History of education Books

Book SynopsisThe University of Oxford is the third oldest university in Europe and remains one of the greatest universities in the world. How did such an ancient institution flourish through the ages? This book offers a succinct illustrated account of its colourful and controversial 800-year history, from medieval times through the Reformation and on to the nineteenth century, in which the foundations of the modern tutorial system were laid. It describes the extraordinary and influential people who shaped the development of the institution and helped to create today’s world-class research university. Institutions have waxed and waned over the centuries but Oxford has always succeeded in reinventing itself to meet the demands of a new age. Richly illustrated with archival material, prints and portraits, this book explores how a university in a small provincial town rose to become one of the top universities in the world at the beginning of the twenty-first century.

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Book SynopsisA searing indictment of the American public health, media, and political establishments? decision-making process behind pandemic school closures.An Abundance of Caution is a devastating account of the decision-making process behind one of the worst American policy failures in a century?the extended closures of public schools during the pandemic. In fascinating and meticulously reported detail, David Zweig shows how some of the most trusted members of society?from Pulitzer Prize?winning journalists to eminent health officials?repeatedly made fundamental errors in their assessment and presentation of evidence. As a result, for the first time in modern American history, healthy children were barred from school. Millions of them did not set foot in a classroom for more than a year.Since the spring of 2020, some students in Europe had been learning in person. Even many peers at home?in private schools, and public schools in mostly ?red? states and districts?were in class full time from fall 2020 onward. Whatever inequities that existed among American children before the pandemic, the selective school closures exacerbated them, disproportionately affecting the underprivileged. Deep mental, physical, and academic harms?among them, depression, anxiety, abuse, obesity, plummeting test scores, and rising drop-out rates?were endured for no discernible benefit. As the Europeans had shown very early, after they had sent kids back to class, there was never any evidence that long-term school closures, nor a host of interventions imposed on students when they were in classrooms, would reduce overall cases or deaths in any meaningful way.The story of American schools during the pandemic serves as a prism through which to approach fundamental questions about why and how individuals, bureaucracies, governments, and societies act as they do in times of crisis and uncertainty. Ultimately, this book is not about Covid; it?s about a country ill-equipped to act sensibly under duress.

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Book SynopsisHarvard has had a close relationship with slavery. This report details Black enslavement on campus, financial benefits the institution derived from slavery, the leading roles of Harvard faculty and graduates in eugenics, and centuries of discrimination at the university—as well as the resistance these activities inspired on campus and beyond.

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Book SynopsisRaewyn Connell is Professor Emerita at the University of Sydney. She is a highly-cited researcher in social science and an experienced teacher who has worked in universities around the world. She remains an active trade unionist and advocate for workers' rights, student autonomy and educational reform. Her books include Masculinities (2005), Southern Theory (2007) and Gender: In World Perspective (2015).Trade ReviewIn The Good University Raewyn Connell provides a powerful and expansive critique of the current state of higher education. This lucid and important book makes clear that the global state of higher education is at a crossroads. * LSE Review of Books *A uniquely revealing global account of the actual work done by university workers, and a searing critique of the false promises made by current ideologies. A must read for those interested in progressive university reform. * D.W. Livingstone, author of The Education-Jobs Gap *Raewyn Connell’s case for the good university will resonate with the people who do the work to make good education and research happen, who care about the students and their colleagues and know their responsibility to the public who rightly expect so much of our universities. Her good university values the labour of all staff with decent, secure jobs. * Jeannie Rea, National Tertiary Education Union *One victim of Western modernity and corporate ambition is the university. Raewyn Connell convincingly demonstrates what many are sensing and others are ignoring: that knowledge for peace and joy is being overruled by competing knowledges of war and death. * Walter Mignolo, Duke University *Table of ContentsIntroduction 1. Making the Knowledge: Research Being a researcher The work of research The knowledge formation Research and truth 2. Learning and Teaching The work of learning The course being run The work of teaching 3. The Collective Intellectual: University Workers Intellectuals Operations workers Academic workers Sustainability crisis 4. The Global Economy of Knowledge Imperial science Making a world university system Making a worldwide workforce Multiple knowledge formations and Southern theory 5. Privilege Machines The dark side of the university Making advantage happen Breaching the walls Machine limits 6. The University Business The maelstrom What enterprise universities sell The managers Telling lies about universities Maelstrom reconsidered 7. Universities of Hope Histories of invention Contemporaries Struggle and joy: lessons of experience 8. The Good University The choice of futures Criteria for a good university... ...and a good university system Manifestos and visions Taking action

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Book SynopsisFree markets made US universities world leaders in research. Economist Miguel Urquiola argues that in the late nineteenth century, entrepreneurial universities saw they could meet the industrializing country’s demand for expertise. They moved away from religiously inspired teaching, and market dynamics allowed them to surpass European competitors.Trade ReviewCharmingly written, instructive, and stimulating, Markets, Minds, and Money is a persuasive read about how the US higher education system evolved to become uniquely situated to lead the world in research. Economists will read it for the analytical core of the argument; others for the history of higher education. -- Michael McPherson, President Emeritus, The Spencer FoundationMiguel Urquiola is one of the most versatile minds in economics and a scholar who makes complicated concepts comprehensible thanks to his extraordinary clarity of thought and expression. In this volume, he deftly combines economic theory with historical analysis to compellingly argue how US universities came to rank so disproportionately at the top of the world, and where the future might take us. Like everything else Urquiola writes, this book is absolutely worth reading. -- David Figlio, Dean, School of Education and Social Policy, Northwestern UniversityAmerican research universities dominate the world’s most preeminent institutions of higher learning. This is a result of their remarkable contributions to advances in knowledge and discoveries that have changed our lives and those of people around the world. In an important and engaging book, which is very accessible to a large audience, Miguel Urquiola shows how market forces examined over the past century have influenced the growth of excellence. The argument is lucid, provocative, well-documented, and a must-read for those interested in why American universities remain the envy of the world—and why their position of preeminence may be in danger. -- Jonathan R. Cole, John Mitchell Mason Professor of the University and Provost and Dean of Faculties, Emeritus, Columbia University

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Book SynopsisClassical civilisation, Martin Bernal argues, has deep roots in Afro-Asiatic cultures. But these Afro-Asiatic influences have been systematically ignored, denied, or suppressed since the eighteenth century - chiefly for racist reasons. The popular view is that Greek civilisation was the result of the conquest of a sophisticated but weak native population by vigorous Indo-European speakers--or Aryans--from the North. But the Classical Greeks, Bernal argues, knew nothing of this Aryan model. They did not see their political institutions, science, philosophy, or religion as original, but rather as derived from the East in general, and Egypt in particular. Black Athena is a three-volume work. Volume 1 concentrates on the crucial period between 1785 and 1850, which saw the Romantic and racist reaction to the Enlightenment and the French Revolution, and the consolidation of Northern expansion into other continents.In an unprecedented tour de force, Bernal maTrade ReviewHis account is as gripping a tale of scholarly detection and discovery as one could hope to find -- Margaret Drabble * Observer *Bernal makes an exotic interloper in Classical studies. He comes to them with two outstanding gifts: a remarkable flair for the sociology – perhaps one should say politics – of knowledge, and a formidable linguistic proficiency… The ‘fabrication’ of Ancient Greece…will never pass as a natural identity again * Guardian *The value of the book lies in his massive and meticulous demonstration of how scholarly views of the past are moulded (and repeatedly modified) by the changing political environment in which scholars pass their lives... Black Athena is certainly a stimulus to thought * London Review of Books *Has the virtues of force, clarity, wealth of ideas and a voracious intellectual curiosity * Times Higher Educational Supplement *A swashbuckling foray into the very heart of racist, Eurocentric historiography... Already one can hear the knives being sharpened against Bernal * City Limits *

