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“This careful and important study of the development of the varied types of education in the last two and a half centuries of feudalism in Japan under the Tokugawa dictatorship (1600–1868) is more than a history of premodern education. It is also an intellectual history and a history of the educational philosophy of the writers of that period. Basing his work on extensive Japanese primary sources, the author has selected and organized his material well; thus his study fills an important gap in our knowledge of Japanese history.” —Hugh Borton, Haverford College, American Historical Review 71, no. 4 (July 1966): 1410–11.

“There is no other book like it. . . . Readers already familiar with earlier books by Ronald Dore will rightly have guessed that we have been given yet another tour de force. Utilizing a remarkable amount of primary source material and discussing its implications with his customary grace and clarity, the author deals with the educational institutions for both samurai and commoner and the curricula of the bewildering variety of schools of Japan from the beginning of the 17th century through the Meiji Restoration in 1868. Yet this is in no sense a book of restricted interest, for it has as much to say to the student of sociocultural change as to the Japan specialist.” —R. J. Smith, Cornell University, American Anthropologist 68, no. 4 (August 1966), 1086–87.

In recent decades, sociology of education has been dominated by quantitative analyses of race, class, and gender gaps in educational achievement. And while there’s no question that such work is important, it leaves a lot of other fruitful areas of inquiry unstudied. This book takes that problem seriously, considering the way the field has developed since the 1960s and arguing powerfully for its renewal.
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.

Deals with the realities of education in a debt-ridden African country trying to cope with the pressures of externally imposed educational budgets.

In the earliest years of cinema, travelogues were a staple of variety film programs in commercial motion picture theaters. These short films, also known as "scenics," depicted tourist destinations and exotic landscapes otherwise inaccessible to most viewers. Scenics were so popular that they were briefly touted as the future of film. But despite their pervasiveness during the early twentieth century, travelogues have been overlooked by film historians and critics. In Education in the School of Dreams, Jennifer Lynn Peterson recovers this lost archive. Through innovative readings of travelogues and other nonfiction films exhibited in the United States between 1907 and 1915, she offers fresh insights into the aesthetic and commercial history of early cinema and provides a new perspective on the intersection of American culture, imperialism, and modernity in the nickelodeon era.

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.

Educational pursuits run like a rich thread through the fabric of China's turbulent twentieth century. From the founding of China's first modern school system in the late Qing dynasty through the republican era to the latest educational developments in the People's Republic of China, this book seeks to understand how developments in education contributed to, and were in turn influenced by, cultural patterns and the ongoing search for identity by individuals, collectivities, and states. Its sixteen contributors explore three themes that have enlivened China studies in recent years: sino-foreign interactions, state-society relations, and gender representation and identification.
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.

Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education’s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines.

 

The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.

Over the past few decades, US business and industry have been transformed by the advances and redundancies produced by the knowledge economy. The workplace has changed, and much of the work differs from that performed by previous generations. Can human capital accumulation in the United States keep pace with the evolving demands placed on it, and how can the workforce of tomorrow acquire the skills and competencies that are most in demand?

Education, Skills, and Technical Change explores various facets of these questions and provides an overview of educational attainment in the United States and the channels through which labor force skills and education affect GDP growth. Contributors to this volume focus on a range of educational and training institutions and bring new data to bear on how we understand the role of college and vocational education and the size and nature of the skills gap. This work links a range of research areas—such as growth accounting, skill development, higher education, and immigration—and also examines how well students are being prepared for the current and future world of work.

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education—what exactly should those who make decisions be trying to achieve?
 
In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; “childhood goods” are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.
 

