History of education Books

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 SynopsisTrade Review"An important contribution to the history of sexuality. It has no rival." -Angus McLaren, author of Impotence: A Cultural HistoryTable of ContentsAcknowledgementsList of AbbreviationsIntroduction: Looking Back1. Overlapping Foundations (1916-1946) 2. Making "The Kinsey Reports" (1947-1956) 3. Finishing The Mission (1957-1965) 4. Navigating "Sexual Revolution" (1966-1981)5. Bringing Paradigm Shifts (1982-1993) 6. Turning Outward (1994-2016) Conclusion: Looking Forward Appendix A: Selected Publications by Kinsey Institute Researchers and Affiliates – By DecadeAppendix B: Selected Books Drawing Upon Kinsey Institute CollectionsIndex

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Book SynopsisWhat did generations of Indiana University students think about their years on campusthe faculty, courses, administration, pressing social issues, and each other? Through student writings and art featured in The Well House Reader, the Bloomington campus across the years vividly and sometimes whimsically comes to life. Featuring selections from more than 150 years of student writing, The Well House Reader, edited Donald J. Gray, demonstrates how students voiced their views and opinions through their contributions to campus magazines and yearbooks. From the use of satiric couplets to ridicule university president Cyrus Nutt in 1872, parody and caricature to mock the Ku Klux Klan in 1924, and long form essays to complain about the university administration in the 1960s, IU students always made their opinions clear. They wrote burlesques to mock their teachers, essays to honor them, and short stories about the satisfaction and sadness of graduation and departure from their beloved alma mTrade Review"The heart of every university is its students, and yet too often their voices are lost when a school's history is told. Don Gray's The Well House Reader corrects this silence by offering reflections on IU by famous and little-known alumni. In it, Gray offers a rich diversity of student voices from 1895 to the present day, giving the reader a glimpse of Indiana University's story as told by over a century of its students."—Paul Gutjahr, Ruth N. Halls Professor of English, Indiana University"Here is a fascinating, students'-eye-view of life, love, and learning at Indiana University Bloomington over the past century and a half. By turns comic and romantic, lyrical and satirical, these student writings carry us through the tree-shaded campus, to Dunn Meadow for protests, to the Well House for courtship, to the Book Nook for music, to a limestone quarry for skinny dipping, and to other favorite haunts—even, occasionally, to classrooms for enlightenment. The selections also register the impact of greater social upheavals, such as the two world wars and the struggle for racial and gender equality. Meticulously edited by renowned English professor Donald Gray, this anthology will come as a gift to anyone who has spent memorable time in this place."—Scott Russell Sanders, author of Small Marvels"Culbertson Professor of English Donald J. Gray is the perfect IU Historian to collect, edit, and present student essays, both humorous and serious, from the 1800's to today. This book provides the reader with a unique understanding of events and traditions that make Indiana University the special place it is. A must read for anyone with a connection to IU."—J. Terry Clapacs, Vice President Emeritus, Indiana University"The Well House Reader gathers an eclectic mix of collegiate writing, providing unique perspectives on the evolving culture of Indiana's flagship campus. Selected by English professor and literary scholar Donald Gray, a sensitive observer of IU student behavior since the 1950s, the book engages themes such as student identities, friendship and romance, faculty stereotypes, politics and protests, and meditations on time's passing. A singular contribution to IU history, The Well House Reader furnishes a treasury of student lore as well as a survey of university heritage."—James H. Capshew, University Historian, Indiana UniversityTable of ContentsIntroductionPart One: The Campus and the Town"To Kirkwood Hall," Arbutus 1895From A Hoosier Holiday, Theodore Dreiser 1916"The Atmosphere of Indiana University, by Two Overseas Men," The Hoosier 1920"It's in the Air," Ernie Pyle, Indiana Daily Student 1922From The Stardust Road, Hoagie Carmichael 1946"Visions at Midnight," Ed Savola, Folio 1945"The Mighty Jordan," Martin Kinman, Folio 1946"Bloomington – A Sketch," Louise Foster, Folio 1939"Dundee of Bloomingshire," The Date 1947"Hiawatha 1948," The Crimson Bull 1948"Rats, Waterbuckets, and Screaming," Bob Towns, The Date 1946"Yank on Bloomington Square," Hargis Westerfield, Folio 1947"Small Town Hippie Comics," art by R. T. Reece, The Spectator 1969"A Block Away From There," Erin Chapman, Canvas 2009"Parking Lot at the Student Union," Steven Johnson, Canvas 2016-17"Frigid Venus" Gemma Lad, Labyrinth 1992Part Two: Students"Extracts from a Student's Diary," William Hicks, Folio 1936"The Simple But Touching Ballad of the Farmer Lad Who Changed," The Hoosier 1919From Initiation, George Shively 1925"The End of the Very First Week," Roselda Zimmerman, Folio 1937"I Hate College Boys; I Love College Girls," The Vagabond 1924"The College Student, Juvenile Sophisticate," Nathan Davis, The Vagabond 1926-27"Woiking Goil," Elizabeth Flora, The Bored Walk 1931"Won'erful Nell," Frank Smith, The Vagabond 1925Cover, The Bored Walk, art by Shannon M. Johnson 1935"Grasping Their Hard-Earned Sheepskins," The Bored Walk 1933"Taking Aim," Meredith Morgan, Labyrinth 2005"New Pens, Check," Adriana Valtierra, Collins Columns 2012"The Best Time of My Life," Mary-Katherine Lemon, Collins Columns 2012"Entirely Too Much Personal Information,"' Allison Neal, Collins Columns 2019Cover, "Books That Shaped Us," art by Margaret Schnabel, Collins Columns 2019"Books, Babes, and Best Sellers," Margaret Schnabel, Collins Columns 2019Part Three: Faculty and Courses"Departments," art by George Brehm, Arbutus 1903"A Skinner Box Named Meyer," The Crimson Bull 1954From College Humor, Don Herold 1929"But Ted, I Didn't Know." Cover of The Bored Walk (March 1940), art by Normabelle Heiman"Carl Eigenmann," art in Arbutus 1899"Textbooks Unbound," Mike Schwimmer, The Crimson Bull 1954"The Physics-ical Side of Love," Myrtle V. Schneller Folio 1944"A Geometry Test," Sieglinde Lim, Collins Columns 1994"Precipice," John W. Stein, Folio 1939"25 Reasons Why You Should Attend Summer Sessions," ad in The Crimson Bull 1949 "This Is What I Do in Class." From Collins Columns, Feb. 15, 2012, art by Emily FranciscoPart Four: Romance and Sex"For Man Is a Giddy Thing," Grace Smith, Arbutus 1903"At the Well House," Gilbert Swaim, The Bored Walk 1932"So Then I Said," art by Doan Helm, The Crimson Bull 1948"Instant Idyll," Garry Emmons, Quarry 1972"Just Friends," Tim Dohrer Labyrinth 1990"Bloomington Lawyer," Betsy Tandy Quarry 1974"One Night Stand," Collinda Taylor, Labyrinth 2007"Yes, These People Exist," Emily Francisco, Collins Columns 2012Part Five: Protests"Our President's Origin," The Dagger 1875"The Klu Klux Klan," The Vagabond 1924"Dirge for the Khaki Youth," The Bored Walk 1940"No!" Richard Reed, Folio 1939"Education or Mass Production," Albert C. Loshe, Folio 1942"Tolerance: Will It Be Future Perfect?" Jayne Walpole. The Date 1946"Concerto," Bernice Cohen, Folio 1944From The Translator, John Crowley 2002"Oh No! CRUD Strikes Again," The Spectator 1970Cover, The Spectator, art by R. T. Reese 1970"Voice," Jim Carr, Quarry 1973"The 60s in the 80s – Almost," Dave Bender, Arbutus 1987Part Six: Departures"Sea of Life," art by Don Herold Arbutus 1911"On Entering the Campus," Arbutus 1915"There's Another Side of College," Robert Smith, Arbutus 1983"The Bird," John Shuster, Labyrinth 2000Appendix: Student Magazines at Indiana University BloomingtonAcknowledgments