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Book SynopsisMany today do not recognize the word, but "philology" was for centuries nearly synonymous with humanistic intellectual life, encompassing not only the study of Greek and Roman literature and the Bible but also all other studies of language and literature, as well as history, culture, art, and more. In short, philology was the queen of the human sciTrade ReviewWinner of the 2015 Christian Gauss Award, Phi Beta Kappa Society Honorable Mention for the 2015 PROSE Award in Language & Linguistics, Association of American Publishers Shortlisted for the 2015 Christian Gauss Award, Phi Beta Kappa Society One of The Times Literary Supplement's Books of the year 2014, chosen by Thom Shippey Selected for the Claremont Review of Books CRB Christmas Reading List 2015 "[A] book written with passion and verve by an author who cares deeply about his subject."--Peter N. Miller, Times Literary Supplement "[A] substantial survey of the growth of scholarship... Only a brute would resist his argument, since the volume of evidence he has amassed really does warrant the use of the verb 'amass', and his purpose is manifestly good."--Colin Burrow, London Review of Books "James Turner's book on 'philology' must be the most wide-ranging work of intellectual history for many years."--Tom Shippey, Wall Street Journal "[Turner] traces philology's origins and history, from Greek rhetoric to the Renaissance, on through the dawn of the modern humanities in the 19th-century and finally into its 20th-century decline. The story he tells is of a wide-ranging, all-encompassing field of learning that was forced to grow, evolve, and eventually spawn its successors over the centuries... Thorough, occasionally wry, passionate ... the sort of work that may be heralded as a masterpiece in the field."--Publishers Weekly "[Turner] undertakes the mother of all thankless tasks: a comprehensive history of 'the queen of the human sciences,' the multiform discipline of philology. It's a stupendous work of scholarship and synergy, and nobody knows better than its author the uphill struggle before it... The end result is the best and liveliest book (indeed, one of the only books of its kind that I know of) about philology ever written."--Steve Donoghue, Open Letters Monthly "A rich intellectual history of what many American scholars would describe as the long lost art and science of philology."--Peter Sacks, Minding the Campus "Very thorough and yet easy to read... Scholars and students will find this a rewarding volume. Turner does a fantastic job of introducing how the history of philology is also, in turn, a chronicle of the various branches of the humanities and why looking at this connection might help demonstrate the humanities' worth among academic disciplines."--Scott Duimstra, Library Journal "Sell all the books you have which purport to explain the nature of the academic disciplines and buy James Turner's Philology: The Forgotten Origins of the Modern Humanities. If you want to understand higher education in its current configuration of departments, divisions, and professional associations, I can commend no better book... Mind-invigoratingly entertaining."--Timothy Larsen, Books & Culture "The fluent and highly accessible way in which James Turner, Cavanaugh Professor of Humanities at the University of Notre Dame, recounts the evolution of the science of philology makes for relatively easy reading, which is especially exceptional when one considers the complexity of the subject."--Lois Henderson, bookpleasures.com "The fact that I can't tell you exactly what Philology means--and I bet not many others can either--makes James Turner's book of the same name an intriguing prospect."--Julian Baggini, Observer "The fluent and highly accessible way in which James Turner ... recounts the evolution of the science of philology makes for relatively easy reading, which is especially exceptional when one considers the complexity of the subject matter of this 550-page book... His competence and ease in exploring a subject to which he has devoted much of his own academic career instills a sense of trust in the reader that this is an expert who is not only on intimate terms with his material, but who is also vitally concerned with conveying his understanding of the matter to his readers, no matter how new they are to the field."--Lois Henderson, Book Pleasures "Deft intellectual history... As Philology illustrates, more generous spirits--call them multidisciplinary research and learning--have always presided over the pursuit of the humanities. Even in earlier guises, the humanities never had it easy. Then as now, they had to contend with turbulent times and changing social and political pressures. But given all that philology has unearthed, we should honor its legacy, as Turner does in his definitive study."--Sunil Iyengar, Washington Post "Monumental and capacious achievement... Turner argues his case through scores of context-rich accounts of scholars and scholarship, and with a narrative verve."--Geoffrey Galt Harpham, Times Higher Education "Impressive in its scholarship... [Turner] takes readers on a detailed journey beginning with the Presocratics, with the bulk of the book devoted to the 19th and early 20th centuries."--Susan Kristol, Weekly Standard "Turner's Philology reads like a caffeine-fuelled love letter to the great polymaths of the past."--Adam Smyth, Literary Review "Turner traces the origin of the modern academic disciplines of the humanities to ancient philology, the study of texts and languages. After a brief history of the study of philology, the author concentrates on the 19th century, during which academic disciplines were largely formed and new ones created, such as anthropology and comparative religious studies."--Choice "Turner's exceptionally wide-ranging study shows in detail how Western culture has become, and has remained, distinctively philological."--Tom Shippey "[I]f you are keen to gain clear sight of philology as a broad field of interest and get to grips with the progress of this fascinating subject through ancient and modern times, indeed, to get a righteous sense of its worth and the scholarly world's loss at its distribution around the humanities, then you will enjoy James Turner's engaging writing style and thorough erudition."--Andrew Doig, Journal of Pedagogic Development "Turner's book will serve as a reference point for the history of learning in the English speaking world and beyond for a long time to come. In the attention it brings to the common armature uniting humanistic scholarship of whatever sort, it serves as a sort of genial provocation: self-professed philologists now have at our disposal a gracefully composed and thoroughly documented work in which to learn of (or remind ourselves of) our own intellectual genealogy, and with which to educate those less aware of the shared past, and common future, of humanistic learning."--Whitney Cox, Bryn Mawr Classical Review "Turner's Philology is an impressive and hugely industrious work of scholarship. The telling of the tale is well-paced, not racy but not douce either, and nice turns of phrase are pleasingly peppered across his text."--Sean Sheehan, Dublin Review of Books "Expansive and erudite... On this journey, Turner is a superb guide and the book is a pleasure to read. And, indeed, that is one of its chief merits: with his lively, masterful work, Turner reminds and inspires us of how to write history well."--Janet Martin-Nielsen, Journal of the History of the Behavioral Sciences "[A] big and ambitious book."--Michael L. Legaspi, First Things "[An] immensely learned and good-humored history of a wooly discipline nearly as hard to define as the modern humanities themselves... The ardor Turner brings to his story is indicative of his own intense affection for philology's practitioners."--Edward G. Gray, Reviews in American History "This is well written, fairly priced, a boon and a bargain."--Bibliotheque d'Humanisme et RenaissanceTable of ContentsPrologue ix Conventions xix Acknowledgments xxiii PART I. FROM THE FIRST PHILOLOGISTS TO 1800 1 1. "Cloistered Bookworms, Quarreling Endlessly in the Muses' Bird-Cage": From Greek Antiquity to circa 1400 3 2. "A Complete Mastery of Antiquity": Renaissance, Reformation, and Beyond 33 3. "A Voracious and Undistinguishing Appetite": British Philology to the Mid-Eighteenth Century 65 4. "Deep Erudition Ingeniously Applied": Revolutions of the Later Eighteenth Century 91 PART II. ON THE BRINK OF THE MODERN HUMANITIES, 1800 TO THE MID-NINETEENTH CENTURY 123 5. "The Similarity of Structure Which Pervades All Languages": From Philology to Linguistics, 1800-1850 125 6. "Genuinely National Poetry and Prose": Literary Philology and Literary Studies, 1800-1860 147 7. "An Epoch in Historical Science": The Civilized Past, 1800-1850 167 I. Altertumswissenschaft and Classical Studies 168 II. Archaeology 184 III. History 197 8. "Grammatical and Exegetical Tact": Biblical Philology and Its Others, 1800-1860 210 PART III. THE MODERN HUMANITIES IN THE MODERN UNIVERSITY, THE MID-NINETEENTH TO THE TWENTIETH CENTURY 231 9. "This Newly Opened Mine of Scientific Inquiry": Between History and Nature: Linguistics after 1850 236 10. "Painstaking Research Quite Equal to Mathematical Physics": Literature, 1860-1920 254 11. "No Tendency toward Dilettantism": The Civilized Past after 1850 274 I. 'Classics' Becomes a Discipline 275 II. History 299 III. Art History 310 12. "The Field Naturalists of Human Nature": Anthropology Congeals into a Discipline, 1840-1910 328 13. "The Highest and Most Engaging of the Manifestations of Human Nature": Biblical Philology and the Rise of Religious Studies after 1860 357 I. The Fate of Biblical Philology 357 II. The Rise of Comparative Religious Studies 368 Epilogue 381 Notes 387 Works Cited 453 Index 509

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Book SynopsisWhen universities began in the Middle Ages, Pope Gregory IX described them as wisdom's special workshop. He could not have foreseen how far these institutions would travel and develop. Tracing the eight-hundred-year evolution of the elite research university from its roots in medieval Europe to its remarkable incarnation today, Wisdom's WorkshopTrade ReviewHonorable Mention for the 2017 PROSE Award in Education Theory, Association of American Publishers One of Choice's Outstanding Academic Titles for 2016 "In this time of anti-intellectualism--whether technocratic or populist--we don't need more smug disruptors. We need more hopeful builders. They will remind us of the democratic aspirations of pragmatic liberal education while recalling that the ambitions of our finest universities help fulfill the dreams of our best selves as a people."--Michael Roth, Wall Street Journal "Authoritative, panoramic... A thoroughly researched and vigorous history of an institution that has 'gained new vigor and proliferated progeny not only in the United States but around the globe.'"--Kirkus "At a time in which colleges and universities have come under sustained attack ... it may well be useful to explain to those outside the academy how American institutions became preeminent and why they continue to play an essential role at the center of modernity's infrastructure. In Wisdom's Workshop, Axtell does just that. Drawing on the vast literature on higher education, he provides an informative and engaging ... account of the evolution of the research university, from its origins in England, Italy, and France in the Middle Ages to the emergence of the 'multiversity' in the United States in the last half century."--Glenn Altschuler, Huffington Post "This is an enjoyable and well-informed account of some of the most significant universities in the world."--David Willetts, Times Higher Education "In his new book ... Wisdom's Workshop: The Rise of the Modern University ... [James] Axtell traces the U.S. university system all the way back to its Medieval roots. It turns out universities have changed quite a bit in the last eight centuries, both in form and function, adapting to their times. And some shifts are just as radical as the ones we face today."--Byrd Pinkerton, NPR "No one seeking a newsy update of American higher education can ignore this book... Wisdom's Workshop is readable and worthy."--Edwin Yoder, Weekly Standard "James Axtell, one of the field's most authoritative historians, provides this handsome addition to the growing literature on the U.S. university... This book deserves to be read by specialists and generalists alike."--ChoiceTable of ContentsIllustrations xi Prologue xiii Acknowledgments xix 1 Foundings 1 2 Oxbridge 43 3 The Collegiate Way Abroad 106 4 A Land of Colleges 147 5 The German Impress 221 6 Coming of Age 276 7 Multiversities and Beyond 316 Epilogue 363 Suggested Reading 375 Index 387

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Book SynopsisDoes Silicon Valley deserve all the credit for digital creativity and social media? Joy Rankin questions this triumphalism by revisiting a pre-PC time when schools were not the last stop for mature consumer technologies but flourishing sites of innovative collaboration—when users taught computers and visionaries dreamed of networked access for all.Trade ReviewA powerful and densely detailed account of how digital culture in the 1960s and ’70s shaped our contemporary experiences of technology as a tool for social connection…As Rankin’s analysis shows, racism and misogyny played a part in molding digital culture from its inception. * The Nation *Compellingly recasts people’s computing as one of networked belonging, intimacy, and coterie. In doing so, Rankin restores a crucial forgotten 10-year period between mainframe and personal computing, chronicling a history of networked belonging and user culture well before Jobs and the Woz rolled out Apple I…Rankin’s book is interested in how students and their teachers worked at the margins to elaborate varying notions of computer citizenship…She deepens the account of computing in all its problems. -- Hannah Zeavin * Los Angeles Review of Books *Obviously inspired by Howard Zinn’s A People’s History of the United States, Joy Lisi Rankin’s book positions itself as a corrective to what she calls ‘Silicon Valley mythology.’ -- Marta Figlerowicz * Public Books *Highly recommended… Rankin’s study offers insight into some of the unsung pioneers of personal computing—namely, the teachers and students who were using computers to program poems, build games, exchange messages, and build online communities back in the 1960s to 1970s… A fascinating historical account of early experiments in online learning and edtech. -- Cait Etherington * ElearningInside News *Provides enough evidence to bury the Silicon Valley Myth…Rankin’s study is a major revision of our understanding of the history of computing as well as our assumptions about the relationship between the general public and technological development. The book is also a delight to read. -- Josh Specht * Australian Book Review *Digital computers were brought to us by their inventors, a story frequently told. The digital revolution, in contrast, was brought to us by computer users, and that story—as vividly narrated by Joy Rankin in A People’s History of Computing in the United States—deserves to be better known. -- George Dyson, author of Turing’s Cathedral: The Origins of the Digital UniverseA fascinating story of personal and social computing long before the advent of personal computers, the internet, and social media. A compelling challenge to the traditional male-dominated narrative of the importance of personal computers and ARPANET in laying the groundwork for today’s digital world. -- Maria Klawe, President of Harvey Mudd CollegeWe’re familiar with the story of an American computing culture created by great men—geniuses and mavericks. Very rarely have we heard about exceptional women who made significant contributions to hardware and software development. A People’s History of Computing in the United States subverts that old story and takes us into the homes, classrooms, and offices of ordinary Americans—girls and boys, women and men—who built an extraordinary, vibrant digital culture long before the arrival of the PC in the 1980s. The girls (and boys) who code today are the successors to the democratic computing culture that once thrived in this country. -- Reshma Saujani, founder of Girls Who CodeIf you’re interested in computing’s present, then this is one of the books you need to read about its past… Kudos to Joy Rankin on this timely, relevant new release. -- Marie Hicks, author of Programmed Inequality

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Book Synopsis While faith in the Enlightenment was waning elsewhere by 1850, at the United States Military Academy at West Point and in the minds of academy graduates serving throughout the country Enlightenment thinking persisted, asserting that war was governable by a grand theory accessible through the study of military science. Officers of the regular army and instructors at the military academy and their political superiors all believed strongly in the possibility of acquiring a perfect knowledge of war through the proper curriculum. A Scientific Way of War analyzes how the doctrine of military science evolved from teaching specific Napoleonic applications to embracing subjects that wereuseful for war in North America. Drawing from a wide array of materials, Ian C. Hope refutes earlier charges of a lack of professionalization in the antebellum American army and an overreliance on the teachings of Swiss military theorist Antoine de Jomini. Instead, Hope showsTrade Review"Hope has written a book that will stand the test of time as the definitive treatise of the development of a professional American army."—Robert Grandchamp, Blue & Gray Magazine"Hope has persuasively challenged the standard narrative about West Point, the "Old Army," and the evolution of American military doctrine. Scholars whose work involves these topics cannot afford to overlook this book."—Rob Andrew Jr., American Historical Review"This book is remarkably researched and cogently written, and it will make itself invaluable in the understanding of both the antebellum army and its officers' education."—Bradford Wineman, Journal of Southern History"In A Scientific Way of War: Antebellum Military Science, West Point, and the Origins of American Military Thought, Hope demonstrates that the science of military thought and theory during this period was about much more than simply preparing for and waging continental war."—Andrew J. Ziebell, Army History"A well-researched and well-written contribution to the early development of American military thought. Readers who are interested in West Point and the essential role that its graduates played in both the Mexican and Civil Wars will find the book to be especially interesting."—Roger Cunningham, Journal of America's Military Past"A Scientific Way of War will appeal to both professionals and lay persons with a serious interest in the US Army, its premier professional Academy, nineteenth-century American defense policy, the nature of a particular national approach to military theory and doctrine, and the professionalization of the American armed forces."—Richard Swain, Michigan War Studies Review“A detailed, thoughtful, and provocative explanation of the evolution of the U.S. Army’s understanding of military science and why this scientific view of war was so important in the nation’s military history and to the conduct of the Civil War.”—Brian McAllister Linn, Ralph R. Thomas Professor in Liberal Arts at Texas A&M University and author of The Echo of Battle: The Army’s Way of War“Truly original. . . . No other scholar has so successfully explained what Americans understood by the phrase ‘military science’ as taught—and modified over time—at West Point, and how that doctrine related to the nation’s geographic position, quest for internal development, and preparation for and perceptions of war.”—Peter Maslowski, professor emeritus of history at the University of Nebraska–Lincoln and author of Looking for a Hero: Joe Ronnie Hooper and the Vietnam War "Highly recommended to any reader interested in the early development of the U.S. army."—Civil War Books and Authors“[Ian Hope’s] keen insights and original interpretations come through clearly in his new book, A Scientific Way of War. His penetrating analyses revolutionize our understanding of American military thinking in the antebellum era. This book is required reading for anyone who would understand generalship and high command in the American Civil War.”—Richard J. Sommers, senior historian emeritus, U.S. Army Heritage and Education Center, U.S. Army War CollegeTable of ContentsList of IllustrationsAcknowledgmentsIntroduction1. Colonial and Early National Military Science2. Army Reforms, 1815–18203. West Point’s Scientific Curriculum4. Internal Improvements5. Jacksonian Military Science6. Military Science during and after the Mexican War7. Antebellum Military Science8. Military Science in the Civil WarConclusionAppendix A. West Point CurriculaAppendix B. Antebellum and Civil War Officer StatisticsNotesBibliographyIndex