Durante más de treinta años, The Silent Garden les ha ofrecido a los padres de niños sordos todo el apoyo y la información imparcial que necesitan para que sus hijos desarrollen su pleno potencial. Esta nueva edición en español, que contiene los cinco primeros capítulos de la tercera edición actualizada en inglés, aporta ayuda a los padres para afrontar aquellos retos tan únicos y complejos a los que se enfrentan. De un modo accessible, práctico y, sobre todo, imparcial, El Jardín Silencioso pone al día a los padres rápida y minuciosamente sobre los muchos y contradictorios puntos de vista que existen acerca del bienestar de los niños sordos. Los autores Paul W. Ogden y David H. Smith, ambos sordos, presentan ejemplos y estudios que les servirán de guía a los padres en un ámbito que a la mayoría les es desconocido. El Jardín Silencioso expone temas como el de las estrategias que los padres pueden adoptar para abordar la situación, el de cómo crear un ambiente familiar sano, el de cómo fomentar la independencia y el de cómo tener en cuenta el punto de vista de los hermanos del niño sordo. Cada tema viene acompañado de historias auténticas que enriquecen la discusión. Siempre en tono alentador, El Jardín Silencioso les otorga recursos a los padres para que se conviertan en los mejores defensores de sus hijos. A lo largo del libro, los autores destacan que cada opción se adhiere a una situación personal diferente y ponen hincapié en que todos los niños sordos tienen la capacidad de llevar una vida enriquecedora, productiva y estimulante.

       La narradora Paty Corcoran es originaria de la Ciudad de México y ha trabajado como traductora, intérprete y locutora durante casi diez años. Vive en el sur de California con su esposo y sus tres hijos, donde también trabaja como guía turística bilingüe. Paty se graduó con honores de la Universidad Autónoma Metropolitana de la Ciudad de México con una licenciatura en Ciencias de la Comunicación.

For over 30 years, The Silent Garden has offered parents of deaf children the support and unbiased information needed to fully realize their children’s potential. This new Spanish edition, which contains the first five chapters of the completely updated 3rd English edition, will help parents navigate the complex and unique challenges they face.  Accessible, practical, and, above all, open-minded, El Jardín Silencioso educates parents quickly and thoroughly about the many conflicting points of view on what is best for their deaf children. Authors Paul W. Ogden and David H. Smith, who are both deaf, present examples and research that guide parents through often unfamiliar territory. El Jardín Silencioso covers the topics of communication, coping mechanisms for parents, creating healthy family environments, fostering independence, and understanding the perspectives of siblings. Always encouraging, El Jardín Silencioso empowers parents to be the best advocates for their deaf children.

       Audiobook narrator Paty Corcoran is a native of Mexico City and has worked as a translator, interpreter, and voice-talent for almost ten years. She lives in Southern California with her husband and three children, where she also works as a bilingual tour guide. Paty graduated with honors from Metropolitan Autonomous University in Mexico City with a degree in Communication Sciences.

Elements of Discipline is a timely and helpful book for teachers, parents, and day-care professionals that provides a simple set of rules for managing—successfully and humanely—a wide range of discipline situations and challenges. A well-respected child development specialist, Stephen Greenspan outlines his “ABC Theory of Discipline.” He combines an Affective approach, a Behavioral approach, and a Cognitive approach that, when used in a coordinated fashion, will contribute to greater child compliance and family/classroom harmony.

Greenspan suggests that, using his matrix, caregivers can provide the warmth, tolerance, and influence that will help children become competent in three socio-emotional domains—happiness, boldness, and niceness. He recommends caregivers pick and choose from the discipline literature in a manner that best suits their individual style and values.

Elements of Discipline is a lively guide to effective classroom or family management.

French Deaf culture is regarded as a major influence on the formation of other Deaf cultures around the world, notably American Deaf culture. In Elements of French Deaf Heritage, Ulf Hedberg and Harlan Lane document the development of Deaf culture in France by way of Deaf schools, Deaf associations, private and professional networks, publishing, and the arts. This highly visual work captures these forces from the late 18th century through the end of the 19th century, when cultural formation began to shift to cultural maintenance. Encyclopedic in scope, this examination of the evolution of Deaf ethnicity in France aims to disseminate an extensive amount of archival information, now available for the first time in the English language.

The Embodied Playbook discovers a new approach to understanding student literacy in a surprising place: the university athletics department. Through analysis of a yearlong case study of the men’s basketball team at the University of North Georgia, J. Michael Rifenburg shows that a deeper and more refined understanding of how humans learn through physical action can help writing instructors reach a greater range of students.

Drawing from research on embodiment theory, the nature and function of background knowledge, jazz improvisation, and other unexpected domains, The Embodied Playbook examines a valuable but unexplored form of literacy: the form used by student-athletes when learning and using scripted plays. All students’ extracurricular prior knowledge is vital for the work they undertake in the classroom, and student-athletes understand the strengths and constraints of written text much as they understand the text of game plays: through embodying text and performing it in a competitive space. The book focuses on three questions: What are plays and what do they do? How do student-athletes learn plays? How can teachers of composition and rhetoric better connect with student-athletes?

