28164 books match the query 'History' and 842 start with e

cover of Edith Stein: Philosopher and Mystic

Edith Stein

Philosopher and Mystic

Josephine Koeppel O.C.D.

University of Scranton Press, 2007

The twentieth anniversary of the beatification of Edith Stein (1891–1942), the accomplished Jewish philosopher who made a spiritual journey from atheism to agnosticism before eventually converting to Catholicism, will be celebrated in 2007. In Edith Stein: Philosopher and Mystic, Josephine Koeppel chronicles the life of this influential saint from her secular youth and entrance into a German monastery to her tragic death at Auschwitz. This accessible work will reward readers of all faiths interested in the life of a remarkable woman who changed the modern conception of sainthood.

 

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cover of Edith Wharton and the Visual Arts

Edith Wharton and the Visual Arts

Emily J. Orlando

University of Alabama Press, 2008

An insightful look at representations of women’s bodies and female authority.

This work explores Edith Wharton's career-long concern with a 19th-century visual culture that limited female artistic agency and expression. Wharton repeatedly invoked the visual arts--especially painting&#151as a medium for revealing the ways that women's bodies have been represented (as passive, sexualized, infantalized, sickly, dead). Well-versed in the Italian masters, Wharton made special use of the art of the Pre-Raphaelite Brotherhood, particularly its penchant for producing not portraits of individual women but instead icons onto whose bodies male desire is superimposed.

Emily Orlando contends that while Wharton's early work presents women enshrined by men through art, the middle and later fiction shifts the seat of power to women. From Lily Bart in The House of Mirth to Undine Spragg in The Custom of the Country and Ellen Olenska in The Age of Innocence, women evolve from victims to vital agents, securing for themselves a more empowering and satisfying relationship to art and to their own identities.

Orlando also studies the lesser-known short stories and novels, revealing Wharton’s re-workings of texts by Browning, Poe, Balzac, George Eliot, Sir Joshua Reynolds, and, most significantly, Dante Gabriel Rossetti. Edith Wharton and the Visual Arts is the first extended study to examine the presence in Wharton's fiction of the Pre-Raphaelite poetry and painting of Rossetti and his muses, notably Elizabeth Siddall and Jane Morris. Wharton emerges as one of American literature's most gifted inter-textual realists, providing a vivid lens through which to view issues of power, resistance, and social change as they surface in American literature and culture.

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cover of Edith Wharton in Context: Essays on Intertextuality

Edith Wharton in Context

Essays on Intertextuality

Adeline R. Tintner

University of Alabama Press, 1999

Tintner provides a detailed analysis of the complex interplay between Wharton and James—how they influenced each other and how some of their writings operate as homages or personal jokes. So deeply was James in Wharton’s confidence, Tintner argues, that he provided her with source models for a number of her characters. In addition, Wharton found in his fiction structures for her own, especially for The Age of Innocence.

Tintner also brings her considerable knowledge of art history to bear in her study of art allusions in Wharton’s work. Wharton’s response both to the Italian painters active before Raphael and to the English Pre-Raphaelites of a generation before her own is analyzed here in three essays. These pieces demonstrate Wharton’s sensibility to changes in art tastes and collecting, the inheritance of Rossetti’s revolutionary paintings in the unfinished novel, The Buccaneers, and the importance of home in The Glimpses of the Moon, as demonstrated by Wharton’s use of Tiepolo’s fresco in the church of Scalzi.

Tintner concludes by considering Wharton’s literary legacy and who Wharton has figured in the imaginations of recent writers, including Richard Howard, Louis Auchincloss, and Cathleen Schine. Tintner finds some part of Wharton’s personality or work evoked in a number of contemporary works and argues that this presence signals the beginning of an increasing influence.

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cover of Edith Wharton's Inner Circle

Edith Wharton's Inner Circle

By Susan Goodman

University of Texas Press, 1994

When Edith Wharton became friends with Henry James, she joined a group of men who became her "inner circle." This group included both well-known figures, such as James, Percy Lubbock, and Bernard Berenson, and several now forgotten, including John Hugh Smith, Walter Berry, Gaillard Lapsley, Robert Norton, and Howard Sturgis.

Drawing on unpublished archival material by and about members of the circle, Susan Goodman here presents an intimate view of this American expatriate community, as well as the larger transatlantic culture it mirrored. She explores how the group, which began forming around 1904 and lasted until Wharton's death in 1937, defined itself against the society its founders had left in the United States, while simultaneously criticizing and accommodating the one it found in Europe. Tracing Wharton's individual relationships with these men and their relationships with one another, she examines literary kinships and movements in the biographical and feminist context of gender, exile, and aesthetics. She also relates the group to other literary circles, such as the Bloomsbury group and Gertrude Stein's salon.

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cover of Edith: The Rogue Rockefeller McCormick

Edith

The Rogue Rockefeller McCormick

Andrea Friederici Ross

Southern Illinois University Press, 2021

WINNER, 2021 Chicago Writers Association Book of the Year in Traditional Nonfiction!

Chicago’s quirky patron saint

This thrilling story of a daughter of America’s foremost industrialist, John D. Rockefeller, is complete with sex, money, mental illness, and opera divas—and a woman who strove for the independence to make her own choices. Rejecting the limited gender role carved out for her by her father and society, Edith Rockefeller McCormick forged her own path, despite pushback from her family and ultimate financial ruin.

Young Edith and her siblings had access to the best educators in the world, but the girls were not taught how to handle the family money; that responsibility was reserved for their younger brother. A parsimonious upbringing did little to prepare Edith for life after marriage to Harold McCormick, son of the Reaper King Cyrus McCormick. The rich young couple spent lavishly. They purchased treasures like the jewels of Catherine the Great, entertained in grand style in a Chicago mansion, and contributed to the city’s cultural uplift, founding the Chicago Grand Opera. They supported free health care for the poor, founding and supporting the John R. McCormick Memorial Institute for Infectious Diseases. Later, Edith donated land for what would become Brookfield Zoo.

Though she lived a seemingly enviable life, Edith’s disposition was ill-suited for the mores of the time. Societal and personal issues—not least of which were the deaths of two of her five children—caused Edith to experience phobias and panic attacks. Dissatisfied with rest cures, she ignored her father’s expectations, moved her family to Zurich, and embarked on a journey of education and self-examination. Edith pursued analysis with then-unknown Carl Jung. Her generosity of spirit led Edith to become Jung’s leading patron. She also supported up-and-coming musicians, artists, and writers, including James Joyce as he wrote Ulysses.

While Edith became a Jungian analyst, her husband, Harold, pursued an affair with an opera star. After returning to Chicago and divorcing Harold, Edith continued to deplete her fortune. She hoped to create something of lasting value, such as a utopian community and affordable homes for the middle class. Edith’s goals caused further difficulties in her relationship with her father and are why he and her brother cut her off from the family funds even after the 1929 stock market crash ruined her. Edith’s death from breast cancer three years later was mourned by thousands of Chicagoans.