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Book SynopsisThe United States is the global leader in higher education, but this was not always the case and may not remain so. William Kirby examines sources ofand threats toUS higher education supremacy and charts the rise of Chinese competitors. Yet Chinese institutions also face problems, including a state that challenges the commitment to free inquiry.Trade ReviewTimely…he makes a powerful argument about what it takes to be a leading university dedicated to the creation of new knowledge…Kirby’s book shows how catalytic is the combination of strong nations and universities that advance knowledge and foster critical and creative thinking. Now more, perhaps, than ever. -- Michael S. Roth * Wall Street Journal *Substantive on virtually every page, the author actually understands how universities work…An impressive performance. -- Tyler Cowen * Marginal Revolution *Although Empires of Ideas is nominally about the rise of the research university from its origins in 19th-century Germany though America’s global leadership in the 20th, it will probably be what Kirby has to say about China in the 21st that will generate the most interest…Rigorous in its arguments, Empires of Ideas is also well-written. -- Peter Gordon * Asian Review of Books *What factors make research universities great—and, conversely, what variables threaten these institutions’ eminence? [Kirby’s] case studies are highly revealing…[A] fascinating book. -- Steven Mintz * Inside Higher Ed *Rather than offering an overview of the university landscape, Kirby adopts the case-based approach employed in the curricula of the Harvard Business School. He traces the history of eight institutions whose trajectories he views as exemplary…There are advantages to Kirby’s case study approach. Tracing the history of an individual institution offers the reader a vivid sense of the interplay of historical contingency, policy mandates, and individual actors. -- Robert Frodeman * Issues in Science and Technology *A masterful account of higher education in Germany, the United States, and China. -- Lee Trapanier * University Bookman *Kirby weaves together traditional historical analysis with personal narratives and experiences with German, American, and Chinese higher education systems…Offers a genuine insider’s glimpse into the inner workings of these universities. -- Ryan M. Allen * Hansa Review of Books *William Kirby’s new book is unique. I know of nothing else on higher education that resembles it in breadth, scope, and sheer comparative information and analysis. He has plotted the rise and evolution of the modern university in three major societies—Germany, the United States, and China—in a way that illuminates the strengths and weaknesses of each model. Anyone interested in the nature of universities during the past two centuries will want to read this volume. -- Neil L. Rudenstine, President Emeritus, Harvard UniversityKirby is in a unique position to tell this story, since nobody else can equal his extensive knowledge of the subject. His insights take us behind the scenes and beyond the university rankings. Fascinating and compelling. -- Yingyi Qian, Professor and Dean Emeritus, Tsinghua UniversityThis superb and compelling book is both a vast scholarly achievement and an essential guide to the future of universities under conditions of increasing global competitiveness. It places contemporary trends in their historical context and draws on Kirby’s unique personal experiences of engagement with some leading universities in three countries. It is essential reading for everyone interested in the future of higher education and research as a global phenomenon. -- Sir Malcolm Grant, Chancellor, University of YorkThis timely and important book by one of the world’s leading historians on global higher education makes the compelling case that the center of innovation and creativity is and always has been moving within the highly competitive global landscape of universities. Kirby cogently argues that in recent decades we witness a shift of the dynamics to China. Government backing and incentives have greatly enhanced China’s innovation potential in higher education. The growing success of Chinese universities discredits the idea that only the West is amenable to innovation. A must-read! -- Klaus Mühlhahn, President, Zeppelin UniversityThis book takes off from the simple if little explored idea that no country has emerged as a great power without also developing great universities. But what feature of universities have allowed them to play this role, and how might the answer change over space and time? To answer this question, Kirby sets off on a comparative history of emerging models of higher education ranging from Germany in the early nineteenth century through twentieth-century United States to the China of this very day. With his extraordinary breadth of curiosity and equal ease in the histories and cultures of these countries, only Bill Kirby could have written this book. It is must-reading for everyone who cares about universities, a thought-provoking lesson in the strange mix of durability and vulnerability that defines this key modern institution. -- Richard Brodhead, President Emeritus, Duke UniversityEmpires of Ideas offers deep insights on the practical achievement of institutional excellence, as well as the relationship between power and learning. The book raises profound questions about the outlook for America’s public universities as state governments continue to cut educational budgets, and the country’s ability to compete globally with other institutions in Europe and China. This learned work is a tour de force in the art of academic governance. -- Wen-hsin Yeh, University of California, BerkeleyA lively and insightful analysis of modern research universities in three key countries. Kirby is the perfect author—he brings personal experience of each country, academic expertise, and an analytic framework. Empires of Ideas provides an unparalleled perspective on the origins and contemporary challenges of research universities. -- Philip G. Altbach, Center for International Higher Education, Boston College

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Book Synopsis?A fascinating and eye-opening look at how American schools have helped build and reinforce an infrastructure of racial inequality . . . a must-read for every American parent and educator.??Esquire (Most Anticipated Books of 2025)?Though the argument of this book is bleak, it illuminates a path for a more just future that is nothing short of dazzling.??Oprah Daily (Most Anticipated Books of 2025)?This book will transform the way you see this country.??Michelle Alexander, author of The New Jim CrowIf all children could just get an education, the logic goes, they would have the same opportunities later in life. But this historical tour de force makes it clear that the opposite is true: The U.S. school system has played an instrumental role in creating and upholding racial hierarchies, preparing children to expect unequal treatment throughout their lives.In Original Sins, Ewing demonstrates that our schools were designed to propagate the idea of white intellectual superiority, to ?civilize? Native students and to prepare Black students for menial labor. Education was not an afterthought for the Founding Fathers; it was envisioned by Thomas Jefferson as an institution that would fortify the country?s racial hierarchy. Ewing argues that these dynamics persist in a curriculum that continues to minimize the horrors of American history. The most insidious aspects of this system fall below the radar in the forms of standardized testing, academic tracking, disciplinary policies, and uneven access to resources.By demonstrating that it?s in the DNA of American schools to serve as an effective and underacknowledged mechanism maintaining inequality in this country today, Ewing makes the case that we need a profound reevaluation of what schools are supposed to do, and for whom. This book will change the way people understand the place we send our children for eight hours a day.

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Book SynopsisThe definitive history of American higher educationnow up to date. Colleges and universities are among the most cherishedand controversialinstitutions in the United States. In this updated edition of A History of American Higher Education, John R. Thelin offers welcome perspective on the triumphs and crises of this highly influential sector in American life. Exploring American higher education from its founding in the seventeenth century to its struggle to innovate and adapt in the first decades of the twenty-first century, Thelin demonstrates that the experience of going to college has been central to American life for generations of students and their families. Drawing from archival research, along with the pioneering scholarship of leading historians, Thelin raises profound questions about what colleges areand what they should be. Covering issues of social class, race, gender, and ethnicity in each era and chapter, this new edition showcases a fresh concluding chapter that focusTrade ReviewRequired reading for anyone who wants to offer any utterance, no matter how small, about where higher ed might be going.—Joshua Kim, Inside Higher EdTable of ContentsPrefaceAcknowledgmentsIntroduction: Historians and Higher Education1. Colleges in the Colonial Era2. Creating the "American Way" in Higher Education: College-Building, 1785 to 18603. Diversity and Adversity: Resilience in American Higher Education, 1860 to 18904. Captains of Industry and Erudition: University-Builders, 1880 to 19105. Alma Mater: America Goes to College, 1890 to 19206. Success and Excess: Expansion and Reforms in Higher Education, 1920 to 19457. Gilt by Association: Higher Education's "Golden Age," 1945 to 19708. Coming of Age in America: Higher Education as a Troubled Giant, 1970 to 20009. A New Life Begins? Reconfiguring American Higher Education in the Twenty-first Century10. Prominence and Problems: American Higher Education since 2010NotesEssay on SourcesIndex

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Book SynopsisPrimary History: Victorians encourages the study of written sources, images and key figures to understand the influence of Victorian society on today’s world. Stimulating activities cover the growth of railways, industrial and social reform, levels of society within towns and the countryside, and the life of children at home, school and in work.

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Book SynopsisThis edition offers the first English translation of Amalia Holst''s daring book, On the Vocation of Woman to Higher Intellectual Education (1802). In one of the first works of German philosophy published under a woman''s name, Holst presents a manifesto for women''s education that centres on a basic provocation: as far as the mind is concerned, women are equal partakers in the project of Enlightenment and should thus have unfettered access to the sciences in general and to philosophy in particular. Holst''s manifesto resonates with the work of several women writers across Europe, including Olympe de Gouges, Mary Wollstonecraft, and Germaine de Staël. Yet in contrast to the early works of feminism we celebrate today, her book had little success. Its reception confronts us with a darker side of the German Enlightenment that, until recently, has been neglected. Holst sought to unearth the gendered nature of the fundamental concepts of the Enlightenment--including vocation, education, and culture--which enabled men to establish the subordinate status of women by philosophical means. However, her argument was scorned by male reviewers, who denied the very possibility of a woman philosopher.With an introduction by Andrew Cooper, and translations of biographical material and early reviews, this edition provides students and scholars of German philosophy with a timely resource for developing a richer understanding of their field, and general readers with a powerful early feminist text that reveals the opportunities and difficulties facing women philosophers at the turn of the nineteenth century.Trade ReviewThis excellent translation makes Amalia Holst's important and powerful book available to English-speaking readers for the first time, greatly advancing the recovery of German women philosophers. Andrew Cooper's superb introduction situates Holst in the context of German Enlightenment debates about the purpose of education and the vocation of woman, and carefully compares Holst's position to those of her male and female contemporaries. The book will be invaluable reading for all those seeking to recognise women's contributions to nineteenth-century philosophy. * Alison Stone, Lancaster University *Andrew Cooper's seamless translation of Amalia Holst's On the Vocation of Woman to Higher Intellectual Education is cause for celebration. In this work, Holst makes crucial contributions to the "vocation debates" of the eighteenth century, and offers insightful and penetrating critiques of her male contemporaries, who, in contrast to Holst, repeatedly argued that women were not fit for philosophical education. Her insightful and penetrating critiques reveal the extent to which these apparently enlightened thinkers were not able to fulfill the goals of the Enlightenment. And Holst seeks to do just that. This work is bound to transform the ways we teach and research this crucial moment in the history of philosophy, challenging us not only to expand the philosophical canon but also to rethink trusted philosophical premises and arguments. * Dalia Nassar, University of Sydney *Could there be a more relevant and much-needed book in eighteenth-century philosophy than Andrew Cooper's translation of Amalia Holst's On the Vocation of Woman to Higher Education (1802)? Holst argues for women's right to education and, in effect, takes to task the aspirations of a whole generation of Enlightenment thinkers. If the right to education is reserved for a segment of the population (male individuals), can we then say that the Enlightenment is committed to the uplift of the human being as such? Cooper's introduction to Holst's work is thorough, clear, and engaging; it provides a superb induction to Holst's important contribution and its relevance today. This text is a "must" for anyone interested in the philosophy of education, the critical potential of Enlightenment thought, and the politics of gender in recent history. * Kristin Gjesdal, Temple University *Table of ContentsAcknowledgements Introduction Note on Translation On The Vocation of Woman to Higher Intellectual Education Preface 1: Does Higher Education of the Mind Contradict the Proximate Calling of Woman as Wife, Mother, and Housewife? 2: Woman Considered as Wife 3: The Educated Woman as Mother 4: The Educated Woman as Housewife 5: On the Education of Woman in the Unmarried State Appendix 1: Biographical References Appendix 2: Reviews of Holst's Work Bibliography