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Book SynopsisTrade Review"The heart of every university is its students, and yet too often their voices are lost when a school's history is told. Don Gray's The Well House Reader corrects this silence by offering reflections on IU by famous and little-known alumni. In it, Gray offers a rich diversity of student voices from 1895 to the present day, giving the reader a glimpse of Indiana University's story as told by over a century of its students."—Paul Gutjahr, Ruth N. Halls Professor of English, Indiana University"Here is a fascinating, students'-eye-view of life, love, and learning at Indiana University Bloomington over the past century and a half. By turns comic and romantic, lyrical and satirical, these student writings carry us through the tree-shaded campus, to Dunn Meadow for protests, to the Well House for courtship, to the Book Nook for music, to a limestone quarry for skinny dipping, and to other favorite haunts—even, occasionally, to classrooms for enlightenment. The selections also register the impact of greater social upheavals, such as the two world wars and the struggle for racial and gender equality. Meticulously edited by renowned English professor Donald Gray, this anthology will come as a gift to anyone who has spent memorable time in this place."—Scott Russell Sanders, author of Small Marvels"Culbertson Professor of English Donald J. Gray is the perfect IU Historian to collect, edit, and present student essays, both humorous and serious, from the 1800's to today. This book provides the reader with a unique understanding of events and traditions that make Indiana University the special place it is. A must read for anyone with a connection to IU."—J. Terry Clapacs, Vice President Emeritus, Indiana University"The Well House Reader gathers an eclectic mix of collegiate writing, providing unique perspectives on the evolving culture of Indiana's flagship campus. Selected by English professor and literary scholar Donald Gray, a sensitive observer of IU student behavior since the 1950s, the book engages themes such as student identities, friendship and romance, faculty stereotypes, politics and protests, and meditations on time's passing. A singular contribution to IU history, The Well House Reader furnishes a treasury of student lore as well as a survey of university heritage."—James H. Capshew, University Historian, Indiana UniversityTable of ContentsIntroductionPart One: The Campus and the Town"To Kirkwood Hall," Arbutus 1895From A Hoosier Holiday, Theodore Dreiser 1916"The Atmosphere of Indiana University, by Two Overseas Men," The Hoosier 1920"It's in the Air," Ernie Pyle, Indiana Daily Student 1922From The Stardust Road, Hoagie Carmichael 1946"Visions at Midnight," Ed Savola, Folio 1945"The Mighty Jordan," Martin Kinman, Folio 1946"Bloomington – A Sketch," Louise Foster, Folio 1939"Dundee of Bloomingshire," The Date 1947"Hiawatha 1948," The Crimson Bull 1948"Rats, Waterbuckets, and Screaming," Bob Towns, The Date 1946"Yank on Bloomington Square," Hargis Westerfield, Folio 1947"Small Town Hippie Comics," art by R. T. Reece, The Spectator 1969"A Block Away From There," Erin Chapman, Canvas 2009"Parking Lot at the Student Union," Steven Johnson, Canvas 2016-17"Frigid Venus" Gemma Lad, Labyrinth 1992Part Two: Students"Extracts from a Student's Diary," William Hicks, Folio 1936"The Simple But Touching Ballad of the Farmer Lad Who Changed," The Hoosier 1919From Initiation, George Shively 1925"The End of the Very First Week," Roselda Zimmerman, Folio 1937"I Hate College Boys; I Love College Girls," The Vagabond 1924"The College Student, Juvenile Sophisticate," Nathan Davis, The Vagabond 1926-27"Woiking Goil," Elizabeth Flora, The Bored Walk 1931"Won'erful Nell," Frank Smith, The Vagabond 1925Cover, The Bored Walk, art by Shannon M. Johnson 1935"Grasping Their Hard-Earned Sheepskins," The Bored Walk 1933"Taking Aim," Meredith Morgan, Labyrinth 2005"New Pens, Check," Adriana Valtierra, Collins Columns 2012"The Best Time of My Life," Mary-Katherine Lemon, Collins Columns 2012"Entirely Too Much Personal Information,"' Allison Neal, Collins Columns 2019Cover, "Books That Shaped Us," art by Margaret Schnabel, Collins Columns 2019"Books, Babes, and Best Sellers," Margaret Schnabel, Collins Columns 2019Part Three: Faculty and Courses"Departments," art by George Brehm, Arbutus 1903"A Skinner Box Named Meyer," The Crimson Bull 1954From College Humor, Don Herold 1929"But Ted, I Didn't Know." Cover of The Bored Walk (March 1940), art by Normabelle Heiman"Carl Eigenmann," art in Arbutus 1899"Textbooks Unbound," Mike Schwimmer, The Crimson Bull 1954"The Physics-ical Side of Love," Myrtle V. Schneller Folio 1944"A Geometry Test," Sieglinde Lim, Collins Columns 1994"Precipice," John W. Stein, Folio 1939"25 Reasons Why You Should Attend Summer Sessions," ad in The Crimson Bull 1949 "This Is What I Do in Class." From Collins Columns, Feb. 15, 2012, art by Emily FranciscoPart Four: Romance and Sex"For Man Is a Giddy Thing," Grace Smith, Arbutus 1903"At the Well House," Gilbert Swaim, The Bored Walk 1932"So Then I Said," art by Doan Helm, The Crimson Bull 1948"Instant Idyll," Garry Emmons, Quarry 1972"Just Friends," Tim Dohrer Labyrinth 1990"Bloomington Lawyer," Betsy Tandy Quarry 1974"One Night Stand," Collinda Taylor, Labyrinth 2007"Yes, These People Exist," Emily Francisco, Collins Columns 2012Part Five: Protests"Our President's Origin," The Dagger 1875"The Klu Klux Klan," The Vagabond 1924"Dirge for the Khaki Youth," The Bored Walk 1940"No!" Richard Reed, Folio 1939"Education or Mass Production," Albert C. Loshe, Folio 1942"Tolerance: Will It Be Future Perfect?" Jayne Walpole. The Date 1946"Concerto," Bernice Cohen, Folio 1944From The Translator, John Crowley 2002"Oh No! CRUD Strikes Again," The Spectator 1970Cover, The Spectator, art by R. T. Reese 1970"Voice," Jim Carr, Quarry 1973"The 60s in the 80s – Almost," Dave Bender, Arbutus 1987Part Six: Departures"Sea of Life," art by Don Herold Arbutus 1911"On Entering the Campus," Arbutus 1915"There's Another Side of College," Robert Smith, Arbutus 1983"The Bird," John Shuster, Labyrinth 2000Appendix: Student Magazines at Indiana University BloomingtonAcknowledgments