Respectful and truthful, Andrea Friederici Ross presents the full arc of this amazing woman’s life and expertly helps readers understand Edith’s generosity, intelligence, and fierce determination to change the world

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cover of Editing the Bible: Assessing the Task Past and Present

Editing the Bible

Assessing the Task Past and Present

John S. Kloppenborg

SBL Press, 2012

The Bible is likely the most-edited book in history, yet the task of editing the Hebrew, Aramaic, and Greek texts of the Bible is fraught with difficulties. The dearth of Hebrew manuscripts of the Jewish Scriptures and the substantial differences among those witnesses creates difficulties in determining which text ought to be printed as the text of the Jewish Scriptures. For the New Testament, it is not the dearth of manuscripts but the overwhelming number of manuscripts—almost six thousand Greek manuscripts and many more in other languages—that presents challenges for sorting and analyzing such a large, multivariant data set. This volume, representing experts in the editing of the Hebrew Bible and the New Testament, discusses both current achievements and future challenges in creating modern editions of the biblical texts in their original languages. The contributors are Kristin De Troyer, Michael W. Holmes, John S. Kloppenborg, Sarianna Metso, Judith H. Newman, Holger Strutwolf, Eibert Tigchelaar, David Trobisch, Eugene Ulrich, John Van Seters, Klaus Wachtel, and Ryan Wettlaufer.
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cover of Editorial Techniques in the Hebrew Bible: Toward a Refined Literary Criticism

Editorial Techniques in the Hebrew Bible

Toward a Refined Literary Criticism

Reinhard Müller

SBL Press, 2022

Editorial Techniques in the Hebrew Bible: Toward a Refined Literary Criticism presents and applies a model for understanding and reconstructing the diachronic development of the Hebrew Bible through historical criticism (or the historical-critical method). Reinhard Müller and Juha Pakkala refine the methodologies of literary and redaction criticism through a systematic investigation of the evidence of additions, omissions, replacements, and transpositions that are documented by divergent ancient textual traditions. At stake is not only historical criticism but also the Hebrew Bible as a historical source, for historical criticism has been and continues to be the only method to unwind those scribal changes that left no traces in textual variants.

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cover of Editorializing "The Indian Problem": The New York Times on Native Americans, 1860-1900

Editorializing "The Indian Problem"

The New York Times on Native Americans, 1860-1900

Robert Hays. Foreword by: Paul Simon

Southern Illinois University Press, 2007

Drawing on four decades of New York Times editorials, Robert Hays demonstrates the magnitude of the conflict between Native American and white European cultures as settlers and adventurers spread rapidly across the continent in the post–Civil War period.
From 1860 through 1900, the Times published nearly a thousand editorials on what was commonly called “the Indian problem.” Selecting some of the best of these editorials, Hays gives readers what current accounts cannot: contemporary writers’ perspectives on the public images of Native Americans and their place in a nation bent on expansion. Some editorials express the unbridled bitterness and raw ambition of a nation immersed in an agenda of conquest, while others resonate with the struggle to find a common ground. Still others evince an attitude of respect, which set the tone for reconciling national ambition with natural rights.
American history demonstrates time and again the price of Manifest Destiny.
Many of the issues confronting nineteenth-century Native Americans remain alive today: unemployment, infant mortality, suicide, crime, alcoholism, and poverty. In presenting the authentic and urgent voices of a national newspaper’s daily record, Hays illuminates the roots of our current challenges.
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cover of Editors Make War

Editors Make War

Donald E. Reynolds

Southern Illinois University Press, 2006

In early 1860 most Southern newspapers promoted Unionist sentiments for peace, but by 1861 they advocated secession and disunion, often calling for bloodshed. Using the editorials published in 196 newspapers during that pivotal year before the outbreak of the Civil War, Donald E. Reynolds shows the evolution of the editors’ viewpoints and explains how editors helped influence the traditionally conservative and nationalistic South to revolt and secede.
Editors Make War is the first complete study of how Southern newspapers influenced the secession crisis in 1860, effectively outlining how editors played on their readers’ racial fears and distrust of the North. Showing how newspaper coverage can affect its readers, this classic study illuminates such events as the nominating conventions, fires in Texas that were blamed on slaves and abolitionists, state elections in the North, Lincoln’s presidential victory, failed attempts at compromise, the secession of the lower Southern states, the attack at Fort Sumter, and the Federal call for troops in April 1861.
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cover of Edmund Burke and the Discourse of Virtue

Edmund Burke and the Discourse of Virtue

Stephen Howard Browne

University of Alabama Press, 2007

"A major accomplishment in the study of Burke." —Choice

More than 200 years after his death, Edmund Burke remains among the most influential conservative writers in the Anglophone world. Burke’s relevance has only grown as the nature of what it means to be a conservative has become hotly contested.

And yet Burke is often discussed more than he is read. Worse, his rhetoric is often pressed into the service of other ideologies. In Edmund Burke and the Discourse of Virtue, Stephen Browne of Pennsylvania State University subjects Burke’s work to the close textual analysis it has never received.

The result of Browne's study is to present Burke and his work in a light that was clearly essential to Burke himself, one that illuminates the link between rhetoric and action that is key to understanding Burke, his career, his work, and his influence on contemporary conservatism.

Readers interested in the development of conversative philosophy, politics, and writing from its earliest roots will value this rare and illuminating work.

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cover of Edmund J. James and the Making of the Modern University of Illinois, 1904-1920

Edmund J. James and the Making of the Modern University of Illinois, 1904-1920

Winton U. Solberg and J. David Hoeveler

University of Illinois Press, 2024

In 1904, Edmund J. James inherited the leadership of an educational institution in search of an identity. His sixteen-year tenure transformed the University of Illinois from an industrial college to a major state university that fulfilled his vision of a center for scientific investigation.

Winton U. Solberg and J. David Hoeveler provide an account of a pivotal time in the university’s evolution. A gifted intellectual and dedicated academic reformer, James began his tenure facing budget battles and antagonists on the Board of Trustees. But as time passed, he successfully campaigned to address the problems faced by women students, expand graduate programs, solidify finances, create a university press, reshape the library and faculty, and unify the colleges of liberal arts and sciences. Combining narrative force with exhaustive research, the authors illuminate the political milieu and personalities around James to draw a vivid portrait of his life and times.

The authoritative conclusion to a four-part history, Edmund J. James and the Making of the Modern University of Illinois, 1904–1920 tells the story of one man’s mission to create a university worthy of the state of Illinois.