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Book SynopsisThis issue of History of Universities XXXIII/2, contains the customary mix of learned articles and book reviews which makes this publication such an indispensable tool for the historian of higher education.Table of ContentsAndrea Sangiacomo: Introduction: Natural Philosophy in the Early Modern Academic Millieu 1: Roger Ariew: Fromondus verus Galileo on Comets 2: Stefan Heßbrüg gen-Walter: Institutioni scholasticae minime accommodata: de Neufville and Clauberg on Not Teaching Bacon 3: Nabeel Hamid: Domesticating Descartes, Renovating Scholasticism: Johann Clauberg and the German Reception of Cartesianism 4: Helen Hattab: Methods of Teaching or Discovery? Analysis and Synthesis from Zabarella to Spinoza 5: Michael Jaworzyn: Caspar Langenhert's Parisian 'School of Egoists' and the Reception of Geulincx' Physics, from Occasionalism to Solopsism 6: Pieter Present: 'Following no party but the truth': Petrus van Musschenbroek's rhetorical defence of '(Newtonian) experimental philosophy' 7: Christian Leduc: Speculative Philosophy at the Berlin Academy 8: Andrea Sangiacomo: The Normalization of Natural Philosophy: Occasional causality and Coarse-Grained Reality

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Book SynopsisThis is the very first book-length biography of John Wesley Gilbert, a man famous as "the first black archaeologist." The book uses previously unstudied sources to reveal the triumphs and challenges of an overlooked pioneer in American archaeology.Trade ReviewLee (history, Univ. of California, Santa Barbara) has written a comprehensive, impeccably researched biography of John Wesley Gilbert, the first Black American archaeologist. Lee explains that Gilbert was much more than just an archaeologist: he was also an educator, a Methodist minister and missionary to the Congo, and the first Black professor of Paine College, founded by both Black and white Methodists in 1882. * L. D. Baker, CHOICE *A comprehensive, impeccably researched biography of John Wesley Gilbert, the first Black American archaeologist.... Gilbert's life demonstrates the diversity of thought in the years just preceding the New Negro Movement. * CHOICE *Rescues a pioneering Black scholar from obscurity in this intriguing biography.... Lee meticulously pieces together the fragmentary records of Gilbert's life to highlight his extraordinary commitment to 'interracial cooperation' at a time of worsening racism in the South. The result is an informative addition to the history of Black education in America * Publishers Weekly *The First Black Archaeologist is a riveting narrative, weaving threads of post-Reconstruction racism, conflicts, and religious commitment into a revealing tapestry of personal success and interracial cooperation. * Bishop Othal Hawthorne Lakey, Retired, Christian Methodist Episcopal Church *In the 1885 inaugural issue of The American Journal of Archaeology, John Izard Middleton was hailed by Charles Eliot Norton as 'the first American classical archaeologist.' Now thanks to John W. I. Lee's deeply researched and beautifully written biography, we can learn about the first African American to work in the same field and publish in the same journal. This was John Wesley Gilbert whose life is an index to his era. * Michele Valerie Ronnick, Wayne State University *A revelatory read. John Lee's well-written, meticulously researched biography of the largely forgotten Black archaeologist, John Wesley Gilbert, shows that Gilbert, usually known for his trip as a missionary to the Congo under Belgian rule, was one of the most important figures of Greek archaeology in early-twentieth-century America. Lee shows us a more nuanced, transgressive Gilbert, whose mastery of the Greek language, archaeology, and classical education made him an American anomaly. Lee's biography excels most in its almost daily tracking of this fascinating New Negro, as he trips through Greece, the Congo, and the minefields of Jim Crow higher education in America. In the process, Lee creates a template for studying Black scholars in terms of the disciplines they mastered, not simply the disciplines that have come to dominate Black Studies. * Jeffrey C. Stewart, author of the Pulitzer Prize- and National Book Award-winning biography The New Negro: The Life of Alain Locke *Lee masterfully reconnects Gilbert with his era…and cohesively argues for 'the centrality of both Classics and Christianity in the black intellectual tradition'... A significantly interesting study, The First Black Archaeologist goes far beyond...earlier work by connecting Gilbert to a religious and an intellectual lineage, as well as to a community heritage in Augusta and at Paine College. * Ricardo O.Howell, Journal of Southern History *Table of ContentsForeword: Dr. Mallory Millender, Paine College Acknowledgements Abbreviations List of Figures List of Maps Introduction: Out of the Ashes 1. Nursed in the Arms of Poverty 2. This Young Man Deserves Special Mention 3. Nothing Less Than Glorious 4. The American School 5. No Stone Unturned 6. The Demes of Athens 7. Excavating Eretria 8. A Humble Worker in the Colored Ranks 9. Mutombo Katshi 10. The Old Veteran Conclusion: Enduring Spirit Appendix 1: The Birthdates of Gilbert and his Family Appendix 2: John Wesley Gilbert and John Hope Bibliography

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Book SynopsisSince the early Egyptians human beings have formalised the business of learning, setting up a designated environment of some form to pass knowledge and learning on to groups of students. In this second edition of his Very Short Introduction, Gary Thomas explores how and why education has evolved as it has, examining the ways in which it has responded over the centuries to various influences in politics, philosophy, and the social sciences. Focussing on education today, he considers especially the controversies over progressive versus formal teaching, and also examines education worldwide, assessing the accelerating trend on both sides of the Atlantic of the move to charter, academy, and ''free'' schools.The COVID-19 pandemic has dramatically accelerated moves to online learning in schools and universities, and in this new edition Thomas looks again at curriculums and what shape they should take in a rapidly changing world. He asks why action on race, gender and social inequality has borne so little fruit thus far, questioning the oft-made claim of education to be a force for social mobility, and offering an analysis on how education may develop over the coming century.Very Short Introductions: Brilliant, Sharp, Inspiring ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Trade ReviewIts stimulating, readable approach...make[s] sense of the principles, themes and connections in the continuing complex story of how contested ideas around education are put into policy and realised in practice. * William Scott, Professor Emeritus, University of Bath *Table of ContentsPreface 1: Beginnings 2: Oil and water: the formal and the progressive 3: The traditions unfold: ideas into practice 4: Big ideas from the 20th century 5: Analysts and theorists: what did they ever do for us? 6: The curriculum 7: School's out! References and further reading Index

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Book SynopsisEnlightened Oxford aims to discern, establish, and clarify the multiplicity of connections between the University of Oxford, its members, and the world outside; to offer readers a fresh, contextualised sense of the University''s role in the state, in society, and in relation to other institutions between the Williamite Revolution and the first decade of the nineteenth century, the era loosely describable (though not without much qualification) as England''s ancien regime.Nigel Aston asks where Oxford fitted in to the broader social and cultural picture of the time, locating the University''s importance in Church and state, and pondering its place as an institution that upheld religious entitlement in an ever-shifting intellectual world where national and confessional boundaries were under scrutiny. Enlightened Oxford is less an inside history than a consideration of an institutional presence and its place in the life of the country and further afield. While admitting the degree of corpTable of ContentsIntroduction 1: Fame, Form, and Function: the University's place and purpose in the long eighteenth century Intellectual Presence 2: Oxford and British academic contexts after the Glorious Revolution 3: The defence of the Church of England and Christian belief 4: Oxford and the Arts and Humanities 5: Oxford and contemporary science: anxiety, adaptation, and advance Institutional Presence and Interactions 6: University personnel: offices, influence, and the polity 7: Oxford and the Crown 8: Oxford, the world of Westminster, and the defence of the University's interests 9: Beyond the University: Outreach and connections in England, Wales, Scotland, and Ireland Cultural Constructions, Connections, and Tensions 10: The University as seen from outside 11: Oxford and the wider world: the European connections and imperial involvements of the University 12: Insider trading: family, friendship, connection, and culture beyond the University Conclusion: Oxford variations on an Enlightenment theme

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Book SynopsisIndia successfully minimized the out-of-school child population to 0.3% due to policy-making by the education ministry. This success story is analyzed from the perspective of a bureaucrat, examining operational aspects, policy formulation, external influences, and global context alongside Indian policy dynamics and educational progress at large.Table of ContentsPreface ; List of Abbreviations ; 1. The Tinsel Town; 2. The Great Master; 3. The Long Journey: Early Days; 4. Course Correction: NPE, 1986; 5. Sa¯ Vidya¯ Ya¯ Vimuktaye; 6. Akshara Keralam to Akshara Bharatham; 7. India and Jomtien; 8. Good Intentions Not Enough; 9. Big Bad Wolf; 10. Test Case Project Becomes Testing; 11. Change of Guard; 12. New Lamps for Old; 13. Opportunity Knocks at the Door; 14. Muddling Through; 15. Building New Jerusalem; 16. Don't Count Your Chickens; 17. Crucible of Fire; 18. Ganga Descends from Heaven; 19. Winds of Change; 20. Caterpillar to Butterfly; Glossary ; Select Bibliography ; Index ; About the Author

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Book SynopsisAn era of sweeping cultural change in America, the postwar years saw the rise of beatniks and hippies, the birth of feminism, and the release of the first video game. This book examines the rise and fall of the new math as a marker of the period's political and social ferment.Trade Review"Phillips's exposition of what the new math meant and how, in practice, it was taught are definite strengths of his book. He reveals unexpected dimensions of the controversy it generated. Its champions in the classroom put more stress on forming free, rational citizens than on raising the level of technical competence in America, while the opposition came not only from defenders of rote learning, but equally from mathematicians who focused on the instrumental value of mathematics for science and technology." (Theodore M. Porter, University of California, Los Angeles)"

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Book SynopsisThe story of Alison Davis, one of the first black anthropologists and the first black tenured professor, a pioneer whose work—in part because it was so multifarious—has been all but forgotten.

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Book SynopsisFrom the 1890s through World War II, the greatest hopes of American progressive reformers lay not in the government, the markets, or other seats of power but in urban school districts and classrooms. The Importance of Being Urban focuses on four western school systemsin Denver, Oakland, Portland, and Seattleand their efforts to reconfigure public education in the face of rapid industrialization and the perceived perils [GDA1]of the modern city. In an era of accelerated immigration, shifting economic foundations, and widespread municipal shake-ups, reformers argued that the urban school district could provide the broad blend of social, cultural, and educational services needed to prepare students for twentieth-century life. These school districts were a crucial force not only in orchestrating educational change, but in delivering on the promise of democracy. David A. Gamson's book provides eye-opening views of the histories of American education, urban politics, and the Progressive Era.