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Book SynopsisA lively introduction to MIT hacks, from the police car on the Great Dome to the abduction of the Caltech cannon.An MIT hack is an ingenious, benign, and anonymous prank or practical joke, often requiring engineering or scientific expertise and often pulled off under cover of darkness—instances of campus mischief sometimes coinciding with April Fool's Day, final exams, or commencement. (It should not be confused with the sometimes non-benign phenomenon of computer hacking.) Noteworthy MIT hacks over the years include the legendary Harvard-Yale Football Game Hack (when a weather balloon emblazoned “MIT” popped out of the ground near the 50-yard line), the campus police car found perched on the Great Dome, the apparent disappearance of the Institute president's office, and a faux cathedral (complete with stained glass windows, organ, and wedding ceremony) in a lobby. Hacks are by their nature ephemeral, although they live on in the memory of both perpetrators

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Book SynopsisThe chronicle of a ten-year partnership between MIT and Singapore's Education Ministry that shows cross-border collaboration in higher education in action.In this book, Dara Fisher chronicles the decade-long collaboration between MIT and Singapore's Education Ministry to establish the Singapore University of Technology and Design (SUTD). Fisher shows how what began as an effort by MIT to export its vision and practices to Singapore became an exercise in adaptation by actors on the ground. As cross-border higher education partnerships become more widespread, Fisher's account of one such collaboration in theory and practice is especially timely.Despite the prevalence of cross-border higher education initiatives, there is little understanding of how these partnerships work. This book fills the gap, offering an in-depth ethnographic case study that draws on organizational behavior literature for theoretical support. Fisher describes the sometimes divergent priorities of th

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Book SynopsisOakley recounts his life story, reflections, and experience as President of Williams College in Massachusetts alongside the story of the college's educational and cultural progression from the 1950s to today.Trade Review"In a thoroughly beguiling way, Francis Oakley shares with the reader his own repeated surprise at the sinuous path along which his life has proceeded. Intelligence and determination played key roles, as did some good teachers, a strong family, and a deep faith. The memoir is beautifully written and is marked by humor, a storyteller's gift for moving the story along, and a generosity of spirit that repeatedly impressed me. This book was my warm companion for several days. When I finished it, I missed it. I think others will feel that way too." —Thomas F. X. Noble, Andrew V. Tackes Professor of History Emeritus, University of Notre Dame“We are indebted to Francis Oakley—medieval historian, political philosopher, college president, and scholar of the liberal arts college in the United States—for this literary, even lyrical, account of his youth and education as an Irish Catholic in Liverpool; his studies at Oxford, Toronto, and Yale; and his distinguished career at Williams College. This extremely interesting autobiographical commentary on schooling, politics, and higher education in the twentieth century will inform and fascinate scholars and general readers.” —Bruce A. Kimball, Ohio State University"Written in prose as captivating as a novel, Francis Oakley recounts his journey from working class childhood in Liverpool to influential president of a leading liberal arts college in the United States. It is a remarkable story about family life, abiding faith and friendships, and dedicated teaching and scholarship. It is also a story of inspired leadership that anyone interested in higher education will find compelling and admirable." —Kenda Mutongi, Williams College"This is an extraordinary book. One of Francis Oakley's rare qualities is his ability to stand back and look at himself and the situation objectively, even at the time. This characteristic is especially clear in his responses to the many challenges to education posed by students (and agitators) in the 1960s and 1970s. His self-awareness and objectivity, his success in remaining calm and open-minded yet firm in principle, was extraordinary. And as he hints, faculties today face some of the same challenges. They can well learn from him." —Jeffrey B. Russell, emeritus, University of California, Santa Barbara“. . .this is less a book about higher education and its ways than about ‘the lifelong pursuit of liberal learning’—learning not just from teaching and scholarship, but also from patient listening to those who disagree with you, whether irate students with their ‘non-negotiable demands,’ skeptical trustees, or faculty who find some curricular suggestions to be ‘just not the Williams way.’” —Commonweal“In his beautifully written memoir, Francis Oakley . . . former president of Williams College . . . tells the tale of [his] journey from being an Irish immigrant in England through his education as a first-generation college student at Oxford and then his crossing to North America. . . . The book is . . . illuminating, amusing, wise, and moving.” —America“From the Cast-Iron Shore testifies to… the spectrum of accomplishments and challenges arising from the nature of small collegiate life and the rapidly changing political, social, and cultural forces of the latter twentieth century… Oakley’s testimony to the reality, immediacy, and power of campus life can and does directly shape the intellectual imagination about the state of modern liberal arts colleges and their needs—and the demand to understand and properly contextualize, near and far.” —— University Bookman