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cover of Edna Ferber's Hollywood: American Fictions of Gender, Race, and History

Edna Ferber's Hollywood

American Fictions of Gender, Race, and History

By J. E. Smyth

University of Texas Press, 2009

Edna Ferber's Hollywood reveals one of the most influential artistic relationships of the twentieth century—the four-decade partnership between historical novelist Edna Ferber and the Hollywood studios. Ferber was one of America's most controversial popular historians, a writer whose uniquely feminist, multiracial view of the national past deliberately clashed with traditional narratives of white masculine power. Hollywood paid premium sums to adapt her novels, creating some of the most memorable films of the studio era—among them Show Boat, Cimarron, and Giant. Her historical fiction resonated with Hollywood's interest in prestigious historical filmmaking aimed principally, but not exclusively, at female audiences.

In Edna Ferber's Hollywood, J. E. Smyth explores the research, writing, marketing, reception, and production histories of Hollywood's Ferber franchise. Smyth tracks Ferber's working relationships with Samuel Goldwyn, Leland Hayward, George Stevens, and James Dean; her landmark contract negotiations with Warner Bros.; and the controversies surrounding Giant's critique of Jim-Crow Texas. But Edna Ferber's Hollywood is also the study of the historical vision of an American outsider—a woman, a Jew, a novelist with few literary pretensions, an unashamed middlebrow who challenged the prescribed boundaries among gender, race, history, and fiction. In a masterful film and literary history, Smyth explores how Ferber's work helped shape Hollywood's attitude toward the American past.

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cover of Edom at the Edge of Empire: A Social and Political History

Edom at the Edge of Empire

A Social and Political History

Bradley L. Crowell

SBL Press, 2021

A comprehensive history of a state on Judah’s border

Edom at the Edge of Empire combines biblical, epigraphic, archaeological, and comparative evidence to reconstruct the history of Judah's neighbor to the southeast. Crowell traces the material and linguistic evidence, from early Egyptian sources that recall conflicts with nomadic tribes to later Assyrian texts that reference compliant Edomite tribal kings, to offer alternative scenarios regarding Edom's transformation from a collection of nomadic tribes and workers in the Wadi Faynan as it relates to the later polity centered around the city of Busayra in the mountains of southern Jordan. This is the first book to incorporate the important evidence from the Wadi Faynan copper mines into a thorough account of Edom's history, providing a key resource for students and scholars of the ancient Near East and the Hebrew Bible.

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cover of Educated Youth and the Cultural Revolution in China

Educated Youth and the Cultural Revolution in China

Martin Singer

University of Michigan Press, 1971

The Cultural Revolution was an emotionally charged political awakening for the educated youth of China. Called upon by aging revolutionary Mao Tse-tung to assume a “vanguard” role in his new revolution to eliminate bourgeois revisionist influence in education, politics, and the arts, and to help to establish proletarian culture, habits, and customs, in a new Chinese society, educated young Chinese generally accepted this opportunity for meaningful and dramatic involvement in Chinese affairs. It also gave them the opportunity to gain recognition as a viable and responsible part of the Chinese polity. In the end, these revolutionary youths were not successful in proving their reliability. Too “idealistic” to compromise with the bourgeois way, their sense of moral rectitude also made it impossible for them to submerge their factional differences with other revolutionary mass organizations to achieve unity and consolidate proletarian victories. Many young revolutionaries were bitterly disillusioned by their own failures and those of other segments of the Chinese population and by the assignment of recent graduates to labor in rural communes.
Educated Youth and the Cultural Revolution in China reconstructs the events of the Cultural Revolution as they affected young people. Martin Singer integrates material from a range of factors and effects, including the characteristics of this generation of youths, the roles Mao called them to play, their resentment against the older generation, their membership in mass organizations, the educational system in which they were placed, and their perception that their skills were underutilized. To most educated young people in China, Singer concludes, the Cultural Revolution represented a traumatic and irreversible loss of political innocence, made yet more tragic by its allegiance to the unsuccessful campaign of an old revolutionary to preserve his legacy from the inevitable storms of history.
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cover of Educating Black Doctors: A History of Meharry Medical College

Educating Black Doctors

A History of Meharry Medical College

James Summerville

University of Alabama Press, 1984

A journalistic, well-documented account of varying approaches to improving health for Black Americans
 
Fr one hundred years, Meharry has provided opportunity to thousands of Black Americans and some others, but the history of the institution is told, not by the changes in the futures of those fortunate men and women who became graduates, but by the action of a few in each generation with the vision to attack the vestiges of slavery, poverty, and excess morbidity through the building and operation of a medical college.
 
The college was conceived just after the Civil War when many thought the problem of the ex-slaves would soon disappear because their death rate was so great and the absence of health care was not a focus. The institution would be national, but its setting was a bankrupt city that had the fourth worst health statistics in the world. It was started by a missionary who had no money or medical experience at a time when there were more who objected to this work than applauded it. However, the desire of those students who begged that a medical school be started and the future of the many people who would be touched by its services were enough to motivate the founders to embark on this venture.
 
A number of documents have existed chronicling the events of the in­stitution, but when requested by an academic society to provide one book that gave the most accurate history of the institution, I knew that no recent such book had been written. This book satisfies the need for such facts to be available. It also provides a journalistic, well-documented account of the varying approaches to providing opportunity and improving health for Black Americans.
 
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cover of Educating English Daughters: Late Seventeenth-Century Debates

Educating English Daughters

Late Seventeenth-Century Debates

Bathsua Makin and Mary More

Iter Press, 2016

This edition offers texts from Bathsua Makin and Mary More, and Robert Whitehall’s response to More’s argument. Makin describes the appropriate education for London merchants’ daughters, arguing that girls should be educated and should aspire to follow learned women in history, and that educated women improve their families and themselves. More argues that women have the right to an education, and that such an education shows that the inequality of married women under English law is a man-made institution. More’s argument drew objections from her Oxford reader, Robert Whitehall, who preserved her manuscript with his own. Makin and More enjoyed a measure of public recognition and esteem, yet after their deaths, they and their texts were largely ignored until the late twentieth century.

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cover of Educating Film-Makers: Past, Present and Future

Educating Film-Makers

Past, Present and Future

Duncan Petrie and Rod Stoneman

Intellect Books, 2014

A timely consideration of both the history and the current challenges facing practice-based film training, Educating Film-Makers is the first book to examine the history, impact, and significance of film education in Britain, Europe, and the United States. Film schools, the authors show, have historically focused on the cultivation of the filmmaker as a cultural activist, artist, or intellectual – fostering creativity and innovation. But more recently a narrower approach has emerged, placing a new emphasis on technical training for the industry. The authors argue for a more imaginative engagement and understanding of the broader social importance of film and television, suggesting that critical analysis and production should be connected. Examining current concerns facing practice-based film education in the digital era, this book is indispensable for film teachers and students alike. 
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cover of Educating Milwaukee: How One City’s History of Segregation and Struggle Shaped Its Schools

Educating Milwaukee

How One City’s History of Segregation and Struggle Shaped Its Schools

James K. Nelsen

Wisconsin Historical Society Press, 2015

"Milwaukee's story is unique in that its struggle for integration and quality education has been so closely tied to [school] choice." --from the Introduction

"Educating Milwaukee: How One City's History of Segregation and Struggle Shaped Its Schools" traces the origins of the modern school choice movement, which is growing in strength throughout the United States. Author James K. Nelsen follows Milwaukee's tumultuous education history through three eras--"no choice," "forced choice," and "school choice." Nelsen details the whole story of Milwaukee's choice movement through to modern times when Milwaukee families have more schooling options than ever--charter schools, open enrollment, state-funded vouchers, neighborhood schools--and yet Milwaukee's impoverished African American students still struggle to succeed and stay in school. "Educating Milwaukee" chronicles how competing visions of equity and excellence have played out in one city's schools in the modern era, offering both a cautionary tale and a "choice" example.