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Book SynopsisRead the news about America's colleges and universitiesrising student debt, affirmative action debates, and conflicts between faculty and administratorsand it's clear that higher education in this country is a total mess. But as David F. Labaree reminds us in this book, it's always been that way. And that's exactly why it has become the most successful and sought-after source of learning in the world. Detailing American higher education's unusual struggle for survival in a free market that never guaranteed its place in societya fact that seemed to doom it in its early days in the nineteenth centuryhe tells a lively story of the entrepreneurial spirit that drove American higher education to become the best. And the best it is: today America's universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world. But this was not an inevitability. Weakly funded by the state, American schools in their early years had to rely on student tuition and alumni donations in order to survive. This gave them tremendous autonomy to seek out sources of financial support and pursue unconventional opportunities to ensure their success. As Labaree shows, by striving as much as possible to meet social needs and fulfill individual ambitions, they developed a broad base of political and financial support that, grounded by large undergraduate programs, allowed for the most cutting-edge research and advanced graduate study ever conducted. As a result, American higher education eventually managed to combine a unique mix of the populist, the practical, and the elite in a single complex system. The answers to today's problems in higher education are not easy, but as this book shows, they shouldn't be: no single person or institution can determine higher education's future. It is something that faculty, administrators, and studentsadapting to society's needswill determine together, just as they have always done.

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Book SynopsisExposes the intimate relationship between big finance and higher education inequality in America.Trade Review"The book is a vivid reminder of how rich, exclusive and small the US Ivy League universities are. . . . But the book shows, too, the importance of universities. They can be a means of entrenching privilege or of spreading opportunity. A well-designed system for funding universities can be a crucial driver of social mobility. But in the US it is not working well." * Financial World *"This thoroughly researched, scholarly case study systemically examines the present higher education system. Eaton identifies the disparate players involved and examines their interactions . . . Eaton also offers a way to reimagine the current system that would realign it with its traditional values. He has provided a valuable public service in developing and presenting this thoughtful, well-researched analysis. Highly recommended." * Choice *"A timely book. . . [that] analyzes the decades-long, intricate relationship between higher education leaders and financiers." * Journal of Urban Affairs *"Eaton offers an empirically sound and rigorous analysis of how higher education relates to high finance." * Social Forces *"Bankers in the Ivory Tower offers a fascinating and data-driven investigation on how finance is transforming higher education in America for the worse. Instead of an engine of opportunity, it is becoming fuel for inequality with snowballing endowments for the top, student debt replacing public funding for the middle, and for-profit predation for the bottom. A must read." -- Emmanuel Saez, University of California, Berkeley, Chancellor's Professor of Tax Policy and Public Finance"Until now, no one has connected the dots between ever-more-rarified Ivy walls, the expansion of predatory for-profit institutions, and the financialization of the US economy. With impeccable research, Eaton brilliantly shows that what happens at the top and what happens at the bottom (not to mention in the middle) are more closely connected than you think—and that the common thread is high finance." -- Elizabeth Popp Berman, University of Michigan, associate professor of organizational studies“Many have criticized spending choices at colleges and universities and blamed them for both the rising cost of higher education and the corresponding, corrosive spread of student debt. But Eaton identifies the complex relationships that tie financial elites to these highly selective schools, which they and other wealthy families disproportionately attend. Financiers both advise and often help govern universities, guiding them to operate more like profit-seeking businesses, and financiers also function as intermediaries in the provision of student debt. The argument of the book makes the overrepresentation of socioeconomically privileged students on the nation’s most selective campuses look unsurprising and indeed, almost inevitable.” -- Jonathan Glater, University of California, Berkeley, professor of law“As elite colleges marvel at how sharply their multibillion-dollar endowments have risen from year to year, they fail to make the connection with the rise in for-profit colleges sinking students into high debt and low salaries. By following the investors, the hedge funds, the college governing boards, and the students whose lives they trample, Eaton shows how the financial oligarchy that descends from and upholds the Ivory Tower has taken the public out of our public goods. A sobering and fact-filled account with an unexpected glimpse into the possible.” -- Frederick F Wherry, The Townsend Martin, Class of 1917 Professor of Sociology at Princeton University"A sobering look at how a generation of bankers transformed higher education, generating massive endowments for elite schools—and leaving a legacy of scarcity and debt for everyone else. Carefully researched and forcefully argued, Bankers in the Ivory Tower is essential reading for anyone who cares about higher education, school loans, or the social life of finance." -- Sarah Quinn, University of Wisconsin, associate professor of sociologyTable of ContentsAcknowledgments 1. Universities and the Social Circuitry of Finance 2. Our New Financial Oligarchy 3. Bankers to the Rescue: The Political Turn to Student Debt 4. The Top: How Universities Became Hedge Funds 5. The Bottom: A Wall Street Takeover of For-Profit Colleges 6. The Middle: A Hidden Squeeze on Public Universities 7. Reimagining (Higher Education) Finance from Below Methodological Appendix: A Comparative, Qualitative, and Quantitative Study of Elites Notes References Index

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Book SynopsisThis first comprehensive history of dyslexia charts a journey that begins with Victorian medicine and continues to dyslexia becoming the most globally recognized specific learning difficulty. Philip Kirby and Margaret Snowling use a historical lens to explain current debates around dyslexia, and to reflect on the place of literacy in society.Trade Review"Kirby and Snowling tackle this issue by broadening the definition of dyslexia, bypassing the either-or binary of medical vs. social models of disability, instead contending that it embraces both. Moreover, they provide a rich historical foundation, recalling when the term dyslexia was coined in the late 19th century in reference to ‘word blindness,’ meaning the inability to recognize words. Not only is dyslexia a learning difficulty that affects fluency in reading and spelling, but it impacts phonological awareness, visual memory, and verbal processing speed across intellectual abilities. This highly readable, fact-filled book will support parents, families, professionals, students, researchers, and those with dyslexia. Recommended, all readers." Choice“This is an enlightening and absorbing introduction to a crucial concept within the history of learning difficulties, charting its origins, pathways, meanings, contestations, successes and, most importantly, the obstructions and challenges it places in the lives of those who experience it.” History of Education“Dyslexic people, including myself, as well as anyone else concerned with the question of how best to comprehend this situated character of reading in literate times will benefit greatly from Dyslexia: A History.” Historical Studies in Education/Revue d’histoire de l’éducation

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Book SynopsisIn 1896 the British physician William Pringle Morgan published an account of Percy, a bright and intelligent boy, quick at games, and in no way inferior to others of his age. Yet, in spite of his intelligence, Percy had great difficulty learning to read. Percy was one of the first children to be described as having word-blindness, better known today as dyslexia. In this first comprehensive history of dyslexia Philip Kirby and Margaret Snowling chart a journey that begins with Victorian medicine and continues to dyslexia's current status as the most globally recognized specific learning difficulty. In an engaging narrative style, Kirby and Snowling tell the story of dyslexia, examining its origins and revealing the many scientists, teachers, and campaigners who put it on the map. Through this history they explain current debates over the diagnosis of dyslexia and its impact on learning.For those who have lived experience of dyslexia, professionals who have supported them,Trade Review"Kirby and Snowling tackle this issue by broadening the definition of dyslexia, bypassing the either-or binary of medical vs. social models of disability, instead contending that it embraces both. Moreover, they provide a rich historical foundation, recalling when the term dyslexia was coined in the late 19th century in reference to ‘word blindness,’ meaning the inability to recognize words. Not only is dyslexia a learning difficulty that affects fluency in reading and spelling, but it impacts phonological awareness, visual memory, and verbal processing speed across intellectual abilities. This highly readable, fact-filled book will support parents, families, professionals, students, researchers, and those with dyslexia. Recommended, all readers." Choice“This is an enlightening and absorbing introduction to a crucial concept within the history of learning difficulties, charting its origins, pathways, meanings, contestations, successes and, most importantly, the obstructions and challenges it places in the lives of those who experience it.” History of Education“Dyslexic people, including myself, as well as anyone else concerned with the question of how best to comprehend this situated character of reading in literate times will benefit greatly from Dyslexia: A History.” Historical Studies in Education/Revue d’histoire de l’éducation

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Book SynopsisThe fruit of a two-year research project, this ground-breaking book aims to provide the first historical account of the teaching of history in twentieth-century England, and a series of reflections and suggestions which will inform, feed into and influence the current and future debates about teaching in schools.Trade Review'Their book should be compulsory reading for anyone wanting to take part in the current discussion about history teaching and its future in our schools. At a single stroke, this book puts the whole debate onto a more sophisticated and grown-up level.' - The Independent 'They make a strong, persuasive case and it's possible that history may one day be complusory to 16 as part of a Baccalaureate style curriculum.' - BBC History Magazine, David Nicholls, Emeritus Professor of History, Manchester Metropolitan UniversityTable of ContentsList of Illustrations Acknowledgements List of Abbreviations A Note on Sources Introduction: Themes and Problems History Goes to School, 1900-18 History in Peace and War, 1918-44 History and the Welfare State, 1944-64 History for a Nation 'In Decline', 1964-79 History in the National Curriculum, 1979-2010 Conclusion: Perspectives and Suggestions Appendixes: A. Names of interviewees B. Names of lenders and donors C. School Certificate examination syllabuses in 1923 D. History syllabuses from the 1970s onwards E. History examination results, 1919-2010 F. Principal education ministers, 1900-2010 G. A Note on the History in Education website Notes Index

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Book SynopsisA College of Her Own offers a comprehensive and lively narrative of Barnard from its beginnings to the present day. Through the stories of presidents and leading figures as well as students and faculty, Robert McCaughey recounts Barnard’s history and development.Trade ReviewIf one measure of a college’s impact on American life is the writers and artists it has produced, then what to say about Barnard College, whose alumnae include Zora Neale Hurston, Ntozake Shange, Anna Quindlen, Erica Jong, Laurie Anderson, Suzanne Vega, Delia Ephron, Greta Gerwig, Jhumpa Lahiri, Twyla Tharp, Mary Gordon, and Joan Rivers—and thousands more? Robert McCaughey’s A College of Her Own tells the complex, inspiring story of a singular institution whose alumnae changed the world. -- Jennifer Finney Boylan, Barnard CollegeMcCaughey combines his knowledge as a historian of American higher education with his deep personal experience at Barnard and Columbia to provide a richly textured account of Barnard College and its role as one of America’s leading women’s colleges and preeminent liberal arts colleges. -- Ellen V. Futter, president of the American Museum of Natural History and former president of Barnard CollegeA College of Her Own is an exemplary institutional history and contribution to NYC social history. Indeed, it is one of the most thorough and engaging accounts of a liberal arts college. McCaughey provides a masterful depiction of the segmented social hierarchies of the city and their complex interactions with those who attended the college, those who ran it, and those who supported it. -- Roger L. Geiger, author of American Higher Education Since World War II: A HistoryA College of Her Own gives us a deeply researched, vividly written, bracingly candid account. McCaughey shows how a small, chronically undercapitalized, mostly Protestant college for women came to leverage its affiliation with one of America’s greatest research universities and to embrace the religious, racial, and ethnic heterogeneity of its urban location to become the most selective women’s college in America. -- Rosalind Rosenberg, author of Changing the Subject: How the Women of Columbia Shaped the Way We Think About Sex and PoliticsTable of ContentsPreface Acknowledgements1. “What’s a New York Girl to Do?”2. East Side, West Side: A Tale of Two Cities3. Becoming Barnard4. Who’s Afraid of Virginia Gilderesleeve?5. Barnard in the Twenties6. Lean Times: Depression, War, and Other Distractions7. The McIntosh Era8. Into the Storm9. Saying No to Zeus10. Barnard Rising11. New York, New York12. Going GlobalNotesSelected BibliographyIndex