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Book SynopsisFrom the Cast-Iron Shore is part personal memoir and part participant-observer's educational history. As president emeritus at Williams College in Massachusetts, Francis Oakley details its progression from a fraternity-dominated institution in the 1950s to the leading liberal arts college it is today, as ranked by U.S. News and World Report.Oakley's own life frames this transformation. He talks of growing up in England, Ireland, and Canada, and his time as a soldier in the British Army, followed by his years as a student at Yale University. As an adult, Oakley's provocative writings on church authority stimulated controversy among Catholic scholars in the years after Vatican II. A Fellow of the American Academy of Arts and Sciences and the Medieval Academy of America, and an Honorary Fellow of Corpus Christi College, Oxford, he has written extensively on medieval intellectual and religious life and on American higher education.Oakley combines this accountTrade Review"In a thoroughly beguiling way, Francis Oakley shares with the reader his own repeated surprise at the sinuous path along which his life has proceeded. Intelligence and determination played key roles, as did some good teachers, a strong family, and a deep faith. The memoir is beautifully written and is marked by humor, a storyteller's gift for moving the story along, and a generosity of spirit that repeatedly impressed me. This book was my warm companion for several days. When I finished it, I missed it. I think others will feel that way too." —Thomas F. X. Noble, Andrew V. Tackes Professor of History Emeritus, University of Notre Dame“We are indebted to Francis Oakley—medieval historian, political philosopher, college president, and scholar of the liberal arts college in the United States—for this literary, even lyrical, account of his youth and education as an Irish Catholic in Liverpool; his studies at Oxford, Toronto, and Yale; and his distinguished career at Williams College. This extremely interesting autobiographical commentary on schooling, politics, and higher education in the twentieth century will inform and fascinate scholars and general readers.” —Bruce A. Kimball, Ohio State University"Written in prose as captivating as a novel, Francis Oakley recounts his journey from working class childhood in Liverpool to influential president of a leading liberal arts college in the United States. It is a remarkable story about family life, abiding faith and friendships, and dedicated teaching and scholarship. It is also a story of inspired leadership that anyone interested in higher education will find compelling and admirable." —Kenda Mutongi, Williams College"This is an extraordinary book. One of Francis Oakley's rare qualities is his ability to stand back and look at himself and the situation objectively, even at the time. This characteristic is especially clear in his responses to the many challenges to education posed by students (and agitators) in the 1960s and 1970s. His self-awareness and objectivity, his success in remaining calm and open-minded yet firm in principle, was extraordinary. And as he hints, faculties today face some of the same challenges. They can well learn from him." —Jeffrey B. Russell, emeritus, University of California, Santa Barbara“. . .this is less a book about higher education and its ways than about ‘the lifelong pursuit of liberal learning’—learning not just from teaching and scholarship, but also from patient listening to those who disagree with you, whether irate students with their ‘non-negotiable demands,’ skeptical trustees, or faculty who find some curricular suggestions to be ‘just not the Williams way.’” —Commonweal“In his beautifully written memoir, Francis Oakley . . . former president of Williams College . . . tells the tale of [his] journey from being an Irish immigrant in England through his education as a first-generation college student at Oxford and then his crossing to North America. . . . The book is . . . illuminating, amusing, wise, and moving.” —America“From the Cast-Iron Shore testifies to… the spectrum of accomplishments and challenges arising from the nature of small collegiate life and the rapidly changing political, social, and cultural forces of the latter twentieth century… Oakley’s testimony to the reality, immediacy, and power of campus life can and does directly shape the intellectual imagination about the state of modern liberal arts colleges and their needs—and the demand to understand and properly contextualize, near and far.” —— University Bookman

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Book SynopsisExplores the contributions of Evan Pugh (1828-1864), founding president of today’s Pennsylvania State University, in quickly building it into America’s first scientifically based agricultural college.Trade Review“The dedication of men such as Pugh to new frontiers in science and education helped create a vast educational system that is today the envy of much of the world.”—Terry Crowley Journal of American History“An engaging and immensely readable biography of a figure important not only to the history of American agriculture, but to the modern shape of higher education in the US.”—Big Ten Network“Williams’s book is an important reminder of the crucial role educators and educational reformers played in the formation of America’s infrastructure for agricultural research and extension. By resurrecting a figure, an institution, and a moment that helped forge this system, Williams draws our attention once again to the importance of agriculture for the history of science in America.”—Amrys O. Williams Isis-Jrnl. History of Science Society“This pathbreaking biographical study of Evan Pugh shows convincingly why Roger L. Williams is considered one of the nation’s outstanding historians of higher education. Using archival sources and heretofore neglected documents, Williams’s analysis of Pugh’s leadership at what we know today as The Pennsylvania State University shows how a president can make a difference and offers scholars a case study of how the distinctive American land-grant legislation and model came to fruition in the mid- and late nineteenth century.”—John R. Thelin,author of A History of American Higher Education“In this wonderfully readable and engaging biography, Roger L. Williams not only recovers the achievements of an important scientist and educational pioneer, but also gives us a much-needed deep history of the movement for land-grant universities. Scholars interested in the roots of public higher education, university-based scientific research, and agricultural modernization in the United States will welcome this outstanding contribution.”—Ariel Ron,Southern Methodist University“Williams’s study reminds us that chemistry was at the heart of the land-grant movement and that Evan Pugh was among its most persuasive leaders. Williams, a leading historian of the Morrill Land-Grant Act, weaves an important story about how higher education happened in America. The creation of Penn State—and land-grant universities generally—marked a significant departure in how the federal and state governments came together to foster their citizens’ futures. It is a cautionary tale for those who long for the mythical days of rugged individualism in the building of the United States.”—Alan Marcus,author of Agricultural Science and the Quest for Legitimacy: Farmers, Agricultural Colleges, and Experiment Stations, 1870–1890“With confident writing and astute analysis, Roger Williams resurrects Evan Pugh, international scientist, university reformer, and the formidable first president of Penn State. Readers seeking a fresh look at the history of the land-grant college movement will delight in Williams’s latest work.”—Nathan Sorber,coeditor of The Land-Grant Colleges and the Reshaping of American Higher EducationTable of ContentsList of IllustrationsPreface1. Evan Pugh: A Young Man Enamored of Science and Education2. Study in Germany and France, Research in England 3. A New School, a New President, a New Movement 4. Beginning the Presidency5. The Institution Hits Its Stride6. Pugh’s Standing in the American Scientific Community7. Campaigning for the Morrill Land-Grant College Act 8. The Disruptions of 1863 9. The Battle Royal10. Death and Aftermath11. EpilogueAppendix A Report upon a Plan for the Organization of Colleges for Agriculture and the Mechanic Arts with Especial Reference to the Organization of the Agricultural College of PennsylvaniaNotesBibliographyIndex