 

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cover of Educating Mind, Body and Spirit: The legacy of Quintin Hogg and The Polytechnic, 1864-1992

Educating Mind, Body and Spirit

The legacy of Quintin Hogg and The Polytechnic, 1864-1992

Helen Glew, Anthony Gorst, Michael Heller and Neil Matthews

University of Westminster Press, 2013

The story of the Polytechnic and of the legacy of Quintin Hogg is the third publication exploring the University of Westminster's long and diverse history. A fitting tribute to the life and legacy of Hogg, his holistic approach to education and the institute he created. This book is richly illustrated with images from the University's Archive.

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cover of Educating Women: Cultural Conflict and Victorian Literature

Educating Women

Cultural Conflict and Victorian Literature

Laura Morgan Green

Ohio University Press, 2001

In 1837, when Queen Victoria came to the throne, no institution of higher education in Britain was open to women. By the end of the century, a quiet revolution had occurred: women had penetrated even the venerable walls of Oxford and Cambridge and could earn degrees at the many new universities founded during Victoria's reign. During the same period, novelists increasingly put intellectually ambitious heroines students, teachers, and frustrated scholars—at the center of their books. Educating Women analyzes the conflict between the higher education movement's emphasis on intellectual and professional achievement and the Victorian novel's continuing dedication to a narrative in which women's success is measured by the achievement of emotional rather than intellectual goals and by the forging of social rather than institutional ties.

Focusing on works by Charlotte Brontë, George Eliot, Anna Leonowens, and Thomas Hardy, Laura Morgan Green demonstrates that those texts are shaped by the need to mediate the conflict between the professionalism and publicity increasingly associated with education, on the one hand, and the Victorian celebration of women as emblems of domesticity, on the other. Educating Women shows that the nineteenth-century “heroines” of both history and fiction were in fact as indebted to domestic ideology as they were eager to transform it.

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cover of Educating Zion: The Diaries of BYU President Ernest L. Wilkinson, 1952–1971

Educating Zion

The Diaries of BYU President Ernest L. Wilkinson, 1952–1971

Gary James Bergera

Signature Books, 2025

During the twenty years he served as president of LDS Church-owned Brigham Young University (1951–71), Ernest L. Wilkinson transformed the school into a showplace of the church’s educational values. "More than any other single cause," his successor, Dallin H. Oaks, observed, “[Wilkinson's] remarkable and relentless leadership . . . is the key to the present stature of Brigham Young University.” Under Wilkinson, the student body grew more than four-fold to 25,000, the faculty tripled, colleges and departments more than doubled, library holdings increased nearly 500 percent, the number of buildings jumped twenty-fold, and as perhaps the most telling manifestation of Wilkinson's influence, annual LDS Church subsidies rose fifteen-fold to $22 million. His single-minded drive to mold BYU into the kind of institution he hoped would command the admiration of American academia permanently set the direction for Latter-day Saint higher education. As he presided over this academic landscape, Wilkinson produced about 5,000 pages of typed, single-spaced diaries–—a literary creation that ranks among the most important diaries in the history of the Church of Jesus Christ of Latter-day Saints. Wilkinson also had access to the highest echelon of the church, writing of numerous meetings of the First Presidency and Quorum of the Twelve Apostles. Educating Zion assembles in one volume an annotated abridgement of those diary entries having the greatest interest to modern readers. The diaries are both a remarkable achievement and a phenomenal historical record whose importance cannot be overstated.
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cover of Educating for Professional Life: Twenty-five Years of the University of Westminster

Educating for Professional Life

Twenty-five Years of the University of Westminster

Elaine Penn

University of Westminster Press, 2017

The story of the University of Westminster is the fifth volume in a series of titles exploring the University's long and diverse history. This book celebrates the twenty-fifth anniversary of the institution gaining university status, the right to award its own degrees and to participate in publicly funded research. Drawing on extensive research conducted in the University of Westminster Archive this volume investigates the evolution from Polytechnic to University within the broader context of the transformation of UK higher education in the late twentieth and early twenty-first centuries.

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cover of Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands

Educating the Enemy

Teaching Nazis and Mexicans in the Cold War Borderlands

Jonna Perrillo

University of Chicago Press, 2022

Compares the privileged educational experience offered to the children of relocated Nazi scientists in Texas with the educational disadvantages faced by Mexican American students living in the same city.

Educating the Enemy begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism.

Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into “Mexican” schools, where the children received a vastly different educational experience. Not only were they penalized for speaking Spanish—the only language all but a few spoke due to segregation—they were tracked for low-wage and low-prestige careers, with limited opportunities for economic success. Educating the Enemy charts what two groups of children—one that might have been considered the enemy, the other that was treated as such—reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation.

Listen to an interview with the author
here and read an interview in Time and a piece based on the book in the Boston Review.
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cover of Educating the Masses: The Unfolding History of Black School Administrators in Arkansas, 1900-2000

Educating the Masses

The Unfolding History of Black School Administrators in Arkansas, 1900-2000

C. Calvin Smith

University of Arkansas Press, 2003

Under segregation and in its aftermath, black teachers and principals created havens of dignity and uplift for their students and communities. In Arkansas, where even education for white children has always been underfunded, the work of these administrators has been particularly heroic. This book, researched and prepared by the Research Committee of the Retired Educators of Little Rock and Other Public Schools, outlines the challenges to generations of black administrators in the state, and it maps their achievements. It also offers the first reference guide to the personnel who have educated generations of black children through the most extreme of circumstances.
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cover of Educating the New Southern Woman: Speech, Writing, and Race at the Public Women's Colleges, 1884-1945

Educating the New Southern Woman

Speech, Writing, and Race at the Public Women's Colleges, 1884-1945

David Gold and Catherine L. Hobbs

Southern Illinois University Press, 2014

From the end of Reconstruction through World War II, a network of public colleges for white women flourished throughout the South. Founded primarily as vocational colleges to educate women of modest economic means for life in the emerging “new” South, these schools soon transformed themselves into comprehensive liberal arts–industrial institutions, proving so popular that they became among the largest women’s colleges in the nation. In this illuminating volume, David Gold and Catherine L. Hobbs examine rhetorical education at all eight of these colleges, providing a better understanding of not only how women learned to read, write, and speak in American colleges but also how they used their education in their lives beyond college.