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Book SynopsisA history celebrating one hundred years of groundbreaking work in dental medicine.Trade ReviewAn exploration of the important history of Columbia University and its effect on the nation and the world. A remarkable book about a critical achievement in the history of human health. -- Leon Assael, dean, School of Dentistry, University of Minnesota This book should be required reading for dental school deans, administrators, faculty, and even students who have to decide where to apply and where to go to dental school. Allan J. Formicola has the comprehensive overview of this subject matter, detailed insights in the life of this institution, and a solid understanding of the complexity of academic life in dental schools like no one else. -- Marita Inglehart, University of Michigan School of Dentistry Formicola has done an outstanding job with this well-written, factual, and interesting history of the past hundred years at the Columbia University College of Dental Medicine. It is a significant contribution to the history of dental education and an appropriate historical tribute to the school. -- Howard Bailit, University of Connecticut School of Dental MedicineTable of ContentsForeword Preface Acknowledgments Introduction 1. 1916-1941: A Dental School on University Lines 2. 1941-1978: Living Up to Standards: The Difficult Years 3. 1978-2001: The Leap to the Future: Reaching Out 4. 2001-2013: The New Millennium: The School of Dental and Oral Surgery Becomes the College of Dental Medicine 5. 2013-2016 and Beyond: Plans for the Next 100 Years 6. Students and Alumni Appendix 1: The Founding Document Appendix 2: The Predecessor Institutions from 1852 Through 1923 Appendix 3: Letter from Victor S. Koussow to Arthur T. Rowe Appendix 4: Funded Search Studies in the 2014-2015 Year Appendix 5: Members of the College of Dental Medicine Board of Advisors Appendix 6: Presidents of the Alumni Organization Appendix 7: Columbia University Alumni Distinguished Service Medal Awardees Appendix 8: College of Dental Medicine Distinguished Alumni Awardees Appendix 9: A Snapshot of Distinguished Graduates of the College of Dental Medicine Appendix 10: The Deans of the Dental School and Directors of the Dental Hygiene Program Appendix 11: Milestones in the History of the College of Dental Medicine: 1916-2016 Notes Bibliography Index

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Book SynopsisEducating Harlem brings together a multidisciplinary group of scholars to consider of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression.Trade ReviewAn outstanding collection of cutting-edge essays, Educating Harlem rewrites the narrative of twentieth-century urban education. Eschewing a single thesis or grand narrative, this groundbreaking volume shows the creativity, debate, fierce love, and impassioned determination of a community to make education a human right amid the ever-changing but always inequitable landscape of New York City. -- Martha Biondi, author of To Stand and Fight: The Struggle for Civil Rights in Postwar New York CityRead this book to understand how education has long been a source of pride and value in one of America’s most historic black communities. Read it to understand how systems of racial bias have been used to interrupt black life and threaten black lives. -- David Kirkland, executive director of the Metropolitan Center for Research on Equity and the Transformation of Schools at New York UniversityThese impressive essays provide a multifaceted look at the educational battles in Harlem. Not only was Harlem a cultural mecca, it was a place of hope and frustration, of opportunity and racism. At its core were residents who disagreed on aims and tactics but remained committed to educational excellence and black equality. -- Joy Ann Williamson-Lott, author of Jim Crow Campus: Higher Education and the Struggle for a New Southern Social OrderEducating Harlem epitomizes the power and potential of interdisciplinary exchange and collaboration. I could not imagine a more comprehensive and impressive assembly of scholars contained in one collection. Both experienced and emerging researchers will appreciate the varied sources and disciplinary approaches contributors utilize to recover and recount one urban community's struggle to secure educational opportunity in the twentieth century. -- Hilary Moss, Amherst CollegeEducating Harlem is a comprehensive treatment that reveals the continued role of hope in shaping the activism of a community. The assembled scholars demonstrate Harlem’s ongoing efforts to use education as a tool for citizenship and socioeconomic mobility. -- Hilary Green, University of AlabamaEngaging. * H-Soz-Kult *Table of ContentsAcknowledgmentsAbbreviationsIntroduction, by Ansley T. Erickson and Ernest MorrellPart I. Debating What and How Harlem Students Learn in the Renaissance and Beyond1. Schooling the New Negro: Progressive Education, Black Modernity, and the Long Harlem Renaissance, by Daniel Perlstein2.“A Serious Pedagogical Situation”: Diverging School Reform Priorities in Depression Era Harlem, by Thomas Harbison3. Wadleigh High School: The Price of Segregation, by Kimberley JohnsonPart II. Organizing, Writing, and Teaching for Reform in the 1930s Through 1950s4. Cinema for Social Change: The Human Relations Film Series of the Harlem Committee of the Teachers Union, 1936–1950, by Lisa Rabin and Craig Kridel5. Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership, by Jonna Perrillo6. Harlem Schools and the New York City Teachers Union, by Clarence TaylorPart III. Divergent Educational Visions in the Activist 1960s and 1970s7. HARYOU: An Apprenticeship for Young Leaders, by Ansley T. Erickson8. Intermediate School 201: Race, Space, and Modern Architecture in Harlem, by Marta Gutman9. Black Power as Educational Renaissance: The Harlem Landscape, by Russell Rickford10. “Harlem Sophistication”: Community-based Paraprofessional Educators in Central Harlem and East Harlem, by Nick JuravichPart IV. Post–Civil Rights Setbacks and Structural Alternatives to Public Schooling11. Harlem Schools in the Fiscal Crisis, by Kim Phillips-Fein and Esther Cyna12. Pursuing “Real Power to Parents”: Babette Edwards’s Activism from Community Control to Charter Schools, by Brittney Lewer13. Teaching Harlem: Black Teachers and the Changing Educational Landscape of Twenty-First Century Central Harlem, by Bethany L. Rogers and Terrenda C. WhiteConclusion, by Ernest Morrell and Ansley T. EricksonContributorsIndex

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Book SynopsisEducating Harlem brings together a multidisciplinary group of scholars to consider of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression.Trade ReviewAn outstanding collection of cutting-edge essays, Educating Harlem rewrites the narrative of twentieth-century urban education. Eschewing a single thesis or grand narrative, this groundbreaking volume shows the creativity, debate, fierce love, and impassioned determination of a community to make education a human right amid the ever-changing but always inequitable landscape of New York City. -- Martha Biondi, author of To Stand and Fight: The Struggle for Civil Rights in Postwar New York CityRead this book to understand how education has long been a source of pride and value in one of America’s most historic black communities. Read it to understand how systems of racial bias have been used to interrupt black life and threaten black lives. -- David Kirkland, executive director of the Metropolitan Center for Research on Equity and the Transformation of Schools at New York UniversityThese impressive essays provide a multifaceted look at the educational battles in Harlem. Not only was Harlem a cultural mecca, it was a place of hope and frustration, of opportunity and racism. At its core were residents who disagreed on aims and tactics but remained committed to educational excellence and black equality. -- Joy Ann Williamson-Lott, author of Jim Crow Campus: Higher Education and the Struggle for a New Southern Social OrderEducating Harlem epitomizes the power and potential of interdisciplinary exchange and collaboration. I could not imagine a more comprehensive and impressive assembly of scholars contained in one collection. Both experienced and emerging researchers will appreciate the varied sources and disciplinary approaches contributors utilize to recover and recount one urban community's struggle to secure educational opportunity in the twentieth century. -- Hilary Moss, Amherst CollegeEducating Harlem is a comprehensive treatment that reveals the continued role of hope in shaping the activism of a community. The assembled scholars demonstrate Harlem’s ongoing efforts to use education as a tool for citizenship and socioeconomic mobility. -- Hilary Green, University of AlabamaEngaging. * H-Soz-Kult *Table of ContentsAcknowledgmentsAbbreviationsIntroduction, by Ansley T. Erickson and Ernest MorrellPart I. Debating What and How Harlem Students Learn in the Renaissance and Beyond1. Schooling the New Negro: Progressive Education, Black Modernity, and the Long Harlem Renaissance, by Daniel Perlstein2.“A Serious Pedagogical Situation”: Diverging School Reform Priorities in Depression Era Harlem, by Thomas Harbison3. Wadleigh High School: The Price of Segregation, by Kimberley JohnsonPart II. Organizing, Writing, and Teaching for Reform in the 1930s Through 1950s4. Cinema for Social Change: The Human Relations Film Series of the Harlem Committee of the Teachers Union, 1936–1950, by Lisa Rabin and Craig Kridel5. Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership, by Jonna Perrillo6. Harlem Schools and the New York City Teachers Union, by Clarence TaylorPart III. Divergent Educational Visions in the Activist 1960s and 1970s7. HARYOU: An Apprenticeship for Young Leaders, by Ansley T. Erickson8. Intermediate School 201: Race, Space, and Modern Architecture in Harlem, by Marta Gutman9. Black Power as Educational Renaissance: The Harlem Landscape, by Russell Rickford10. “Harlem Sophistication”: Community-based Paraprofessional Educators in Central Harlem and East Harlem, by Nick JuravichPart IV. Post–Civil Rights Setbacks and Structural Alternatives to Public Schooling11. Harlem Schools in the Fiscal Crisis, by Kim Phillips-Fein and Esther Cyna12. Pursuing “Real Power to Parents”: Babette Edwards’s Activism from Community Control to Charter Schools, by Brittney Lewer13. Teaching Harlem: Black Teachers and the Changing Educational Landscape of Twenty-First Century Central Harlem, by Bethany L. Rogers and Terrenda C. WhiteConclusion, by Ernest Morrell and Ansley T. EricksonContributorsIndex

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Book SynopsisBeauty in the Age of Empire is a global history of aesthetic education focused on how Western practices were adopted, transformed, and repurposed in Egypt and Japan. Raja Adal uncovers the emergence of aesthetic education in modern schools and its role in making a broad spectrum of ideologies from fascism to humanism attractive.Trade ReviewA hugely important book. Its groundbreaking methodologies—the global optics, the comparative frameworks based not on regionality but on shared conditions and synchronicities, the focus on embodied histories—have the potential to transform the field. -- Irena Hayter, University of Leeds * Journal of Asian Studies *The book indeed presents a substantial account of the history of the proposed uses of aesthetics by the state and prominent educators in Egypt and Japan, and without a doubt one learns a great deal from Adal's comparative discussion. * International Journal of Asian Studies *Raja Adal’s enchantingly original study analyzes the aesthetic education prescribed for children (in music, art, and calligraphy) in late nineteenth- and twentieth century Egypt and Japan as their educational policy makers sought to balance the sources of national tradition and the attractions of European modernity. Drawing on mastery of both Japanese and Arabic, this philosophically informed study lets us transcend any simplified categories of Western and non-Western civilizational projects. -- Charles Maier, author of Once Within Borders: Territories of Power, Wealth, and Belonging Since 1500Raja Adal’s exemplary Beauty in the Age of Empire charts how aesthetics was used in modernizing societies like Japan and Egypt to ‘enchant’ citizens while reinforcing a changing political environment. Through national schools, a new curriculum inculcated in children a desire to support the value of national identity rather than affectively perform personal responses to artistic expression. Adal shows how this aesthetic education moved along the scale of singularity, from the one place of the nation, to the worldliness of ‘many places.’ -- Harry Harootunian, author of Uneven Moments: Reflections on Japan's Modern HistoryBeauty in the Age of Empire is a unique and fascinating analysis that tracks complex genealogies of aesthetic education through colonialism, empire, and nation-building. It both provincializes Eurocentric histories of the aesthetic and provides a deeper understanding of the cultivation of modern childhood. -- Jessica Winegar, author of Creative Reckonings: The Politics of Art and Culture in Contemporary EgyptExamining three forms of aesthetic education in modern Egypt and Japan, Beauty in the Age of Empire reveals how similar ideals and anxieties accompanied the project of forming national subjects in countries compelled into nation-making by Western imperialism in the nineteenth century. In lucid and straightforward prose, Adal guides readers into the “global archive” of modern schooling. Striking parallels and new insights abound. This is a vivid and fresh approach to global modernity. -- Jordan Sand, author of House and Home in Modern Japan: Architecture, Domestic Space, and Bourgeois Culture, 1880-1930Table of ContentsList of IllustrationsNote on NamesAcknowledgmentsIntroduction1. The Modern School as a Global ArchivePart I: Music, Calligraphy, and the Education of the Inner SelfInterlude: How Culture Travels: A Global History of the Piano2. Music Education and the Uses of Aesthetics3. Writing Education and the Location of AestheticsPart II: From Mimesis to Art: Drawing Education and the Rise of the Independent SubjectInterlude: Mimesis and Seduction in National Anthems4. The Mimetic Moment: The Age of Global Mimesis and Representational Mimesis5. The End of Global Mimesis: The Rise of the National Subject6. The End of Representational Mimesis: The Rise of the Individual SubjectConclusionNotesWorks CitedIndex

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Book SynopsisPresents the story of how one of the historically conservative private institutions of black higher education came to play an important part in the struggle for full racial equality. This work traces Hampton Institute's progressive impact to its first black and alumnus president who used his office to launch an attack against segregation.