The Embodied Playbook reveals the literacy of the body as a rich and untapped resource for writing instruction. Given the numbers of students who are involved in athletics, whether intramural, community-related, or extracurricular, Rifenburg’s conclusions hold important implications not only for how we define literacy but also for how writing programs can serve all of their students most effectively.

As classrooms across the globe become increasingly more diverse, it is imperative that educators understand how to meet the needs of students with varying demographic backgrounds. Emerging Issues and Trends in Education presents case studies from academics who have all at one point been teachers in K–12 classrooms, addressing topics such as STEM as well as global issues related to race, gender education, education policy, and parental engagement. The contributors take an international approach, including research about Nigerian, Chinese, Native American, and Mexican American classrooms. With a focus on multidisciplinary perspectives, Emerging Issues and Trends in Education is reflective of the need to embrace different ways of looking at problems to improve education for all students.

Ira Shor is a pioneer in the field of critical education who for over twenty years has been experimenting with learning methods. His work creatively adapts the ideas of Brazilian educator Paulo Freire for North American classrooms. In Empowering Education Shor offers a comprehensive theory and practice for critical pedagogy.

For Shor, empowering education is a student-centered, critical and democratic pedagogy for studying any subject matter and for self and social change. It takes shape as a dialogue in which teachers and students mutually investigate everyday themes, social issues, and academic knowledge. Through dialogue and problem-posing, students become active agents of their learning. This book shows how students can develop as critical thinkers, inspired learners, skilled workers, and involved citizens.

Shor carefully analyzes obstacles to and resources for empowering education, suggesting ways for teachers to transform traditional approaches into critical and democratic ones. He offers many examples and applications for the elementary grades through college and adult education.

While recruitment efforts toward men of color have increased at many colleges and universities, their retention and graduation rates still lag behind those of their white peers. Men of color, particularly black and Latino men, face a number of unique challenges in their educational careers that often impact their presence on campus and inhibit their collegiate success. Empowering Men of Color on Campus examines how men of color negotiate college through their engagement in Brothers for United Success (B4US), an institutionally-based male-centered program at a Hispanic Serving Institution. Derrick R. Brooms, Jelisa Clark, and Matthew Smith introduce the concept of educational agency, which is harbored in cultural wealth and demonstrates how ongoing B4US engagement empowers the men’s efforts and abilities to persist in college. They found that the cultural wealth(s) of the community enhanced the students’ educational agency, which bolstered their academic aspirations, academic and social engagement, and personal development. The authors demonstrate how educational agency and cultural wealth can be developed and refined given salient and meaningful immersions, experiences, engagements, and communal connections. 

Launched in middle schools in the fall of 2005, the "Writers Matter" approach was designed to discover ways to improve the fit between actual English curricula, district/state standards and, more recently, the Common Core Curriculum Standards for writing instruction. Adapted from Erin Gruwell's successful Freedom Writers Program, "Writers Matter" develops students' skills in the context of personal growth, understanding others, and making broader connections to the world.

 

Empowering Young Writers explains and expands on the practical aspects of the "Writers Matter" approach, emphasizing a focus on free expression and establishing connections between the curriculum and students' personal lives. Program creator Robert Vogel, and his co-authors offer proven ways to motivate adolescents to write, work diligently to improve their writing skills, and think more critically about the world. 

 

This comprehensive book will help teachers, administrators, and education students apply and reproduce the "Writers Matter" approach more broadly, which can have a profound impact on their students' lives and social development. 

 

Engaging Modernity is Ousseina Alidou’s rich and compelling portrait of Muslim women in Niger as they confront the challenges and opportunities of the twentieth century. Contrary to Western stereotypes of passive subordination, these women are taking control of their own lives and resisting domination from indigenous traditions, westernization, and Islam alike.
    Based on thorough scholarly research and extensive fieldwork—including a wealth of interviews—Alidou’s work offers insights into the meaning of modernity for Muslim women in Niger. Mixing biography with sociological data, social theory and linguistic analysis, this is a multilayered vision of political Islam, education, popular culture, and war and its aftermath. A gripping look at one of the Muslim world’s most powerful untold stories.