With a collective enrollment and impact rivaling that of the Seven Sisters, the schools examined in this study—Mississippi State College for Women (1884), Georgia State College for Women (1889), North Carolina College for Women (1891), Winthrop College in South Carolina (1891), Alabama College for Women (1896), Texas State College for Women (1901), Florida State College for Women (1905), and Oklahoma College for Women (1908)—served as important centers of women’s education in their states, together educating over a hundred thousand students before World War II and contributing to an emerging professional class of women in the South. After tracing the establishment and evolution of these institutions, Gold and Hobbs explore education in speech arts and public speaking at the colleges and discuss writing instruction, setting faculty and departmental goals and methods against larger institutional, professional, and cultural contexts. In addition to covering the various ways the public women’s colleges prepared women to succeed in available occupations, the authors also consider how women’s education in rhetoric and writing affected their career choices, the role of race at these schools, and the legacy of public women’s colleges in relation to the history of women’s education and contemporary challenges in the teaching of rhetoric and writing.

The experiences of students and educators at these institutions speak to important conversations among scholars in rhetoric, education, women’s studies, and history. By examining these previously unexplored but important institutional sites, Educating the New Southern Woman provides a richer and more complex history of women’s rhetorical education and experiences.

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cover of Educating the Sons of Sugar: Jefferson College and the Creole Planter Class of South Louisiana

Educating the Sons of Sugar

Jefferson College and the Creole Planter Class of South Louisiana

R. Eric Platt

University of Alabama Press, 2017

A study of Louisiana French Creole sugar planters’ role in higher education and a detailed history of the only college ever constructed to serve the sugar elite

The education of individual planter classes—cotton, tobacco, sugar—is rarely treated in works of southern history. Of the existing literature, higher education is typically relegated to a footnote, providing only brief glimpses into a complex instructional regime responsive to wealthy planters. R. Eric Platt’s Educating the Sons of Sugar allows for a greater focus on the mindset of French Creole sugar planters and provides a comprehensive record and analysis of a private college supported by planter wealth.
 
Jefferson College was founded in St. James Parish in 1831, surrounded by slave-holding plantations and their cash crop, sugar cane. Creole planters (regionally known as the “ancienne population”) designed the college to impart a “genteel” liberal arts education through instruction, architecture, and geographic location. Jefferson College played host to social class rivalries (Creole, Anglo-American, and French immigrant), mirrored the revival of Catholicism in a region typified by secular mores, was subject to the “Americanization” of south Louisiana higher education, and reflected the ancienne population’s decline as Louisiana’s ruling population.
 
Resulting from loss of funds, the college closed in 1848. It opened and closed three more times under varying administrations (French immigrant, private sugar planter, and Catholic/Marist) before its final closure in 1927 due to educational competition, curricular intransigence, and the 1927 Mississippi River flood. In 1931, the campus was purchased by the Society of Jesus (Jesuits) and reopened as a silent religious retreat. It continues to function to this day as the Manresa House of Retreats. While in existence, Jefferson College was a social thermometer for the white French Creole sugar planter ethos that instilled the “sons of sugar” with a cultural heritage resonant of a region typified by the management of plantations, slavery, and the production of sugar.
[more]
cover of Education Across a Century: The Centennial Volume

Education Across a Century

The Centennial Volume

Edited by Lyn Corno

University of Chicago Press, 2001

NSSE's centennial volume emphasizes historically important educational themes in the context of the present and future; distinguished contributors look both at enduring, broad concerns (from curriculum and diversity to the psychology of learning) and specific trends in subject areas.
[more]
cover of Education and Democracy: The Meaning of Alexander Meiklejohn, 1872–1964

Education and Democracy

The Meaning of Alexander Meiklejohn, 1872–1964

Adam R. Nelson

University of Wisconsin Press, 2001

This definitive biography of the charismatic Alexander Meiklejohn tracks his turbulent career as an educational innovator at Brown University, Amherst College, and Wisconsin’s “Experimental College” in the early twentieth century and his later work as a civil libertarian in the Joe McCarthy era. The central question Meiklejohn asked throughout his life’s work remains essential today: How can education teach citizens to be free?

[more]
cover of Education and the Cult of Efficiency

Education and the Cult of Efficiency

Raymond E. Callahan

University of Chicago Press, 1964

Raymond Callahan's lively study exposes the alarming lengths to which school administrators went, particularly in the period from 1910 to 1930, in sacrificing educational goals to the demands of business procedures. He suggests that even today the question still asked is: "How can we operate our schools?" Society has not yet learned to ask: "How can we provide an excellent education for our children?"
[more]
cover of Education and the Culture of Print in Modern America

Education and the Culture of Print in Modern America

Adam R. Nelson

University of Wisconsin Press, 2010

Vividly revealing the multiple layers on which print has been produced, consumed, regulated, and contested for the purpose of education since the mid-nineteenth century, the historical case studies in Education and the Culture of Print in Modern America deploy a view of education that extends far beyond the confines of traditional classrooms. The nine essays examine “how print educates” in settings as diverse as depression-era work camps, religious training, and broadcast television—all the while revealing the enduring tensions that exist among the controlling interests of print producers and consumers. This volume exposes what counts as education in American society and the many contexts in which education and print intersect.
    Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.
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cover of Education as Politics: Colonial Schooling and Political Debate in Senegal, 1850s–1914

Education as Politics

Colonial Schooling and Political Debate in Senegal, 1850s–1914

Kelly M. Duke Bryant

University of Wisconsin Press, 2015

In 1914, Blaise Diagne was elected as Senegal’s first black African representative to the National Assembly in France. Education as Politics reinterprets the origins and significance of this momentous election, showing how colonial schools had helped reshape African power and politics during the preceding decades and how they prepared the way for Diagne’s victory.
            Kelly M. Duke Bryant demonstrates the critical impact of colonial schooling on Senegalese politics by examining the response to it by Africans from a variety of backgrounds and statuses—including rural chiefs, Islamic teachers, and educated young urbanites. For those Africans who chose to engage with them, the French schools in Senegal provided a new source of patronage, a potentially beneficial connection to the bureaucratizing colonial state, a basis for claims to authority or power, or an arena in which to debate pressing issues like the future of Qur’anic schooling and the increasing racism of urban society under colonial rule.
            Based on evidence from archives in Senegal and France, and on interviews Duke Bryant conducted in Senegal, she demonstrates that colonial schooling remade African politics during this period of transition to French rule, creating political spaces that were at once African and colonial, and ultimately allowing Diagne to claim election victory.
[more]
cover of Education for Democracy: Renewing the Wisconsin Idea

Education for Democracy

Renewing the Wisconsin Idea

Edited by Chad Alan Goldberg

University of Wisconsin Press, 2020

American public universities were founded in a civic tradition that differentiated them from their European predecessors—steering away from the pursuit of knowledge for its own sake. Like many such higher education institutions across the United States, the University of Wisconsin’s mission, known as the Wisconsin Idea, emphasizes a responsibility to serve the needs of the state and its people. This commitment, which necessarily requires a pledge to academic freedom, has recently been openly threatened by state and federal actors seeking to dismantle a democratic and expansive conception of public service.

