Architecture is often thought to be a diary of a society, filled with symbolic representations of specific cultural moments. However, as Craig L. Wilkins observes, that diary includes far too few narratives of the diverse cultures in U.S. society. Wilkins states that the discipline of architecture has a resistance to African Americans at every level, from the startlingly small number of architecture students to the paltry number of registered architects in the United States today.
Working to understand how ideologies are formed, transmitted, and embedded in the built environment, Wilkins deconstructs how the marginalization of African Americans is authorized within the field of architecture. He then outlines how activist forms of expression shape and sustain communities, fashioning an architectural theory around the site of environmental conflict constructed by hip-hop culture.
Wilkins places his concerns in a historical context, and also offers practical solutions to address them. In doing so, he reveals new possibilities for an architecture that acknowledges its current shortcomings and replies to the needs of multicultural constituencies.
Craig L. Wilkins, a registered architect, teaches architecture and urban planning at the University of Michigan.
This volume, consisting of papers presented at a conference held at Williamsburg, Va., 2-3 April 1981, is a progress report on the National Bureau of Economic Research project, The Changing Roles of Debt and Equity in Financing U.S. Capital Formation. The National Bureau has undertaken this project—including the conference, the research described in this volume, and the publication of the volume itself—with the support of the American Council of Life Insurance.
With a renewed emphasis on facilitating learning, supporting multiple literacies, and advancing equity and inclusion, the thoroughly updated and revised second edition of this trusted text provides models and tools that will enable library staff who serve youth to create and maintain collections that provide equitable access to all youth. And as Hughes-Hassell demonstrates, the only way to do this is for collection managers to be learner-centered, confidently acting as information guides, change agents, and leaders. Based on the latest educational theory and research, this book
This resource will be as useful to current school librarians and supervisors, youth librarians in public libraries, and educators as it will to LIS students.
This book has a threefold purpose: to date and explain the beginning of legal protection of copyholders in courts of law and equity; to reconstruct and explain the first stage in the creation of a body of law relating to copyholds; and to provide a case study in sixteenth-century jurisprudence of a sort that may tend to illuminate larger questions about the judicial process in that period. Mr. Gray has based his book largely on manuscript law reports never before used.
Copyhold, and its ancestor, villein tenure, were originally not protected by the central law courts in England, with the result that the tenant was at the mercy of his lord. There has been considerable uncertainty and dispute as to when this state of affairs was changed. This book argues that the Chancery possibly did not extend protection to tenants until the end of the fifteenth century, and that the common law did not provide protection until the middle of the sixteenth century. Mr. Gray explains why and how the change was effected. Since the extension of common-law protection brought many collateral issues before the courts, the judges had to write a new chapter in the law of property. The authordescribes the perplexities they faced and the changing techniques used to meet them.
This history of a new field of law developed in the Elizabethan period has implications for general questions on the judicial process, such as the use made of precedents, the methods of interpreting statutes, and the character of legal analysis. An introduction provides the Medieval background and explains the technical language and fundamental concepts necessary for understanding the specific studies.
All too often, in a hurried attempt to “catch up,” diversity training can create division among staff or place undue burdens on a handful of employees. Instead, academic libraries need approaches to diversity, equity, and inclusion (DEI) that position these priorities as ongoing institutional and professional goals. This book’s model programs will help academic libraries do exactly that, sharing a variety of initiatives that possess clear goals, demonstrable outcomes, and reproducible strategies. Librarians, administrators, and directors will all benefit from the programs detailed inside, which include such topics as
A philosophical and legal argument for equal access to good lawyers and other legal resources.
Should your risk of wrongful conviction depend on your wealth? We wouldn’t dream of passing a law to that effect, but our legal system, which permits the rich to buy the best lawyers, enables wealth to affect legal outcomes. Clearly justice depends not only on the substance of laws but also on the system that administers them.
In Equal Justice, Frederick Wilmot-Smith offers an account of a topic neglected in theory and undermined in practice: justice in legal institutions. He argues that the benefits and burdens of legal systems should be shared equally and that divergences from equality must issue from a fair procedure. He also considers how the ideal of equal justice might be made a reality. Least controversially, legal resources must sometimes be granted to those who cannot afford them. More radically, we may need to rethink the centrality of the market to legal systems. Markets in legal resources entrench pre-existing inequalities, allocate injustice to those without means, and enable the rich to escape the law’s demands. None of this can be justified. Many people think that markets in health care are unjust; it may be time to think of legal services in the same way.
Americans’ perception of college students does not correlate with the reality of the rich diversity seen on university campuses. Over 60% of Americans believe the average age of a college student is 20 years old but, in fact, it’s 26.4 years old. Demographics in the classroom are shifting and instructors bear a responsibility to adjust their teaching style and curriculum to be inclusive for all students.
Equity and Inclusion for Higher Education Strategies for Teaching, edited by Rita Kumar and Brenda Refaei, details the necessity for an inclusive curriculum with examples of discipline-specific activities and modules. The intersectionality of race, age, socioeconomic status, and ability all embody the diversity college instructors encounter in their classrooms. Through the chapters in this book, the contributors make apparent the "hidden curriculum," which is taught implicitly instead of explicitly. The editors focus on learner-centered environments and accessibility of classroom materials for traditionally marginalized students; a critical part of the labor needed to create an inclusive curriculum.
This text provides instructors with resources to create equity-based learning environments. It challenges instructors to see beyond Eurocentric curriculums and expand their pedagogy to include intercultural competence. The contributors challenge the student/instructor dichotomy and embrace collaboration between the two to construct a curriculum that fits all students' needs. The resources and examples in this book demonstrate the importance of inclusion and equity in the classroom. A companion community page provides examples and tools from the editors and contributing authors, which allows for readers to add materials from their own classrooms. This book and collaborative toolkit allow instructors to begin intentional practice of an inclusive curriculum and implement changes to promote respect for diversity.
Educational policy in a democracy goes beyond teaching literacy and numeracy. It also supports teaching moral reasoning, political tolerance, respect for diversity, and citizenship. Education policy should encourage liberty and equality of opportunity, hold educational institutions accountable, and be efficient. School Choice Tradeoffs examines the tradeoffs among these goals when government affords parents the means to select the schools their children attend.
Godwin and Kemerer compare current policy that uses family residence to assign students to schools with alternative policies that range from expanding public choice options to school vouchers. They identify the benefits and costs of each policy approach through a review of past empirical literature, the presentation of new empirical work, and legal and philosophic analysis.
The authors offer a balanced perspective that goes beyond rhetoric and ideology to offer policymakers and the public insight into the complex tradeoffs that are inherent in the design and implementation of school choice policies. While all policies create winners and losers, the key questions concern who these individuals are and how much they gain or lose. By placing school choice within a broader context, this book will stimulate reflective thought in all readers.
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