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Book SynopsisExplores the myriad ways that people in the nineteenth century grappled with questions of learning, belonging, civic participation, and deliberation. Focuses on the dynamics of gender, race, region, and religion, and how individuals and groups often excluded from established institutions developed knowledge useful for public life.Trade Review“Thinking Together explores popular learning in the United States during the long nineteenth century through case studies of a broad multiplicity of lyceum speakers. Maintaining the particularity of each case, the volume vividly illustrates how distinct racial, ethnic, gender, and religious groups and individuals not only educated themselves but also constructed a sense of belonging while forging spiritual and political communities.”—Susan Zaeske,author of Signatures of Citizenship: Petitioning, Antislavery, and Women's Political Identity“A highly original collection that introduces readers not only to diversity in subjects and approaches but also to the commonalities in aspiration and pleasure. Contributors do justice to both in essays ranging from a lyceum in Liberia to meetings of soldiers imprisoned during the Civil War to immigrants on Manhattan’s Lower East Side.”—Mary Kelley,author of Learning to Stand and Speak: Women, Education, and Public Life in America’s Republic“In an era when we desperately need new ideas for reviving public deliberation, this interdisciplinary collection reminds us of a time when creative activists experimented with new ways to advance learning and promote moral and intellectual enlightenment. Extending beyond the lyceum movement, the volume recalls forums that empowered people excluded from formal education not only to speak, listen, and learn, but also to ‘think together’ about the crucial political and social issues of the day.”—J. Michael Hogan,coeditor of Speech and Debate as Civic Education“This collection calls attention to nineteenth-century contexts where unconventional modes of education were employed and exposes readers to alternative ways of thinking together, presented from multiple disciplinary perspectives. By looking at groups and individuals in a variety of settings, including lecturers, platform entertainers, journalists, and religious leaders, Thinking Together offers new ways to understand how we learn from one another.”—Shirley Wilson Logan,author of Liberating Language: Sites of Rhetorical Education in Nineteenth-Century Black America“Lecture platforms such as the lyceum were the true ‘social media’ of the nineteenth century, forging communities in pursuit of common understanding, insight, and wisdom. Ray and Stob have collected studies showing that the cultural practices of platform culture were robust even in the face of social disruption and among marginalized as well as mainstream populations. Each essay displays exemplary scholarship; together they illumine a vital but often neglected dimension of nineteenth-century public culture.”—David Zarefsky,author of Lincoln, Douglas, and Slavery: In the Crucible of Public Debate“In its mix of topics, methods, sources, and approaches, the varied examples collected together in this book emphasize how crucial opportunities for exchange were in the construction of identities (racial, gendered, colonial), the development of careers, and the sharing of new knowledge and ideas. The book recognizes the importance of diversifying historical voices and accounts and questioning received narratives.”—Melanie Keene Isis: Journal of the History of Science Society“Thinking Together teaches us about (to name a few things) formations of syncretic popular religion, women’s platform innovations, the creation of African American educational sites, and the Chautauqua’s reinforcement of nostalgic white supremacy. How do these historical narratives shift when we recall Native American performance in the nineteenth century? That Thinking Together is both greater than the sum of its parts and instigative of such queries regarding the performances to which it does not attend is a testament to its achievement as a shared scholarly endeavor.”—Laura L. Mielke Rhetoric & Public AffairsTable of ContentsContentsAcknowledgmentsIntroduction (Angela G. Ray and Paul Stob)Part 1: Disrupting Narratives1. The Portable Lyceum in the Civil War (Ronald J. Zboray and Mary Saracino Zboray)2. Women’s Entrepreneurial Lecturing in the Early National Period (Granville Ganter)3. Mobilizing Irish America in the Antebellum Lecture Hall (Tom F. Wright)4. Authentic Imitation or Perverse Original? Learning About Race from America’s Popular Platforms (Kirt H. Wilson and Kaitlyn G. Patia)Part 2: Distinctive Voices5. A Lyceum Diaspora: Hilary Teage and a Liberian Civic Identity (Bjørn F. Stillion Southard)6. Secret Knowledge, Public Stage; Joseph Smith’s King Follett Discourse (Richard Benjamin Crosby)7 .The “Perfect Delight” of Dramatic Reading: Gertrude Kellogg and the Post-Civil War Lyceum (Sara E. Lampert)8. Talking Music: Amy Fay and the Origins of the Lecture Recital (E. Douglas Bomberger)9. Hinduism for the West: Swami Vivekananda’s Pluralism at the World’s Parliament of Religions (Scott R. Stroud)Conclusion: Placing Platform Culture in Nineteenth-Century American Life (Carolyn Eastman)NotesList of ContributorsIndex