Using the Wisconsin Idea as a lens, Education for Democracy argues that public higher education institutions remain a bastion of collaborative problem solving. Examinations of partnerships between the state university and people of the state highlight many crucial and lasting contributions to issues of broad public concern such as conservation, LGBTQ+ rights, and poverty alleviation. The contributors restore the value of state universities and humanities education as a public good, contending that they deserve renewed and robust support.
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cover of Education for Liberation: The American Missionary Association and African Americans, 1890 to the Civil Rights Movement

Education for Liberation

The American Missionary Association and African Americans, 1890 to the Civil Rights Movement

Joe M. Richardson

University of Alabama Press, 2009

Education for Liberation completes the study Dr. Richardson published in 1986 as Christian Reconstruction: The American Missionary Association and Southern Blacks, 1861-1890 by continuing the account of the American Missionary Association (AMA) from the end of Reconstruction to the post-World War II era.

Even after the optimism of Reconstruction was shattered by violence, fraud, and intimidation and the white South relegated African Americans to segregated and disfranchised second-class citizenship, the AMA never abandoned its claim that blacks were equal in God’s sight, that any “backwardness” was the result of circumstance rather than inherent inferiority, and that blacks could and should become equal citizens with other Americans. The organization went farther in recognition of black ability, humanity, and aspirations than much of 19th and 20th century white America by publicly and consistently opposing lynching, segregation, disfranchisement, and discrimination.
 
The AMA regarded education as the means to full citizenship for African Americans and supported scores of elementary and secondary schools and several colleges at a time when private schooling offered almost the only chance for black youth to advance beyond the elementary grades. Such AMA schools, with their interracial faculties and advocacy for basic civil rights for black citizens, were a constant challenge to southern racial norms, and trained thousands of leaders in all areas of black life.

[more]
cover of Education for Nursing: A History of the University of Minnesota School

Education for Nursing

A History of the University of Minnesota School

James Gray

University of Minnesota Press, 1960

Education for Nursing was first published in 1960. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.In the history of nursing in modern times, the University of Minnesota School of Nursing has played a distinguished and significant role as the first training center of its kind sponsored by an institution of higher learning. James Gray tells the story of this pioneering educational experiment in a perceptive and highly readable account.When the Minnesota School was established in 1909, nursing was just beginning to emerge from its status as humble handmaiden to the medical profession. A highly articulate group of leaders among nurses themselves in that period began to insist on the importance of giving the student a broad background in biological science and a full experience in clinical practice. At this same time, there happened to be a member of the faculty of the University of Minnesota medical school, Dr. Richard Olding Beard, who believed in the importance of well-prepared nurses in the campaign for better health. Along with the dean of the medical school, Dr. Elias P. Lyon, he worked steadily to create at Minnesota a system of instruction which would fit a carefully selected candidate to assume an ever increasing share of responsibility for patient care. A fortunate selection of directors has kept the Minnesota School of Nursing well in the forefront of study, experiment, and innovation in methods of instruction. The school has, from its start, assumed leadership for the improvement of nursing education and it looks forward to an equally important responsibility in providing the profession with workers in the research field.
[more]
cover of Education in Ethiopia: Prospect and Retrospect

Education in Ethiopia

Prospect and Retrospect

Teshome G. Wagaw

University of Michigan Press, 2025

The Ancient Greeks imagined it to be the abode of the gods; scholars of the Middle Ages called it the land of Prester John; the prophent Mohammed urged the faithful to seek refuge from religious persecution among the hospitible people of Abyssinia. One of the oldest independent nations-states in the word, Ethiopia is little known or understood by the outside world even today. In this book, a native scholar and educator examines one area of Ethiopian history—educational change. Working from first-hand sources, personal experiences, and archival documents, Professor Wagaw analyzes the development of education in Ethiopia from an ancient, rigid, church-controlled system to the modern public school system, a product of changing times and public demand. This is an invaluable source for those interested in Ethiopian culture and education, those engaged in research in comparative education, and those interested in the process of African and Third World modernization.
[more]
cover of Education in Tokugawa Japan

Education in Tokugawa Japan

R. P. Dore

University of Michigan Press, 1992

“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.
[more]
cover of Education in the Development of Tanzania, 1919–1990

Education in the Development of Tanzania, 1919–1990

Lene Buchert

Ohio University Press, 1994

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

[more]
cover of Education, Culture, and Identity in Twentieth-Century China

Education, Culture, and Identity in Twentieth-Century China

Glen Peterson, Ruth Hayhoe, and Yongling Lu, Editors

University of Michigan Press, 2001

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.
[more]
cover of Edward Abbey: A Life

Edward Abbey

A Life

James M. Cahalan

University of Arizona Press, 2001

Special anniversary edition to honor Abbey's centenary and the twenty-fifth anniversary of this book
 
An instant classic when it was first published twenty-five years ago, Edward Abbey: A Life sets the record straight on “Cactus Ed,” giving readers a fuller, more human Abbey than most have ever known. This special anniversary edition for Abbey’s centennial year includes a new foreword from environmental writer David Gessner and remains the definitive biography of a contemporary literary icon whose life was a web of contradictions.

It separates fact from fiction, showing that much of the myth surrounding Abbey—such as his birth in Home, Pennsylvania, and later residence in Oracle, Arizona—was self-created and self-perpetuated. It also shows that Abbey cultivated a persona both in his books and as a public speaker that contradicted his true nature: publicly racy and sardonic, he was privately reserved and somber. Author James Cahalan studied all of Abbey’s works and private papers and interviewed many people who knew him—including the models for characters in The Brave Cowboy and The Monkey Wrench Gang—to create a complete picture of the writer’s life. He examines Abbey’s childhood roots in the East and his love affair with the West, his personal relationships and tempestuous marriages, and his myriad jobs in continually shifting locations—including sixteen national parks and forests.

He also explores Abbey’s writing process, his broad intellectual interests, and the philosophical roots of his politics. For Abbey fans who assume that his “honest novel,” The Fool’s Progress, was factual or that his public statements were entirely off the cuff, Cahalan’s evenhanded treatment will be an eye-opener.

