring of educators, and administrative “bloat” in academe.
The nine new directors discuss more than just their labor; they address their motivations, their sense of self, and their own thoughts about the work they do, facets of writing center director labor that other types of research or scholarship have up to now left invisible. The Working Lives of New Writing Center Directors strikes a new path in scholarship on writing center administration and is essential reading for present and future writing center administrators and those who mentor them.
The authors challenge prevailing cultural narratives that separate ecological and human health from the impacts of modern industrial capitalism. Essay themes range from how human survival is linked to nature to how the use and abuse of nature benefit the wealthy elite at the expense of working-class people and the working poor as well as how climate change will affect cultures deeply rooted in the land.
Ultimately, Working on Earth calls for a working-class ecology as an integral part of achieving just and sustainable human development.
Works councils—institutionalized bodies for representative communication between an employer and employees in a single workplace—are rare in the Anglo-American world, but are well-established in other industrialized countries. The contributors to this volume survey the history, structure, and functions of works councils in the Netherlands, Germany, France, Spain, Sweden, Italy, Poland, Canada, and the United States. Special attention is paid to the relations between works councils and unions and collective bargaining, works councils and management, and the role and interest of governments in works councils. On the basis of extensive comparative data from other Western countries, the book demonstrates powerfully that well-designed works councils may be more effective than labor unions at solving management-labor problems.
In this wonderfully evocative picture of an urban American high school and its successes and setbacks over the past thirty-five years, Gerald Grant works out a unique perspective on what makes a good school: one that asserts moral and intellectual authority without becoming rigidly doctrinaire or losing the precious gains in equality of opportunity that have been won at great cost.
Grant describes what happened inside Hamilton High (a real school, although its identity is disguised), and how different worlds evolved as the school’s authority system was transformed. After the opening of Hamilton High in the buoyant and self-confident 1950s, the school plunged into a period of violence and radical deconstruction in the late sixties. Grant charts the rise of student power in the seventies, followed by new transformations of the school in the last decade occasioned in part by the mainstreaming of disabled students and the arrival of Asian immigrants. Things got very bad before they got better, but they did get better. The school went from white power to black power to genuine racial equality. Its average test scores declined and then improved. Although test-score means did not return to their former levels, the gap in achievement between the social classes decreased. Violence was replaced by a sense of relative safety and security.
Yet this book is not just a case study. In the second half the author presents a general analysis of American education. He contrasts the world of Hamilton High with other possible worlds, including those at three schools (one public and two private) that exhibit a strong positive ethos. He looks at the way the moral and intellectual worlds have been sundered in many contemporary public schools and asks whether they can be put back together again.
The book is grounded in a creative methodology that includes research by students at Hamilton High, whom Grant trained to analyze life in their school. Later he shared this research with teachers as a means of opening a dialogue about what changes they wanted to make. Grant’s analysis leads to recommendations for two essential reforms, and in an epilogue the teachers who read this hook also tell us what they make of it and offer their own conclusions. Their challenging final words will spur the thinking of educators, policymakers, scholars, parents, and all those who are concerned about our schools today.
During the Rubella Syndrome epidemic of the 1960s, many children were born deaf, blind, and mentally disabled. David Goode has devoted his life and career to understanding such people's world, a world without words, but not, the author confirms, one without communication. This book is the result of his studies of two children with congenital deaf-blindness and mental retardation.
Goode spent countless hours observing, teaching, and playing with Christina, who had been institutionalized since age six, and Bianca, who remained in the care of her parents. He also observed the girls' parents, school, and medical environments, exploring the unique communication practices—sometimes so subtle they are imperceptible to outsiders—that family and health care workers create to facilitate innumerable every day situations. A World Without Words presents moving and convincing evidence that human beings both with and without formal language can understand and communicate with each other in many ways.
Through various experiments in such unconventional forms of communication as playing guitar, mimicking, and body movements like jumping, swinging, and rocking, Goode established an understanding of these children on their own terms. He discovered a spectrum of non-formal language through which these children create their own set of symbols within their own reality, and accommodate and maximize the sensory resources they do have. Ultimately, he suggests, it is impractical to attempt to interpret these children's behaviors using ideas about normal behavior of the hearing and seeing world.
Writing Program Architecture offers an unprecedented abundance of information concerning the significant material, logistical, and rhetorical features of writing programs. Presenting the realities of thirty diverse and award-winning programs, contributors to the volume describe reporting lines, funding sources, jurisdictions, curricula, and other critical programmatic matters and provide insight into their program histories, politics, and philosophies.
Each chapter opens with a program snapshot that includes summary demographic and historical information and then addresses the profile of the WPA, program conception, population served, funding, assessment, technology, curriculum, and more. The architecture of the book itself makes comparison across programs and contexts easy, not only among the programs described in each chapter but also between the program in any given chapter and the reader’s own program. An online web companion to the book includes access to the primary documents that have been of major importance to the development or sustainability of the program, described in a “Primary Document” section of each chapter.
The metaphor of architecture allows us to imagine the constituent parts of a writing program as its foundation, beams, posts, scaffolding—the institutional structures that, alongside its people, anchor a program to the ground and keep it standing. The most extensive resource on program structure available to the field, Writing Program Architecture illuminates structural choices made by leaders of exemplary programs around the United States and provides an authoritative source of standard practice that a WPA might use to articulate programmatic choices to higher administration.
Contributors: Susan Naomi Bernstein, Remica Bingham-Risher, Brent Chappelow, Malkiel Choseed, Angela Clark-Oates, Patrick Clauss, Emily W. Cosgrove, Thomas Deans, Bridget Draxler, Leigh Ann Dunning, Greg A. Giberson, Maggie Griffin Taylor, Paula Harrington, Sandra Jamieson, Marshall Kitchens, Michael Knievel, Amy Lannin, Christopher LeCluyse, Sarah Liggett, Deborah Marrott, Mark McBeth, Tim McCormack, John McCormick, Heather McGrew, Heather McKay, Heidi A. McKee, Julianne Newmark, Lori Ostergaard, Joannah Portman-Daley, Jacqueline Preston, James P. Purdy, Ben Rafoth, Dara Regaignon, Nedra Reynolds, Shirley Rose, Bonnie Selting, Stacey Sheriff, Steve Simpson, Patricia Sullivan, Kathleen Tonry, Sanford Tweedie, Meg Van Baalen-Wood, Shevaun Watson, Christy I. Wenger, Lisa Wilkinson, Candace Zepeda
Pieter Spierenburg narrates two sensational murder cases among intimates in eighteenth-century Amsterdam. The cases recounted here both resulted from fatal attraction. They represented the darker side of the eighteenth-century revolution in love. This period witnessed great cultural changes affecting personal relationships and emotions. The new ideal of love demanded that couples spend much of their time together and explore each other’s feelings. But this new ideal was meant for married and engaged couples only; for others it meant disaster. Love gone wrong was the theme of the sentimental novels of the age, but it also happened to real people, with fatal consequences.
Written in Blood traces the lives and ultimate fate of Nathaniel Donker, who, together with the help of his mistress, brutally murders and dismembers the wife. The second tale focuses on J. B. F. van Gogh, who falls in love with a prostitute; she later rejects him and, when a letter written with his own blood fails to change her mind, he stabs her to death in a fit of passionate rage.
In Written in Blood, the reader gets two stories for the price of one. And, whereas earlier microhistories have been situated in a village or a small town, the scene here is Amsterdam and its canals. Spierenburg reveals in detail what concepts like honor and gender roles came down to in individual lives. He also shows that these murders produced a strange mixture of modern romantic feelings and traditional notions of honor and shame.
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