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Book SynopsisExamines German theories and practices of play, parenting, and pedagogy from 1631 to 1912. Explores the role of the domestic sphere and home economies in establishing transatlantic networks that influenced the emergence of gender, class, race, and religious identities for Germans beyond Europe.Trade Review“A valuable intervention in the historiography of German childhood and play. Simpson’s argument has tremendous sweep: exploring changes in childhood and parenting over centuries, the role of play in child development, the deployment of racial and imperial images, the circulation of images and toys across the Atlantic, and the decline of German influence on images of childhood in the twentieth century.”—David Hamlin German History“The Play World is an engaging read with a compelling argument about the unique contribution of German arts and letters—through toys, children’s literature, and pedagogical texts—that offers a new understanding of the role of play in modern childhood.”—Maureen O. Gallagher German Studies Review“Simpson not only breaks ground for the critical study of the role of play and toys in the formation of modern German and American culture, paying special attention to the 18th and 19th centuries, but she also resists the lure of an easy narrative. Instead, her book reminds us how complicated, conflicted, and barely progressive this story of play and toys was.”—Willi Goetschel The Germanic Review“Simpson’s book is a welcome addition to discussions of the importance of the domestic sphere, and its artifacts and practices, for questions of cultural nationalism and transnational interplays. It shows the impact of toys and play on narratives of migration, the articulation of middle-class subjectivity, and the role of model childhoods in the self-identity of modern European family structures—and how they influenced European American family structures in their acquisition of racial, ethnic, and national regimes.”—Karin A. Wurst,author of Fabricating Pleasure: Fashion, Entertainment, and Cultural Consumption in Germany, 1780–1830“Within the burgeoning scholarship on play and the material culture of childhood, Simpson’s The Play World stands out through its attention to a breathtaking range of texts and artifacts that lie at the margins of the canon; its brilliantly eclectic methodology (combining literary, material, and intellectual history with postcolonial studies, critical race theory, gender studies, disability studies, and much more); and its ability to illuminate complex cultural and commercial currents that connect German-speaking Europe with Africa, Great Britain, and the Americas from the seventeenth century to WWI. It’s a remarkable book that will resonate within and beyond the field of childhood studies.”—Elliott Schreiber,co-editor of Play in the Age of Goethe: Theories, Narratives, and Practices of Play around 1800“[A] fascinating read for scholars of the transatlantic world, of Germany, and of parenting, and it importantly cements German imperialism not as a fact to be debated but as clearly constitutive of familial and (trans)national identities.”—Amanda M. Brian H-Transnational German StudiesTable of ContentsList of IllustrationsPrefaceAcknowledgmentsIntroduction: The Play World: Toys, Texts, and the Transatlantic German Childhood1. The Protestant Play Ethic2. Professional Parenting: Enlightened Play3. Revolutions in Play4. Colonizing Childhoods: The African Imaginary5. Ethnographic Play and the American Imaginary6. The Home and the Nation7. Empire of ToysConclusion: “A Very Brilliant House”NotesBibliographyIndex

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Book SynopsisExamines German theories and practices of play, parenting, and pedagogy from 1631 to 1912. Explores the role of the domestic sphere and home economies in establishing transatlantic networks that influenced the emergence of gender, class, race, and religious identities for Germans beyond Europe.Trade Review“A valuable intervention in the historiography of German childhood and play. Simpson’s argument has tremendous sweep: exploring changes in childhood and parenting over centuries, the role of play in child development, the deployment of racial and imperial images, the circulation of images and toys across the Atlantic, and the decline of German influence on images of childhood in the twentieth century.”—David Hamlin German History“The Play World is an engaging read with a compelling argument about the unique contribution of German arts and letters—through toys, children’s literature, and pedagogical texts—that offers a new understanding of the role of play in modern childhood.”—Maureen O. Gallagher German Studies Review“Simpson not only breaks ground for the critical study of the role of play and toys in the formation of modern German and American culture, paying special attention to the 18th and 19th centuries, but she also resists the lure of an easy narrative. Instead, her book reminds us how complicated, conflicted, and barely progressive this story of play and toys was.”—Willi Goetschel The Germanic Review“Simpson’s book is a welcome addition to discussions of the importance of the domestic sphere, and its artifacts and practices, for questions of cultural nationalism and transnational interplays. It shows the impact of toys and play on narratives of migration, the articulation of middle-class subjectivity, and the role of model childhoods in the self-identity of modern European family structures—and how they influenced European American family structures in their acquisition of racial, ethnic, and national regimes.”—Karin A. Wurst,author of Fabricating Pleasure: Fashion, Entertainment, and Cultural Consumption in Germany, 1780–1830“Within the burgeoning scholarship on play and the material culture of childhood, Simpson’s The Play World stands out through its attention to a breathtaking range of texts and artifacts that lie at the margins of the canon; its brilliantly eclectic methodology (combining literary, material, and intellectual history with postcolonial studies, critical race theory, gender studies, disability studies, and much more); and its ability to illuminate complex cultural and commercial currents that connect German-speaking Europe with Africa, Great Britain, and the Americas from the seventeenth century to WWI. It’s a remarkable book that will resonate within and beyond the field of childhood studies.”—Elliott Schreiber,co-editor of Play in the Age of Goethe: Theories, Narratives, and Practices of Play around 1800“[A] fascinating read for scholars of the transatlantic world, of Germany, and of parenting, and it importantly cements German imperialism not as a fact to be debated but as clearly constitutive of familial and (trans)national identities.”—Amanda M. Brian H-Transnational German Studies

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Book SynopsisMorgan discusses the origin of the emerald, its peculiar structure, and its strange allure.Trade ReviewMorgan traces emeralds through time in an interesting mixture of technical information and completely nontechnical to nearly rhetorical discussions. A significant portion of the work emphasizes mythic and magical aspects of emeralds and related minerals, along with people involved (or allegedly so) in the long history of this gemstone….[t]he treatment of emerald discoveries, worldwide distribution, and mining is very thorough and especially useful in its coverage of the past three decades….For those in the gem industry and nonprofessionals interested in the historical and related aspects of emeralds….General readers. * Choice *Morgan begins with legends of the green gemstone. Then she discusses how they come to be, the emerald business, their appearance in world history, the great emeralds, secrets of the trade, and fake emeralds and their kin. * Reference & Research Book News *

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Book SynopsisThe first study to examine the education of Muslim girls in Palestine in the first half of the twentieth century.Trade ReviewEla Greenberg’s first book is a gracefully written work of scholarship that highlights an important but overlooked aspect of Mandate Palestinian history: girls’ education. * Journal of Palestinian Studies *Table of Contents Acknowledgments List of Abbreviations Note on Transliteration Introduction Chapter 1. Educating Girls in Late Ottoman Palestine Chapter 2. Removing "the Long-standing Prejudice against Girls' Education" Chapter 3. Reading the Bible and Wearing the Veil Chapter 4. "The Love of the Nation Is from Faith" Chapter 5. Learning to Be "the Mothers of Tomorrow" Chapter 6. The Mothers of Tomorrow in the Public Sphere Notes Bibliography Index