More than a biography, Edward Abbey: A Life is a corrective that stands the test of time, showing that Abbey was neither simply a countercultural cowboy hero nor an unprincipled troublemaker, but instead a complex and multifaceted person whose legacy continues to be appreciated. The book contains thirty photographs, capturing scenes ranging from Abbey’s childhood to his burial site.
[more]
cover of Edward Everett Hale

Edward Everett Hale

By Jean Holloway

University of Texas Press, 1956

Edward Everett Hale is remembered by millions as the author of The Man Without a Country. This popular and gifted nineteenth-century writer was an outstanding and prolific contributor to the fields of journalism, fiction, essay, and history. He wrote more than 150 books and pamphlets (one novel sold more than a million copies in his lifetime) and was intimately associated with the publication of many of the early American journals, among them the North American Review, Atlantic Monthly, and Christian Examiner. He served as editor of Old and New and was a frequent contributor to the foremost newspapers and periodicals of his time.

Yet the writings of this “journalist with a touch of genius” were only incidental to Hale’s Christian ministry in New England and in Washington, D.C., where he was for five years Chaplain of the Senate. His literary creed reflected that of his ministry, for Hale’s interpretation of the social gospel comprised an active concern with all phases of human affairs.

Confidant of poets and editors, friend to diplomats and statesmen, Hale helped mold public opinions in economics, sociology, history, and politics through three-quarters of what he called “a most extraordinary century in history.” In recounting Hale’s life and times, Holloway vividly portrays this fascinating and often turbulent era.

[more]
cover of Edward III

Edward III

William Shakespeare

Arizona Center for Medieval and Renaissance Studies, 2022

Edward III comes to life in a new version by playwright Octavio Solis.

Written after England’s victory over the Spanish Armada in 1588, Edward III follows the exploits of King Edward III and his son Edward, the Black Prince of Wales. England dominates on the battlefield as the play explores questions of kinghood and chivalry through the actions of King Edward and his son. Octavio Solis’s translation of the play provides all of the complexity and richness of the original while renewing the allusions and metaphors lost through time.

This translation of Edward III was written as part of the Oregon Shakespeare Festival’s Play On! project, which commissioned new translations of thirty-nine Shakespeare plays. These translations present work from “The Bard” in language accessible to modern audiences while never losing the beauty of Shakespeare’s verse. Enlisting the talents of a diverse group of contemporary playwrights, screenwriters, and dramaturges from diverse backgrounds, this project reenvisions Shakespeare for the twenty-first century. These volumes make these works available for the first time in print—a new First Folio for a new era.
[more]
cover of Edward Lansdale's Cold War

Edward Lansdale's Cold War

Jonathan Nashel

University of Massachusetts Press, 2005

The man widely believed to have been the model for Alden Pyle in Graham Greene's The Quiet American, Edward G. Lansdale (1908–1987) was a Cold War celebrity. A former advertising executive turned undercover CIA agent, he was credited during the 1950s with almost single-handedly preventing a communist takeover of the Philippines and with helping to install Ngo Dinh Diem as president of the American-backed government of South Vietnam. Adding to his notoriety, during the Kennedy administration Lansdale was put in charge of Operation Mongoose, the covert plot to overthrow the government of Cuba's Fidel Castro by assassination or other means. 

In this book, Jonathan Nashel reexamines Lansdale's role as an agent of American Cold War foreign policy and takes into account both his actual activities and the myths that grew to surround him. In contrast to previous portraits, which tend to depict Lansdale either as the incarnation of U.S. imperialist ambitions or as a farsighted patriot dedicated to the spread of democracy abroad, Nashel offers a more complex and nuanced interpretation. At times we see Lansdale as the arrogant “ugly American,” full of confidence that he has every right to make the world in his own image and utterly blind to his own cultural condescension. This is the Lansdale who would use any conceivable gimmick to serve U.S. aims, from rigging elections to sugaring communist gas tanks. Elsewhere, however, he seems genuinely respectful of the cultures he encounters, open to differences and new possibilities, and willing to tailor American interests to Third World needs. 

Rather than attempting to reconcile these apparently contradictory images of Lansdale, Nashel explores the ways in which they reflected a broader tension within the culture of Cold War America. The result is less a conventional biography than an analysis of the world in which Lansdale operated and the particular historical forces that shaped him—from the imperatives of anticommunist ideology and the assumptions of modernization theory to the techniques of advertising and the insights of anthropology.

[more]
cover of Edward Palmer's Arkansaw Mounds

Edward Palmer's Arkansaw Mounds

Edited and preface by Marvin D. Jeter

University of Alabama Press, 2010

"This thoroughly researched volume is highly recommended to anyone—at any level—who is interested in the archaeology of the Southeast." —CHOICE

During the 1880s a massive scientific effort was launched by the Smithsonian Institution to discover who had built the prehistoric burial mounds found throughout the United States. Arkansaw Mounds tells the story of this exploration and of Edward Palmer, one of the nineteenth century’s greatest natural historians and archaeologists, who was recruited to lead the research project. Arkansas was unusually rich in prehistoric remains, especially mounds, and became a major focus of the study. Palmer and his team of researchers discovered that the mounds had been built by the ancestors of the historic North American Indians, shattering the then-popular theory that a lost non-Indian race had built them.

[more]
cover of Edward Said and the Work of the Critic: Speaking Truth to Power

Edward Said and the Work of the Critic

Speaking Truth to Power

Paul A. Bové, ed.

Duke University Press, 2000

For at least two decades the career of Edward Said has defined what it means to be a public intellectual today. Although attacked as a terrorist and derided as a fraud for his work on behalf of his fellow Palestinians, Said’s importance extends far beyond his political activism. In this volume a distinguished group of scholars assesses nearly every aspect of Said’s work—his contributions to postcolonial theory, his work on racism and ethnicity, his aesthetics and his resistance to the aestheticization of politics, his concepts of figuration, his assessment of the role of the exile in a metropolitan culture, and his work on music and the visual arts.

In two separate interviews, Said himself comments on a variety of topics, among them the response of the American Jewish community to his political efforts in the Middle East. Yet even as the Palestinian struggle finds a central place in his work, it is essential—as the contributors demonstrate—to see that this struggle rests on and gives power to his general "critique of colonizers" and is not simply the outgrowth of a local nationalism. Perhaps more than any other person in the United States, Said has changed how the U.S. media and American intellectuals must think about and represent Palestinians, Islam, and the Middle East. Most importantly, this change arises not as a result of political action but out of a potent humanism—a breadth of knowledge and insight that has nourished many fields of inquiry. Originally a special issue of boundary 2, the book includes new articles on minority culture and on orientalism in music, as well as an interview with Said by Jacqueline Rose.

Supporting the claim that the last third of the twentieth century can be called the "Age of Said," this collection will enlighten and engage students in virtually any field of humanistic study.

 

Contributors. Jonathan Arac, Paul A. Bové, Terry Cochran, Barbara Harlow, Kojin Karatani, Rashid I. Khalidi, Sabu Kohsu, Ralph Locke, Mustapha Marrouchi, Jim Merod, W. J. T. Mitchell, Aamir R. Mufti, Jacqueline Rose, Edward W. Said, Gayatri Chakravorty Spivak, Lindsay Waters

[more]
cover of Edward Said: Continuing the Conversation

Edward Said

Continuing the Conversation

Edited by Homi K. Bhabha and W. J. T. Mitchell

University of Chicago Press, 2005

In Edward Said: Continuing the Conversation, Edward Said's long-time friends and collaborators continue their dialogue with Said where they had left off following his death in the fall of 2003.