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Book SynopsisBeginning in 1867 with the inception of segregated public schools and ending in 1983, ten years after federal court-ordered desegregation,Reading, Writing, and Segregationdetails the experiences of African American women teachers in Nashville, Tennessee. Sonya Ramsey examines the familial and educational backgrounds, working environments, and political strategies of these women who constituted the majority of the city''s black middle class. Black teachers were often role models for their students and community, but they still struggled for parity and respect from white colleagues. Ramsey''s study contributes to the historical discussion of the complicated intersections of class and race and how they changed over time.Grounded in extensive interviews with both black and white women who made the transition to integrated faculties, Ramsey reveals how educators in an urban southern environment responded not only to desegregation and integration but also to critical momentsTrade Review“A quick read . . . Offers a rich analysis of African American women educators in Nashville, Tennessee.”--Journal of African American History“Well researched and well written. . . . Ramsey has produced a study with important insights applicable not only to black female teachers in Nashville, but to other African Americans who faced the challenges of segregation and integration during this volatile era.”--Journal of American History“Ramsey presents some fascinating insights into Nashville’s black educational system and its black women teachers while also opening a path for historians to reassess how African American education differed within the urban South and developed in distinct ways.”--American Historical Review“Reading, Writing, and Segregation is a ground-breaking work on black education that focuses on black teachers and their role in the educational system and in their communities.”--H-SAWH"Reading, Writing, and Segregation's great strength is its focus on black women teachers themselves, often by using interviews, and thus illuminating the culture of teaching and civic activism that these women forged over a century. An important addition to the controversy about how much (or how little) black teachers contributed to a narrowly defined civil rights movement and the debate about the 'failure' of Brown vs. Board of Education, this book is one of the few that tells us what it was actually like in segregated black schools. Without work like Ramsey's, debating the 'failure' of Brown is a circular debate based on nostalgia and not on historical information."--Glenda Gilmore, Peter V. and C. Vann Woodward Professor of History, Yale University

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Book SynopsisFrom the union''s formation in 1937 until the 1960s, the Chicago Teachers Union (CTU) was the largest and most influential teachers'' union in the country. John F. Lyons examines the role of public schoolteachers and the CTU in shaping the policies and practices of public education in Chicago. Examining teachers'' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations. Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 teTrade Review"Lyons's monograph is clearly written, impeccably organized, and . . . cogently argued. Grounded in an impressive array of archival, print, and oral sources, Teachers and Reform is an important contribution to the field."--Journal of Illinois History"This powerful book is a detailed account of 40 years in the history of Chicago schools. . . . Recommended."--Choice“Extremely useful for labor historians interested in the institutional development of the nation’s first and most prominent teachers’ union. . . . Lyons's book offers a roadmap to how one city got us here, laying out, in as clear a manner as possible, the dense thicket of issues at stake and at play in the teacher union movement.”--H-Urban“This book is one the best histories of public-sector unionism yet. It is an excellent study of teachers’ unions in Chicago and also a fine piece of local political history, with interesting interpolations of race, gender, and education policy issues as well.”--American Historical Review"In his engaging case study ... Lyons captures the seedy side of school politics and the ambiguous, often disappointing role that unions have played in educational reform."--The Journal of American History"A masterful scholarly study of Chicago teacher unionism."--Labour/Le Travail"A straightforward, well-written study of education in a major U.S. city."--H-Education"Teachers and Reform provides an excellent narrative of teachers' unionization in Chicago from 1929-70. Lyons makes effective connections between city politics and the rise of the Chicago Teachers Union (CTU) and between the rise of black political consciousness and the crisis of the CTU."--James R. Barrett, author of William Z. Foster and the Tragedy of American Radicalism "A welcome contribution to the historical literature on teachers' unions that speaks also to contemporary teacher unionism. The focus on the Chicago Teachers Union and its major early leader, John Fewkes, during and after the Depression corrects an imbalance in the literature that has favored the Chicago Teachers Federation and Margaret Haley. Lyons's thorough analysis of the CTU raises important questions about the contours of union conservatism and its interaction with race and collective bargaining."--Wayne J. Urban, associate director and professor, Education Policy Center, University of AlabamaTable of ContentsAcknowledgments ix List of Abbreviations xiii Introduction 1 1. The Formation of the Chicago Teachers Union, 1929-1937 9 2. Struggling for an Identity, 1937-1941 49 3. World War II, Accommodation, and the Struggle for Equal Pay, 1941-1947 81 4. The Cold War in the Chicago Public Schools, 1947-1957 107 5. The Campaign for Collective Bargaining Rights and the Civil Rights Movement, 1957-1966 133 6. Teacher Power and Black Power Reform the Public Education System, 1966-1970 171 Conclusion 207 Notes 217 Index 271

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Book SynopsisA vigorous study of the black activism and civil disobedience that rocked the Ivy League in the 1960sTrade ReviewReceived the Northeast Black Studies Association's inaugural Phillis Wheatley Prize, 2010. "A valuable scholarly contribution chronicling one of the most tumultuous periods in America's racial history."--The Journal of Blacks in Higher Education"Harlem vs. Columbia, helps to expand our conception of the Black Studies Movement; and allows broader questions to be asked about Black Student Power. . . . A useful contribution to the literature on the Black Power movement, student activism and the history of Black Studies."--Journal of African American Studies "Bradley has done an admirable job in presenting an often overlooked movement at Columbia University and at a number of other Ivies."--H-Net Reviews"Essential reading for anyone interested in student and community activism, university housing policies in urban areas, the Black Power and New Left movements, and U.S. history in the 1960s."--Journal of African American History"A valuable and long overdue addition to the historiography of 1960s student protest."--Labour/Le Travail"An important in-depth look at the racial dimensions of the Columbia student protest."--H-1960s"An excellent analysis of how the black student protests at Columbia were fueled and supported by African Americans in the surrounding community."--The Journal of Blacks in Higher Education"This dramatic narrative effectively shows how black students at Columbia, even those from more privileged backgrounds, joined in an alliance of racial solidarity with Harlem's black working-class community. Bradley adds a new dimension to this story by emphasizing the actions and aspirations of the black students."--Wayne Glasker, author of Black Students in the Ivory Tower: African American Student Activism at the University of Pennsylvania, 1967–1990 "A powerful story that needs to be told. Bradley places the student movement at Columbia in the 1960s within the larger context of local black politics and concerns, exploring the links between campus activism, community protest, and public policy."--Leonard N. Moore, author of Carl B. Stokes and the Rise of Black Political PowerTable of ContentsPrologue; Introduction; Chapter 1. Why I Hate You: Community Resentment of Columbia; Chapter 2. Gym Crow: Recreational Segregation in Morningside Park; Chapter 3. Up against the Wall: Columbia's Integrated Protest Effort; Chapter 4. On Our Own: SAS's Self-imposed Separation; Chapter 5. Supporting the Cause: SDS, Protest, and the Bust; Chapter 6. Black Student Power: The Struggle For Black Studies; Chapter 7. Striking Similarities: Columbia, The Ivy League, and Black People; Chapter 8. Is It Over Yet: The Results Of Student and Community Protest; Conclusion; Epilogue: Where Are They Now?; Bibliography

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Book SynopsisTrade Review"An Illinois Sampler: Teaching and Research on the Prairie highlights teaching methods at the University of Illinois that can be applied elsewhere. It would be an excellent book for a new professor, including one looking for field opportunities for their students. An Illinois Sampler is both a recommended read and endeavor."--Reflective Teaching"In this timely volume and in fields as diverse as dance, geology, music, medicine, kinesiology, mathematics, engineering, and microbiology we have first-hand accounts of what faculty members are doing to make a better tomorrow. The narratives are as inspiring as they are practical and deserve to be shared and read by those who care about the quality of American universities."--Stanley Ikenberry, President Emeritus, University of Illinois"The land-grant model is discovery of new knowledge, teaching students, and engaging the broader community. Something is lost when you try to separate the three concepts because they are mutually enriching--discovery comes in part by engaging the community, discovery by faculty and students strengthens education, etcetera. In this time of accountability and scarce resources, the academy must better explain this integration of effort, particularly in connection with the allocation of faculty time and compensation to research and engagement. The stories of scholar-educators from the University of Illinois, one of the great land-grant universities of the country, wonderfully illustrate how this all works."--Peter McPherson, President Emeritus of Michigan State University and President of the Association of Public and Land-grant Universities"The late Ernie Boyer inspired his readers when he wrote about the 'scholarship' of teaching. Years later, the engagement of faculty in the scholarly assessment of what students know and can do and in the exploration of ways in which these outcomes might be improved remains a formidable challenge. This is especially the case in complex research universities. In this timely volume and in fields as diverse as dance, geology, music, medicine, kinesiology, mathematics, engineering, and microbiology we have firsthand accounts of what faculty members are doing to make a better tomorrow. The narratives are as inspiring as they are practical and deserve to be shared and read by those who care about the quality of American universities."--Stanley Ikenberry, President Emeritus of the University of Illinois

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Book SynopsisTrade ReviewWeatherford Award (Nonfiction), Berea College and the Appalachian Studies Association, 2015. "This invaluable critical assessment of Appalachian Studies is long overdue and is destined to become a seminal work in the field." --Steve Fisher, co-editor of Transforming Places: Lessons from Appalachia "This important collection of essays represents the first comprehensive and critical evaluation of the scholarly enterprise of Appalachian Studies. Full of much knowledge, wisdom, and insight, it critically evaluates the field’s successes, missteps, roads not taken, and important compass points for future direction while also viewing Appalachian Studies in relation to other studies programs as well as changes in higher education over the past three or four decades. Additionally, the essays will serve as excellent portals for new readers wanting to learn more about the academic study of the region." --Dwight B. Billings, coauthor of The Road to Poverty"Since its inception in the 1970s, Appalachian studies has displayed a penchant for regularly critiquing its achievements. . . . This book continues that tradition. The book provides food for thought for those engaged in interdisciplinary and activist activities. Recommended."--Choice "A provocative 'critical assessment' of Appalachian studies' past and present… There is much to be admired about Studying Appalachian Studies. The editors and contributors consider crucial and defining questions about the past, present, and future of Appalachian studies… and offer a number of potential ways to advance the field."--West Virginia History"Provides a critical overview of the scholarly and activist endeavor in its past and present configurations, and offers a road map to guide our collective efforts in the future."--Emily Satterwhite, author of Dear Appalachia: Readers, Identity, and Popular Fiction since 1878"About forty years after the rise of Appalachian studies, Studying Appalachian Studies offers a history and assessment of the field. . . . The three editors of the volume, all past presidents of the Appalachian Studies Association, have facilitated a book project that underscores the promises and challenges of place-based, interdisciplinary study."--The Southern Register