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Book SynopsisTrade Review"Laurel Leff’s focused, well-researched book sheds new light. . . Leff’s book is an act of troubling remembrance."—Michael Roth, Washington Post"A sober and fair—but devastating—volume."—Martn Peretz, Wall Street Journal“Laurel Leff has turned out another powerful, meticulously researched, and groundbreaking work. As engaging as it is disheartening, Well Worth Saving significantly broadens our understanding of the inadequate response of important segments of American society to the Nazi persecution of European Jewry.”—Rafael Medoff, Israel Journal of Foreign AffairsFinalist for the National Jewish Book Award, American Jewish Studies category, sponsored by The Jewish Book Council“This powerfully written, heartbreaking history exposes the terrible price that nativism, antisemitism, narrow-mindedness, and bureaucratic inertia exacted on some of Europe's most learned women and men."—Jonathan D. Sarna, author of American Judaism: A History“Leff asks us to grapple with a history that is more complicated and less triumphant than the version many of us think we know. The stories she tells of refugee scholars, their allies, and the obstacles they faced within American colleges and universities are important for us to understand.”—Peter Salovey, President of Yale University“Scrupulously researched, beautifully crafted, and passionately felt, Laurel Leff’s book provides a balanced and sobering account of how the United States, and especially the American academic community, failed to respond aggressively to the plight of European Jewish scholars between 1933 and 1942.”—Richard M. Freeland, author of Academia’s Golden Age“In this meticulously researched book, Laurel Leff recounts the dismal history of the many brilliant researchers who, unlike the Albert Einsteins and Hannah Arendts, were not rescued from the Nazis. Leff gives names, faces and biographies to these forgotten victims of the Nazi madness. Her beautifully written book is an act of belated rescue.”—David Biale, author of Gershom Scholem“Well Worth Saving is a disturbing book. While there were some heroes in the American academic scene during the 1930s and 1940s, there were many professors and university administrators who, despite knowing the consequences, turned their backs on European scholars who were desperately trying to escape from Europe. This book will leave many American academics shaking their heads in shame at the legacy of their institutions.”—Deborah E. Lipstadt, author of Antisemitism Here and Now

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Book SynopsisA comprehensive history of Yale Divinity School and its impact on theology, religious life, and culture across two centuries, published for the school’s bicentennialTrade Review“[A] thorough history of Yale Divinity School. . . . The book is well conceived, richly illustrated. . . . Ray Waddle has told [YDS’s] story well.”—Justus D. Doenecke, Anglican and Episcopal History

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Book SynopsisGrounded in a critical sociocultural approach, this volume examines issues associated with teaching and learning difficult histories in international contexts. Defined as representations of past violence and oppression, difficult histories are contested and can evoke emotional, often painful, responses in the present. Teaching and learning these histories is contentious yet necessary for increased dialogue within conflict-ridden societies, reconciliation in post-conflict societies, and greater social cohesion in long-standing democratic nations. Focusing on locations and populations across the globe, chapter authors investigate how key themesâincluding culture, identity, collective memory, emotion, and multi-perspectivity, historical consciousness, distance, and amnesiaâinform the teaching and learning of difficult histories. Table of ContentsIntroduction: Terrie Epstein and Carla L. PeckSection 1 Re-presentations of Difficult HistoriesChapter 1: Sustainable History Lessons for Post-Conflict Society Sirkka AhonenChapter 2: Teaching the War: Reflections on Popular Uses of Difficult Heritage Maria GreverChapter 3: "Argue the contrary for the purpose of getting a PhD": Revisionist historians, theSingapore government and the Operation Coldstore controversy LOH Kah SengChapter 4: The State and the Volving of Teaching about Apartheid in School History in South Africa, Circa 1994-2016 Johan WassermanCommentary: Peter SeixasSection 2 Teaching and Learning Indigenous HistoriesChapter 5: Teaching and Learning difficult histories: Australia Anna ClarkChapter 6: Pedagogies of Forgetting: Colonial Encounters and Nationhood at New Zealand’s National Museum Joanna KidmanChapter 7: ‘People are still grieving’: Māori and non-Māori adolescent’s perceptions of the Treaty of Waitangi Mark Sheehan, Terrie Epstein, Michael HarcourtChapter 8: "That’s Not My History": The Reconceptualization of Canadian History Education in Nova Scotia Schools Jennifer TinkhamCommentary: Sirkka AhonenSection 3 Teachers and Teaching Difficult HistoriesChapter 9: "On whose side are you?": Difficult histories in the Israeli context Tsafrir GoldbergChapter 10: Teaching History and Educating for Citizenship: Allies or ‘uneasy bedfellows’ in a post-conflict context? Alan McCullyChapter 11: Teacher Understandings of Political Violence Represented in National Histories: The Trail of Tears Narrative Alan Stoskopf and Angela BermudezChapter 12: Teacher Resistance Towards Difficult Histories: The Centrality of Affect in Disrupting Teacher Learning Michalinos ZembylasC

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Book SynopsisBullying looks at how to develop strategies for maintaining effective action against bullying by one of the best-known authors in the field.Trade Review'an exploration of a complex issue, venturing beyond a simple introductory text to support incident management in schools by analysing the roots of bullying, the effects on the lives of victims, and suggesting achievable anti-bullying intervention designed to be effective the long-term.' - British Journal of Educational StudiesTable of Contents1. Introduction and Overview Section 1: Understanding Bullying 2. The Emergence of Bullying 3. The Social Basis of Bullying 4. How Much Bullying? Assessment and Measurement 5. The Experiences of Those who are Bullied Section 2: Towards Effective Intervention 6. Changing Cultures 7. Managing the Anti-bullying Project in School 8. Preventing and Responding to Bullying Behaviour 9. Researching Bullying - Where are we now? 10. Conclusions - the Limits of Current Knowledge

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Book SynopsisReviewing the use of natural light by architects in the era of electricity, this book aims to show that natural light not only remains a potential source of order in architecture, but that natural lighting strategies impose a usefully creative discipline on design.Considering an approach to environmental context that sees light as a critical aspect of place, this book explores current attitudes to natural light by offering a series of in-depth studies of recent projects and the particular lighting issues they have addressed. It gives a more nuanced appraisal of these lighting strategies by setting them within their broader topographic, climatic and cultural contexts.Trade Review"With her book The Architecture of Light, Mary Ann Steane reminds us of an often undervalued resource of sustainable architecture: daylight. The book depicts natural light above all as a design tool in the hands of architects and less as a scalable quantity." — Detail MagazineTable of ContentsIntroduction: Daylighting in the Era of Electricity 1. Speaking of Light, Speaking with Light: Le Corbusier’s ‘carnets de recherche patiente’, ‘Une Petite Maison’, and ‘La Chapelle de Ronchamp’ 2. Desert Tent: Light and Geometry at the Benedictine Monastery of the Holy Trinity, Las Condes, Santiago de Chile 3. Deciding the Colouring of Things: Carlo Scarpa's 1963 Fondazione Querini-Stampalia, Venice 4. Reading Light at Seinajoki, Finland, and Viana do Castelo, Portugal: Alvar Aalto and Alvaro Siza’s Conspicuous Conservation of Daylight 5. Enlightening Conversation: The Music Room and the Open City, Ritoque, Chile 6. Seeing the Light: The Poole House, Noosa, Queensland 7. O’ Donnell and Tuomey’s Lessons in the History and Geography of Light: The Ranelagh Multi-denominational School, Dublin 8. Inverse Light? The Vulnerable Openings of Daniel Libeskind’s Jewish Museum, Berlin 9. New Light for Old Across London: Recent Interventions at the Carmelite Priory, Kensington by Niall McLoughlin, and 1A John Campbell Road, Hackney by Lisa Shell 10. The Electricity of Daylight? Herzog and De Meuron’s Excavation of Dusk at London’s Bankside Power Station