The essays, imagining and recalling the cadences of Said's conversation, take various forms, including elaborations on his ideas, applications of his thought to new problems, and recollections of the indescribable electricity that made conversation with him intense and memorable. This lively, personal tone is a direct result of editors Homi Bhabha and W. J. T. Mitchell urging contributors to write in the spirit of a conversation interrupted, a call on hold, a letter waiting for a reply, a question hanging in the air. This is a work of immense imaginative and intellectual force and compelling candor, honoring Said's legacy as an activist intellectual.

This collection includes essays by Lila Abu-Lughod, Daniel Barenboim, Akeel Bilgrami, Paul Bové, Timothy Brennan, Noam Chomsky, Ranajit Guha, Harry Harootunian, Saree Makdisi, Aamir Mufti, Roger Owen, Gyan Prakash, Dan Rabinowitz, Jacqueline Rose, and Gayatri Spivak.
[more]
cover of Edward Stanly: Whiggerys Tarheel Conquer

Edward Stanly

Whiggerys Tarheel Conquer

Norman Brown

University of Alabama Press, 1974

A Southern Whig, a Unionist firebrand—Edward Stanly’s fight for principle in a fractured nation.

This biography of Edward Stanly relates the major political events of his life: his emergence, while still in his twenties, as a fiery and controversial leader of the Whig Party in North Carolina, his role as one of the ablest champions of Whiggery in the United States House of Representatives, 1837–1843; his candidacy for governor of California on the Republican ticket in 1857; his appointment by President Abraham Lincoln as military governor of North Carolina in 1862; and his support in California of President Andrew Johnson’s Reconstruction policy.

Raised under the “Ancient Standard of Federalism,” Edward Stanly was a southern nationalist in the tradition of the two great Virginia Federalists, George Washington and John Marshall. An outspoken opponent of the nullification and secession doctrines of party of section in national politics.
 

[more]
cover of Edward W. Blyden's Intellectual Transformations: Afropublicanism, Pan-Africanism, Islam, and the Indigenous West African Church

Edward W. Blyden's Intellectual Transformations

Afropublicanism, Pan-Africanism, Islam, and the Indigenous West African Church

Harry N. K. Odamtten

Michigan State University Press, 2019

Distinguished by its multidisciplinary dexterity, this book is a masterfully woven reinterpretation of the life, travels, and scholarship of Edward W. Blyden, arguably the most influential Black intellectual of the nineteenth and early twentieth centuries. It traces Blyden’s various moments of intellectual transformation through the multiple lenses of ethnicity, race, religion, and identity in the historical context of Atlantic exchanges, the Back-to-Africa movement, colonialism, and the global Black intellectual movement. In this book Blyden is shown as an African public intellectual who sought to reshape ideas about Africa circulating in the Atlantic world. The author also highlights Blyden’s contributions to different public spheres in Europe, in the Jewish Diaspora, in the Muslim and Christian world of West Africa, and among Blacks in the United States. Additionally, this book places Blyden at the pinnacle of Afropublicanism in order to emphasize his public intellectualism, his rootedness in the African historical experience, and the scholarship he produced about Africa and the African Diaspora. As Blyden is an important contributor to African studies, among other disciplines, this volume makes for critical scholarly reading.
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cover of Edwardian Stories of Divorce

Edwardian Stories of Divorce

Janice Hubbard Harris

Rutgers University Press, 1996

Much as abortion in the United States today is a contentious issue used for scripting women's roles and potential  into the national agenda, divorce was an issue dividing England in the Edwardian era. According to Janice Harris, anything and everything, from illicit sex and family values to the Garden of Eden, wrath of children, poverty of women, nature of cruelty, scandal of America, threat of Germany, and future of England were part of the debate over divorce. Living under marriage laws far more restrictive than those of their Protestant neighbors, Edwardian women and men campaigned for reform with a barrage of compelling stories. Organizing her analysis around three major sources of narrative on divorce––the Sunday papers, the Report of the Royal Commission on Divorce and Matrimonial causes, and the novel––Harris uncovers a war of words and a competition of tales. In raising questions about the winners, losers, and spoils, Harris expands our understanding of the history of divorce, the wars between the sexes, and the political import of those wars.

In the end, she presents a complex and lively story herself, one that illuminates battles over marriage and divorce taking place in our own era as well. This humane book on a long-neglected subject marks an important contribution to narrative studies and Edwardian history.

 

[more]
cover of Een spiering uitwerpen om een kabeljauw te vangen: How and why the Dutch fished for cod 1818-1911

Een spiering uitwerpen om een kabeljauw te vangen

How and why the Dutch fished for cod 1818-1911

Overgaard Christine

Amsterdam University Press, 2015

Christine Rosenørn Overgaard tells the story in English of how and why the Dutch fished for cod from 1818-1911. Cod fishing was a hook and line fishery. During the 1800s, new vessels and new gear was introduced, especially trawling along the coast in winter in late 1800s. By looking at sources not yet applied in Dutch fishing history she shows how several fishermen fishing for cod ignored these initiatives not because of lack of entrepreneurial spirit, but because of concern for the environment and the cod stock. She examines the business structure in fishing: family business with shared ownership and limited company, including sources showing the importance of social network among ship owners and fishermen. She places cod fishing business within an institutional analysis and development framework, which on the one hand emphasizes the rules the fishermen set for themselves on how, when and where to fish for cod, and on the other hand sees cod fishing as one of several businesses in Dutch (inter)national politics. She illustrates the consequential dilemma facing the ship owners and fishermen when deciding on a profitable or a sustainable business, providing an alternative theory on growth in business, indicating new approaches to current cod fishing.
[more]
cover of Effective History: On Critical Practice Under Historical Conditions

Effective History

On Critical Practice Under Historical Conditions

Sinead Murphy

Northwestern University Press, 2010

Sinéad Murphy’s Effective History presents its reader with a thorough explanation and evaluation of H.-G. Gadamer’s concept of “effective history,” not only as it pertains to the broader range of hermeneutic and postmodern thinkers working in the wake of Kantian philosophy, but first and foremost as a careful and measured consideration of the practice of effective history as a critical method for philosophy in our current times. In this latter sense, the work pushes Gadamer’s thinking forward into new territory and provides an insightful estimation of the value of hermeneutic inquiry.

Murphy demonstrates that the notion of effective history not only stems from a central issue in Kant’s critical philosophy (the divide between the empirical and transcendental, between history and pure knowledge), but that it is best understood through an analysis of the various ways that certain contemporary thinkers fall into the traps and contradictions that stem from Kant’s critical turn.

[more]