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Book SynopsisA wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today. As Shelton shows, many working- and middle-class whites sided with corporate interests in seeing themselves as society''s only legitimate, productive members. This alliance increasingly argued that public employees and the urban poor took but did not give. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears toTrade ReviewFirst Book Award, International Standing Conference for the History of Education, 2018 Herbert G. Gutman Award, Labor and Working-¬Class History Association (LAWCHA), 2014 "Through the vividly drawn case studies described in this smart volume, Jon Shelton shows how the labor conflicts that rocked America's public schools in the tumultuous years between 1968 and 1981 altered the nation's politics and education policy, accelerating the decline of 1960s labor-liberalism and propelling the ascendancy of neoliberalism. His is a brilliantly recounted, timely, and sobering tale that illuminates the tangled roots of educational inequality, teacher disempowerment, and urban underfunding that continue to plague public education. It will interest all those who seek to revive both our schools and our democracy."--Joseph A. McCartin, author of Collision Course: Ronald Reagan, the Air Traffic Controllers, and the Strike that Changed America"This book makes a significant contribution to the fields of educational history and labor history. . . . This provocative and well-written study will be a welcome addition to courses in educational history and labor history." --Journal of Social History"Teacher Strike! is a major contribution to the growing literature on teacher unionism." --Labor: Studies in Working-Class History"Teacher Strike traces the foundations of this aspect of current school trends with great clarity and insight, offering readers an original way of thinking about teachers, public opinion, and school reform."--History of Education Quarterly"This excellent study of the political debates that developed from the rise of teacher unions in the 1970s and 1980s is a valuable addition to the growing literature on the rightward turn in American politics."--Journal of American History"An important book both historiographically and in terms of its relevance to our own times. It deserves a wide readership and thoughtful discussion of its argument."--Missouri Historical Review"This is a fascinating study of the link between public perceptions of teachers' labor activism and the decline of political liberalism and public investment in education. Shelton makes a compelling case to place teachers' struggles for labor rights at the center of broader political changes of the last fifty years."--Kate Rousmaniere, author of Citizen Teacher: The Life and Leadership of Margaret Haley"Shelton captures America at a pivotal moment, as long-held assumptions about the role of the state and unions in promoting growth and prosperity came under attack. An essential book for understanding an essential era in modern American history."--Jerald Podair, author of The Strike That Changed New York: Blacks, Whites, and The Ocean-Hill Brownsville Crisis

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Book SynopsisTrade Review"This book is well-written and thoroughly researched. . . . The extensiveness of the documentation contributes to the appropriateness to the subject matter." --Journal of African American History"Case has beautifully written a strong argument about the central purpose of these schools and how they compare, with emphasis on both similarities and differences. . . . Case has a strong sense of changes over time, even as she documents continuity."--Joan Marie Johnson, author of Southern Women at the Seven Sister Colleges: Feminist Values and Social Activism, 1875 -1925 "The 125-page work, complemented by fifteen rare archival photos, is filled with insightful commentary on gender, class, and race in secondary education in Georgia around the turn of the twentieth century."--Atlanta Studies"This work is a worthwhile addition to any undergraduate classroom and graduate seminar on the history of race, gender, and education in the New South."--H-Net"Leaders of Their Race is a jewel. Case has produced an interesting, well-written, and thoroughly researched study. . . . This is also an important contribution to the study of women's history, African American history, the history of education, and New South history." --American Historical Review"Sarah Case provides a compelling examination of how these two women's schools, though founded on different visions and skewed by race and class, were remarkably similar in the values they espoused. Grooming their students to be well-educated, modest and respectable, they hoped to prepare their young graduates to contribute to a new society in the South and epitomize the highest womanly virtues." --Southeastern Librarian"This book is a must-read for anyone interested in the history of US education and it should be a required text for courses in the history of education, African American education, women's education, African American studies, and gender studies, among others." --History of Education Quarterly

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Book SynopsisAn informed perspective on sex education in the 1940s and 1950sTrade Review"Fills an important gap in scholarship on the history of sex education by examining the period between the release of the notorious Kinsey Reports and the so-called sexual revolution of the 1960s."--American Historical Review"Sex Goes to School brings an important perspective to our understanding of how and what young people learned about sexuality at a time when high school was becoming a mass institution."--The Journal of American History"The originality of this book lies in its argument that sex educators were more progressive than previously understood, and that controversy about sex in the schools arose not in the staid, conformist 1940s and '50s but rather the liberal 1960s. A truly fresh perspective, Sex Goes to School will be a significant contribution to the fields of sexuality, education, and the history of gender."--Karen Dubinsky, author of Improper Advances: Rape and Heterosexual Conflict in Ontario, 1880-1929

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Book SynopsisThe lifework of a pioneering scholar and leader in Latino studiesTrade Review"Succeeds mightily in giving Julian Samora his well-deserved recognition as a major figure in the building and sustenance of an important dimension of inclusion in higher education."--Journal of American Ethnic History"Julian Samora gave his life and work to a better and more complete understanding of the Chicano/Latino experience. This text is a wonderful and valuable introduction to the man and scholar."--Mario Garcia, author of Memories of Chicano History: The Life and Narrative of Bert Corona"This outstanding book provides marvelous insight not only into the life of a remarkable man but into the era that he helped to shape. I literally could not put the book down."--David T. Abalos, author of Latinos in the United States: The Sacred and the PoliticalTable of ContentsEl Corrido de Julian Samora viJesus "Chuy" Negrete Samoristas' Creed viiiMarcos Ronquillo Foreword xiiiHerman Gallegos Preface xviiVilma Martinez Acknowledgments xix PART ONE: THE LEGACY OF JULIAN SAMORA Introduction: Moving Beyond Borders 1Alberto Lopez Pulido, Barbara Driscoll de Alvarado, and Carmen Samora 1. Grace and Redemption: Julian Samora 1920-1996 9Carmen Samora 2. A Scholar and Visionary in Mexican American and Latino Studies 30Barbara Driscoll de ALvarado 3. Philanthropy, the Creation of a National Minority and the Mexican American Graduate Studies Program at Notre Dame 49Alberto Lopez Pulido PART TWO: SAMORISTAS @ 57 Introduction: Creating an Intellectual Community 65Alberto Lopez Pulido, Barbara Driscoll de Alvarado, and Carmen Samora A. COMMUNITY AND POLITICAL ACTIVISM 4. Constructive Marginality: En el otro lado 72Richard A. Navarro 5. Serving Our Communities (1970-1980) 79Ricardo Parra and Olga Villa Parra 6. From Uvalde, Texas, to South Bend, Indiana: A Chicano Goes to Notre Dame 89Alfredo Rodriguez Santos cls 7. Don Julian Samora, un hombre de Ubuntu 98Lydia Espinosa Crafton 8. Julian Samora: Una de los primeros sabios 106Alberto Mata Jr. 9. Fair Taxes and the Social Contract: The Samora Influence on a Chicano Economist 113Sergio X. Madrigal 10. Circles of Commitment 119Marcos Ronquillo 11. Common Geographies 125Ken Martinez B. THE PEDAGOGY OF JULIAN SAMORA 12. Reflections on Education: Post-Samora 132Teresita E. Aguilar 13. Julian Samora's Pedagogy of Empowerment 137Victor Rios 14. Personal Reflections on Education 142Jose R. Hinojosa 15. Crossing Disciplines and Boundaries: From South Bend to Mexico City 147Barbara Driscoll de Alvarado 16. In the Autumn of His Life 154Rudy Sandoval 17. Early Mentor 159Phillip Gallegos 18. Vessels of the Samora Legacy: Mentoring the Third Generation 166Anthony J. Cortese C. RESEARCH AND THE INTEGRATIVE PROCESS OF JULIAN SAMORA 19. Translating the Whole Person: Julian Samora as Research Mentor 172Alberto Lopez Pulido 20. Julian Samora: Mentor 174Jorge A. Bustamante 21. Making History 180Julie Leininger Pycior 22. Reflections on Research Perspectives and Strategies 188Paul Lopez 23. On Respect and Teaching 196Ciro Sepulveda 24. Becoming a Scholar: A Tribute to Julian and Betty Samora 201Gilberto Cardenas D. PERSONAL REFLECTIONS: VOICES AND SENTIMENTS FROM SAMORISTAS 25. Personal Visions: "Coming of Age with Samora" 207Miguel A. Carranza 26. Reflections on the Impact of Dr. Julian Samora 210Delfina Landeros 27. The Seeds We Plant 218Frank M. Castillo 28. The Legacy of Latino Consciousness 223Rene Rosenbaum 29. Julian Samora and His Lesson of Revelation 229Alberto Lopez Pulido 30. "Pues aqui me tienen" 233Amelia M. Munoz Appendix: "Mestizaje: The Formation of Chicanos" 241Julian Samora Index 259 Notes on Contributors 269Photographs follow page 64.

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Book SynopsisOffers perspectives on black history - its scholarship and pedagogy, scholars and interpreters, and evolution as a profession. This book discusses various issues and themes for understanding and analyzing African American history, the 20th century black historical enterprise, and the teaching of African American history for the 21st century.Trade Review"As is the case with nearly all comprehensive historiographies, the author must digest and then summarize for his readers a tremendous amount of scholarship, past and present. Dagbovie succeeds remarkably well in that endeavor. . . . An especially important work for advanced graduate student of US and African American history. Recommended."--Choice"This thoughtful, provocative book sparkles with insight into the development of African American history as a field of scholarly inquiry. It sets out an ambitious array of themes that sorely need reexamination forty years after the rise of African American history as a distinct area of scholarship. Pero Gaglo Dagbovie probes the definition and meaning of African American history; the rise of scholarship on black women; new and innovative ways to teach the subject; historiography, epistemology, and the social construction of knowledge; and most controversial, the use of the concept of genocide to frame and understand the African American past."--The Journal of American History"A refreshing historiographical work."--The Journal of Southern History"African American History Reconsidered calls upon scholars to reopen the important work of theorizing black history, historiography, and historical thought. This book is a welcome contribution toward that initiative, an imperative at this seemingly (a)historical moment."--Journal of American Ethnic History"Pero Gaglo Dagbovie's incisive and timely book compels a new generation to come to terms with African American history. Beautifully crafted, illuminating and passionate, African American History Reconsidered reminds us that politically engaged critical analysis has long been at the heart of the black historian's craft."--Robin D. G. Kelley, author of Thelonious Monk: The Life and Times of an American Original"African American History Reconsidered will spark debate on the issues that contemporary historians must address to foster continuing advancement of the field. This book could define the contours of African American history for the foreseeable future."--James B. Stewart, author of African Americans and the U.S. Economy"A superb study: the first major treatise on African American historiography in the past two decades. Dagbovie's work fills a gap in historiography and contributes immensely to historical studies."--Derrick P. Alridge, author of The Educational Thought of W. E. B. Du Bois: An Intellectual HistoryTable of ContentsPreface xi Acknowledgments xvii Introduction 1 1. Conceptualizing Black History, 1903-2006 17 2. Approaches to Teaching and Learning African American History 48 3. Carter G. Woodson's Appeal, Black History, and Black Radical Thought 77 4. "Ample Proof of This May Be Found": Early Black Women Historians 99 5. "Shadow vs. Substance": Deconstructing Booker T. Washington 127 6. Genocide and African American History 158 Conclusion 197 Notes 203 Index 241

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Book SynopsisAnalyzing how health professionals and educators communicated with constituents about sexTrade ReviewDistinguished Book Award, Health Communication Division, National Communication Association (NCA), 2015. "Approaching the early struggles over sex education in the public schools from the fresh angle of rhetorical analysis, Jensen provides a useful guide to contemporary debates on this important issue. This book is of special interest to students and scholars of history, education, women's studies, communications, and rhetoric."--Jeffrey P. Moran, author of Teaching Sex: The Shaping of Adolescence in the Twentieth Century"Illuminating a rich collection of primary texts, Jensen demonstrates that despite exclusion from existing historical accounts, women played a significant role in the advocacy of sex education. This important Progressive Era history details the deliberative context in which debates about sex education occurred and analyzes strategies employed by often-overlooked female advocates."--Susan Zaeske, author of Signatures of Citizenship: Petitioning, Antislavery, and Women's Political Identity

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