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Discusses an important yet often misunderstood topic in American History

Camp Chase was a major Union POW camp and also served at various times as a Union military training facility and as quarters for Union soldiers who had been taken prisoner by the Confederacy and released on parole or exchanged. As such, this careful, thorough, and objective examination of the history and administration of the camp will be of true significance in the literature on the Civil War.

The increasing corporatization of education has served to expose the university as a business—and one with a highly stratified division of labor. In Chalk Lines editor Randy Martin presents twelve essays that confront current challenges facing the academic workforce in U.S. colleges and universities and demonstrate how, like chalk lines, divisions between employees may be creatively redrawn.
While tracing the socioeconomic conditions that have led to the present labor situation on campuses, the contributors consider such topics as the political implications of managerialism and the conceptual status of academic labor.
They examine the trend toward restructuring and downsizing, the particular plight of the adjunct professor, the growing emphasis on vocational training in the classroom, and union organizing among university faculty, staff, and graduate students. Placing such issues within the context of the history of labor movements as well as governmental initiatives to train a workforce capable of competing in the global economy, Chalk Lines explores how universities have attempted to remake themselves in the image of the corporate sector. Originally published as an issue of Social Text, this expanded volume, which includes four new essays, offers a broad view of academic labor in the United States.
With its important, timely contribution to debates concerning the future of higher education, Chalk Lines will interest a wide array of academics, administrators, policymakers, and others invested in the state—and fate—of academia.

Contributors. Stanley Aronowitz, Jan Currie, Zelda F. Gamson, Emily Hacker, Stefano Harney, Randy Martin, Bart Meyers, David Montgomery, Frederick Moten, Christopher Newfield, Gary Rhoades, Sheila Slaughter, Jeremy Smith, Vincent Tirelli, William Vaughn, Lesley Vidovich, Ira Yankwitt

In many school districts in America, the majority of students in preschools are children of recent immigrants. For both immigrant families and educators, the changing composition of preschool classes presents new and sometimes divisive questions about educational instruction, cultural norms and academic priorities. Drawing from an innovative study of preschools across the nation, Children Crossing Borders provides the first systematic comparison of the beliefs and perspectives of immigrant parents and the preschool teachers to whom they entrust their children. Children Crossing Borders presents valuable evidence from the U.S. portion of a landmark five-country study on the intersection of early education and immigration. The volume shows that immigrant parents and early childhood educators often have differing notions of what should happen in preschool. Most immigrant parents want preschool teachers to teach English, prepare their children academically, and help them adjust to life in the United States. Many said it was unrealistic to expect a preschool to play a major role in helping children retain their cultural and religious values. The authors examine the different ways that language and cultural differences prevent immigrant parents and school administrations from working together to achieve educational goals. For their part, many early education teachers who work with immigrant children find themselves caught between two core beliefs: on one hand, the desire to be culturally sensitive and responsive to parents, and on the other hand adhering to their core professional codes of best practice. While immigrant parents generally prefer traditional methods of academic instruction, many teachers use play-based curricula that give children opportunities to be creative and construct their own knowledge. Worryingly, most preschool teachers say they have received little to no training in working with immigrant children who are still learning English. For most young children of recent immigrants, preschools are the first and most profound context in which they confront the conflicts between their home culture and the United States. Policymakers and educators, however, are still struggling with how best to serve these children and their parents. Children Crossing Borders provides valuable research on these questions, and on the ways schools can effectively and sensitively incorporate new immigrants into the social fabric.

In Chocolate Islands: Cocoa, Slavery, and Colonial Africa, Catherine Higgs traces the early-twentieth-century journey of the Englishman Joseph Burtt to the Portuguese colony of São Tomé and Príncipe—the chocolate islands—through Angola and Mozambique, and finally to British Southern Africa. Burtt had been hired by the chocolate firm Cadbury Brothers Limited to determine if the cocoa it was buying from the islands had been harvested by slave laborers forcibly recruited from Angola, an allegation that became one of the grand scandals of the early colonial era. Burtt spent six months on São Tomé and Príncipe and a year in Angola. His five-month march across Angola in 1906 took him from innocence and credulity to outrage and activism and ultimately helped change labor recruiting practices in colonial Africa.

This beautifully written and engaging travel narrative draws on collections in Portugal, the United Kingdom, and Africa to explore British and Portuguese attitudes toward work, slavery, race, and imperialism. In a story still familiar a century after Burtt’s sojourn, Chocolate Islands reveals the idealism, naivety, and racism that shaped attitudes toward Africa, even among those who sought to improve the conditions of its workers.

Historians of colonial Africa have largely regarded the decade of the Great Depression as a period of intense exploitation and colonial inactivity. In Colonial Meltdown, Moses E. Ochonu challenges this conventional interpretation by mapping the determined, at times violent, yet instructive responses of Northern Nigeria’s chiefs, farmers, laborers, artisans, women, traders, and embryonic elites to the British colonial mismanagement of the Great Depression. Colonial Meltdown explores the unraveling of British colonial power at a moment of global economic crisis.

Ochonu shows that the economic downturn made colonial exploitation all but impossible and that this dearth of profits and surpluses frustrated the colonial administration which then authorized a brutal regime of grassroots exactions and invasive intrusions. The outcomes were as harsh for Northern Nigerians as those of colonial exploitation in boom years.

Northern Nigerians confronted colonial economic recovery measures and their agents with a variety of strategies. Colonial Meltdown analyzes how farmers, women, laborers, laid-off tin miners, and NorthernNigeria’s emergent elite challenged and rebelled against colonial economic recovery schemes with evasive trickery, defiance, strategic acts of revenge, and criminal self-help and, in the process, exposed the weak underbelly of the colonial system.

Combined with the economic and political paralysis of colonial bureaucrats in the face of crisis, these African responses underlined the fundamental weakness of the colonial state, the brittleness of its economicmission, and the limits of colonial coercion and violence. This atmosphere of colonial collapse emboldened critics of colonial policies who went on to craft the rhetorical terms on which the anticolonial struggle of the post–World War II period was fought out.

In the current climate of global economic anxieties, Ochonu’s analysis will enrich discussions on the transnational ramifications of economic downturns. It will also challenge the pervasive narrative of imperial economic success.

In Colonial Transactions Florence Bernault moves beyond the racial divide that dominates colonial studies of Africa. Instead, she illuminates the strange and frightening imaginaries that colonizers and colonized shared on the ground. Bernault looks at Gabon from the late nineteenth century to the present, historicizing the most vivid imaginations and modes of power in Africa today: French obsessions with cannibals, the emergence of vampires and witches in the Gabonese imaginary, and the use of human organs for fetishes. Struggling over objects, bodies, agency, and values, colonizers and colonized entered relations that are better conceptualized as "transactions." Together they also shared an awareness of how the colonial situation broke down moral orders and forced people to use the evil side of power. This foreshadowed the ways in which people exercise agency in contemporary Africa, as well as the proliferation of magical fears and witchcraft anxieties in present-day Gabon. Overturning theories of colonial and postcolonial nativism, this book is essential reading for historians and anthropologists of witchcraft, power, value, and the body.

Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion.

Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action.

Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success.