Runner-up for the Aidoo-Snyder Book Prize, Women’s Caucus of the African Studies Association

Humanities scholars, in general, often have a difficult time explaining to others why their work matters, and eighteenth-century literary scholars are certainly no exception. To help remedy this problem, literary scholars Bridget Draxler and Danielle Spratt offer this collection of essays to defend the field’s relevance and demonstrate its ability to help us better understand current events, from the proliferation of media to ongoing social justice battles. 

The result is a book that offers a range of approaches to engaging with undergraduates, non-professionals, and broader publics into an appreciation of eighteenth-century literature. Essays draw on innovative projects ranging from a Jane Austen reading group held at the public library to students working with an archive to digitize an overlooked writer’s novel. 

Reminding us that the eighteenth century was an exhilarating age of lively political culture—marked by the rise of libraries and museums, the explosion of the press, and other platforms for public intellectual debates—Draxler and Spratt provide a book that will not only be useful to eighteenth-century scholars, but can also serve as a model for other periods as well. This book will appeal to librarians, archivists, museum directors, scholars, and others interested in digital humanities in the public life. 

Contributors: Gabriela Almendarez, Jessica Bybee, Nora Chatchoomsai, Gillian Dow, Bridget Draxler, Joan Gillespie, Larisa Good, Elizabeth K. Goodhue, Susan Celia Greenfield, Liz Grumbach, Kellen Hinrichsen, Ellen Jarosz, Hannah Jorgenson, John C. Keller, Naz Keynejad, Stephen Kutay, Chuck Lewis, Nicole Linton, Devoney Looser, Whitney Mannies, Ai Miller, Tiffany Ouellette, Carol Parrish, Paul Schuytema, David Spadafora, Danielle Spratt, Anne McKee Stapleton, Jessica Stewart, Colleen Tripp, Susan Twomey, Nikki JD White, Amy Weldon

Robert Scholes’s now classic Rise and Fall of English was a stinging indictment of the discipline of English literature in the United States. In English after the Fall, Scholes moves from identifying where the discipline has failed to providing concrete solutions that will help restore vitality and relevance to the discipline.

With the self-assurance of a master essayist, Scholes explores the reasons for the fallen status of English and suggests a way forward. Arguing that the fall of English as a field of study is due, at least in part, to the narrow view of “literature” that prevails in English departments, Scholes charts how the historical rise of English as a field of study during the early twentieth century led to the domination of modernist notions of verbal art, ultimately restricting English studies to a narrow cannon of approved texts.

After tracing the various meanings attached to the word “literature” since the Renaissance, Scholes argues that the concept of it that currently shapes the work of English departments excludes both powerful sacred documents (from the Declaration of Independence to the Bible) and pleasurable, profane works that involve the performance of roles like those of clown and teacher in many media (including popular musicals, opera, and film)—and that both sorts of works should be studied in English courses. English after the Fall is a bold manifesto for the replacement of literature with what Scholes calls textuality—an expansive and ecumenical notion of what we read and write—as the primary object of English instruction. This concise and persuasive work is destined to become required reading for anyone who cares about the future of the humanities.

The 43 million people with disabilities form this country’s largest minority group, yet they are markedly under-employed as educators. Enhancing Diversity: Educators with Disabilities paves the way for correcting this costly omission. Editors Anderson, Karp, and Keller have called upon the knowledge of 19 other renowned contributors to address the important issues raised in Enhancing Diversity, including the place of disability in discussions of diversity in education, research on educators with disabilities that validates their capabilities, and information on the qualifications desired in and the demands made of education professionals. Legal precedents are cited and explained, and examples of efforts to place disabled educators are presented, along with recommendations on how disabled individuals and school administrators can work toward increased opportunities. Interviews with 25 disabled educators discussing how they satisfactorily fulfill their professional requirements completes this thoughtful-provoking book.

