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Science Without Frontiers
Cosmopolitanism and National Interests in the World of Learning, 1870–1940
Robert Fox
Oregon State University Press, 2016
In his long career, Robert Fox has specialized in the history of the physical sciences, particularly in France since 1700. In Science without Frontiers, he explores the discipline of science as a model for global society.
 
Fostered by international congresses and societies, scientific collaboration flourished across linguistic and national borders from the mid-nineteenth century up until, and even after, the First World War. Projects such as the universal language Esperanto and the Dewey decimal system relied on optimistic visions of the future and were fueled by dramatic improvements in communications and transportation. The Institut international de bibliographie, founded in Brussels in 1895, emerged as a center for this collaborative endeavor.
 
After the First World War, scientific internationalism met with new challenges as governments increasingly sought to control the uses of science and technology. Fox details the fate of cooperative scientific internationalism in Europe and the challenges posed to it by the rise of totalitarianism and the increasingly conflicting force of nationalism. He explores public expressions of scientific nationalism in museum exhibits and, most tellingly, in rival national pavilions at the Paris International Exposition of 1937.
 
World War II might have shattered internationalist ideals for good, but grounds for optimism remain in the successes of international organizations like UNESCO and in the potential of electronic media as a way to achieve a vision of universal access to knowledge. Science without Frontiers offers a new way to think about science and culture and its relationship to politics amid the crises of the twentieth century.
 
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The Sea of Learning
Mobility and Identity in Nineteenth-Century Guangzhou
Steven B. Miles
Harvard University Press, 2006

In 1817 a Cantonese scholar was mocked in Beijing as surprisingly learned for someone from the boondocks; in 1855 another Cantonese scholar boasted of the flourishing of literati culture in his home region. Not without reason, the second man pointed to the Xuehaitang (Sea of Learning Hall) as the main factor in the upsurge of learning in the Guangzhou area. Founded in the 1820s by the eminent scholar-official Ruan Yuan, the Xuehaitang was indeed one of the premier academies of the nineteenth century.

The celebratory discourse that portrayed the Xuehaitang as having radically altered literati culture in Guangzhou also legitimated the academy's place in Guangzhou and Guangzhou's place as a cultural center in the Qing empire. This study asks: Who constructed this discourse and why? And why did some Cantonese elites find this discourse compelling while others did not? To answer these questions, Steven Miles looks beyond intellectual history to local social and cultural history. Arguing that the academy did not exist in a scholarly vacuum, Miles contends that its location in the city of Guangzhou and the Pearl River Delta embedded it in social settings and networks that determined who utilized its resources and who celebrated its successes and values.

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Segregation by Experience
Agency, Racism, and Learning in the Early Grades
Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove
University of Chicago Press, 2021
Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students’ fascination to create unique learning opportunities. Some teachers engage with their students’ ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments.
 
In Segregation by Experience, the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn’t think her practices would work with their own Black and brown students. Parents of color—many of them immigrants—liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.
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Smaller Cities in a Shrinking World
Learning to Thrive Without Growth
Alan Mallach
Island Press, 2023
Over the past hundred years, the global motto has been “more, more, more” in terms of growth – of population, of the built environment, of human and financial capital, and of all manner of worldly goods. This was the reality as the world population boomed during the 1960s and 1970s. But reality is changing in front of our eyes. Growth is already slowing down, and according to the most sophisticated demographers, the earth’s population will begin to decline not hundreds of years from now, but within the lifetimes of many of the people now living on the planet.
 
In Smaller Cities in a Shrinking World, urban policy expert Alan Mallach seeks to understand how declining population and economic growth, coupled with the other forces that will influence their fates, particularly climate change, will affect the world’s cities over the coming decades. What will it mean to have a world full of shrinking cities? Does it mean that they are doomed to decline in more ways than simply population numbers, or can we uncouple population decline from economic decay, abandoned buildings and impoverishment?
 
Mallach has spent much of the last thirty or more years working in, looking at, thinking, and writing about shrinking cities—from Trenton, New Jersey, where he was director of housing and economic development, to other American cities like Detroit, Flint, and St. Louis, and from there to cities in Japan and Central and Eastern Europe. He has woven together his experience, research, and analysis in this fascinating, realistic yet hopeful look at how smaller, shrinking cities can thrive, despite the daunting challenges they face.
 
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Sound Sense
Living and Learning with Hearing Loss
Sara Laufer Batinovich
Gallaudet University Press, 2011

One out of every eight people between the ages of 18 and 67 in the United States has a hearing loss, estimated as 12 percent of the working-age population. Sound Sense: Living and Learning with Hearing Loss addresses the acute need of these people to function at the highest level in these income-earning years, the longest phase in their lives. In nine pointed chapters, author Sara Laufer Batinovich, who also has lost her hearing, shares her experience and knowledge in turning every challenge into an opportunity to become one’s best self-advocate.

Batinovich begins in the workplace, advising on winning a job, keeping it, and developing a long-term career, plus how to reduce stress and establish fulfilling professional relationships with colleagues. She offers tips on communication ranging from having sales people face you for easier speechreading to parsing boarding announcements at airports and play-by-play at ballparks. Her practical handbook also provides step-by-step guidance for getting a hearing aid or a cochlear implant and finding one’s way through prickly insurance claim mazes.

Sound Sense features information on finding a service dog, securing legally mandated accommodations for continuing education, tips on exercise and health, and even sensitive suggestions on strengthening personal relationships. Batinovich’s vivacious style and her own anecdotes add an upbeat, genuine sensibility to her book’s value as a positive guide to living with hearing loss.

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The Spark of Learning
Energizing the College Classroom with the Science of Emotion
Sarah Rose Cavanagh
West Virginia University Press, 2016
Historically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.
 
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Streaming Video Resources for Teaching, Learning, and Research
Julie A. American Library Association
American Library Association, 2014


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