    Envisioning Brazil is a comprehensive and sweeping assessment of Brazilian studies in the United States. Focusing on synthesis and interpretation and assessing trends and perspectives, this reference work provides an overview of the writings on Brazil by United States scholars since 1945.
    "The Development of Brazilian Studies in the United States," provides an overview of Brazilian Studies in North American universities. "Perspectives from the Disciplines" surveys the various academic disciplines that cultivate Brazilian studies: Portuguese language studies, Brazilian literature, art, music, history, anthropology, Amazonian ethnology, economics, politics, and sociology. "Counterpoints: Brazilian Studies in Britain and France" places the contributions of U.S. scholars in an international perspective. "Bibliographic and Reference Sources" offers a chronology of key publications, an essay on the impact of the digital age on Brazilian sources, and a selective bibliography.

The institution of tenure—once a cornerstone of American colleges and universities—is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future? 

 

Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to  investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning. 
 

Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.  

 

One of the least-understood issues in federal sports policy, Title IX of the Educational Amendments of 1972 reflects the nation's aspirational belief that girls and boys, women and men, deserve equal educational opportunities in athletics. Equal Play shows how this ideal has been implemented-and thwarted-by actions in every branch of the federal government.

This reader addresses issues in sports before Title IX and the backlash that has resulted from the policy being instituted. The editors have collected the best scholarly writing on the landmark events of the last four decades and couples these with new original essays, primary documents from court cases, administrative regulations, and relevant supporting sources. The result is the most comprehensive single-volume work on the subject.

Equal Play includes essays by many well-known sports journalists who discuss how government actions have shaped, supported, and hindered the goal of gender equality in school athletics. They discuss the history of women in sports, analyze the meaning of "equal opportunity" for female athletes, and examine shifts in arguments for and against Title IX. Equal Play will interest anyone who is concerned with gender issues in American athletics and the growth of college sports.

Contributors include: Susan Cahn, Donna de Varona, Julie Foudy, Jessica Gavora, Bil Gilbert, Christine Grant, Mariah Burton Nelson, Gary R. Roberts, Don Sabo, Larry Schwartz, Michael Sokolove, Welch Suggs, Nancy Williamson, and the editors.

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.

Essential Actions for Academic Writing is a writing textbook for all beginning academic students, undergraduate or graduate, to help them understand how to write effectively throughout their academic and professional careers. Essential Actions combines genre research, proven pedagogical practices, and short readings to help students writing in their first, second, or additional languages to develop their rhetorical flexibility by exploring and practicing the key actions that will appear in academic assignments, such as explaining, summarizing, synthesizing, and arguing. 

Part I:

• Introduces students to rhetorical situation, genre, register, source use, and a framework for understanding how to approach any new writing task.
• Demonstrates that all writing responds to a context that includes the writer’s identity, the reader’s expectations, the purpose of the text, and the conventions that shape it.

Part II:

• Explores the essential actions of academic writing (explain, summarize, synthesize, report and interpret data, argue, respond, and analyze).
• Provides examples of the genres and language that support each action. 

Part III:

• Offers four extended projects that combine the essential actions in different genres and contexts. 

A classic of English grammar, Essentials of English Grammar provides a common ground for the traditionalist and the structural or descriptive linguist. Jespersen’s work provides insight into the fundamental concepts that underlie the linguistic approach, but at the same time the foundation of the traditional approach is retained.

The education of deaf or hard of hearing children has become as complex as the varying needs of each individual child. Teachers face classrooms filled with students who are culturally Deaf, hard of hearing, or post-lingually deaf; they might use American Sign Language, cochlear implants, hearing aids/FM systems, speech, Signed English, sign-supported speech, contact signing, nonverbal communication, or some combination of methods. Educators who decide what tools are best for these children are making far-reaching ethical decisions in each case. This collection features ten chapters that work as constructive conversations to make the diverse needs of these deaf students the primary focus.

     The initial essays establish fundamental points of ethical decision-making and emphasize that every situation should be examined not with regard for what is “right or wrong,” but for what is “useful.” Absolute objectivity is unattainable due to social influences, while “common knowledge” is ruled out in favor of “common awareness.” Other chapters deal with the reality of interpreting through the professional’s eyes, of how they are assessed, participate, and are valued in the total educational process, including mainstream environments. The various settings of education for deaf children are profiled, from residential schools to life in three cultures for deaf Latino students, to self-contained high school programs. Ethical Considerations in Educating Deaf Children Who Are Deaf or Hard of Hearing offers an invaluable set of guidelines for administrators and educators of children with hearing loss in virtually every environment in a postmodern world.