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Book SynopsisThis book explores the problems involved in touching' children in an educational environment. It uses real-life examples taken from groundbreaking research into the mentality of today's risk culture, and highlights a maddening state of affairs in which ordinary well-meaning professionals feel they cannot offer even very young children basic levels of comforting or affection. This fascinating and long-overdue book examines the no-touch' pandemic in early years settings, by use of extensive interviews with practitioners, parents and pupils, which: outline the confusion experienced by many in knowing if, when and how to touch and the more recent backlash by those who attempted to buck the trend suggest why this issue is important now (for example, at a time when men are being encouraged to work in early years settings) consider explanations such as panic, risk, society and fear. This book also examinesTrade Review"This very timely and worthwhile book deals with the 'moral panic' about professional adults and touch in school education... (it) explores one aspect that will make a difference and should be read by both professionals and policymakers. I applaud it. At around £20 it is worth every penny." -- ESCalate"This is an extremely well-written book. The prologue clearly lays out the chapters and different contributors; the structure is effective with the different case studies demonstrating the increasing absurdity and inapplicability of the existing implicit ‘no touching’ policy in existence in many schools/systems in England (and elsewhere). The comprehensive endnotes and references provided sufficient assistance in helping the reader gain an understanding of the content...The quotes that were included from some of the interview participants and from other references were, I thought, carefully selected and most appropriate."--Ruth Rees, Education Review (July 2009)Table of Contents1. Problematics of Touching 2. Relationships: Ethics Committees and Research… Catherine Scott 3. The Criminal Record Bureau: Policing Access to Children 4. Guidelines and Dangerous Bodies: The Half-Closed Door 5. Saving Touch: Private Parts and Public Wholes 6. Case Study: Early Years’ Settings 7. Case Study: Primary and Junior Schools ... Helen Lawson 8. Case Study: Secondary Schools ... Helen Bowen 9. Case Study: Considering Disability ... John Powell 10. Case Study: Summerhill School - An Exception to the Rule 11. Bonfire of the Insanities

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Book SynopsisIn this timely and innovative book scholars from Europe, the UK, North America and Australia, explore their own sense of identity, reflecting both on their research and scholarly interests, and their work experiences. Taking the form of a debate, Changing Identities in Higher Education helps to widen the contemporary space for debates on the future of higher education itself. The book is split into three parts: part one presents a set of essays each on a set of identities within higher education (academic, student, administrative/managerial and educational developers). part two includes responses to Part one from authors speaking from their own professional and scholarly identity perspective part three illustrates perspectives on the identities of students, provided by students themselves. With its original, dialogic form and varied content, this book is of interest to all those concerned in current debates about thTrade ReviewThis is a timely book of exploration that seeks illumination from experiences as well as theories. It moves forward studies of academic identities in a number of critically important ways. Taking as its point of departure the supercomplexity confronting and pervading contemporary higher education, it locates studies of identities firmly in the diversity of actors that shape and are shaped by it. A central feature is the exploration of voice in the "historical process of construction, deconstruction and reconstruction" that epitomises identity development for the editors. It succeeds in incorporating not only a variety of voices but also a dialogue between them characterised by an openness to the other as well as by individual integrity. Crucially, too, it gives due place to knowledge identities in giving first voice to a discipline-rooted critical exploration of the potential for interdisciplinarity to contribute alongside the disciplines in the construction of identities in higher education. Mary Henkel, Professor Associate, Brunel University, UKI was captivated by this book's vibrant expression of fragmented identities. It's wide variety of voices speak of the complexity of higher education with authenticity and candour and without easy simplifications. A good read that left me much to ponder over.Stephen Rowland, Professor of Higher Education, University College London, UKTable of ContentsIntroduction. Higher Education: Why Identities and Voices? Preamble: Knowledge Identities Part 1: Identities and Voices in Higher Education 1. Being an Academic Today 2. Have Students got a Voice? 3. Identities of Academic Developers: Critical Friends in the Academy? 4. The Changing Voices and Identities of Professional Administrators and Managers 5. Managers: Academics and/or Business People? Part 2: Perspectives 6. The Managers’ Perspectives 7. The Academics’ Perspectives 8. The Staff Developers’ Perspectives 9. The Students’ Perspectives. Conclusions. Changing voices and Identities in Higher Education?

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Book SynopsisIn this long-awaited volume, Jeremy Shearmur and Piers Norris Turner bring to light Popper's most important unpublished and uncollected writings from the time of The Open Society until his death in 1994.After The Open Society: Selected Social and Political Writings reveals the development of Popper's political and philosophical thought during and after the Second World War, from his early socialism through to the radical humanitarianism of The Open Society. The papers in this collection, many of which are available here for the first time, demonstrate the clarity and pertinence of Popper's thinking on such topics as religion, history, Plato and Aristotle, while revealing a lifetime of unwavering political commitment. After The Open Society illuminates the thought of one of the twentieth century's greatest philosophers and is essential reading for anyone interested in the recent course of philosophy, politics, history and society.Trade Review'In sum, this volume deserves to be warmly welcomed by scholars of Popper. Summing up: Reommended' - CHOICE'This book is excellent. It is largely unpublished material from Popper’s literary remains regarding his The Open Society and Its Enemies that conveys some interesting stories about its publication and initial reception, throws light on its message, and complements it somewhat. The book also contains much that Popper hardly discussed elsewhere.' - Philosophy of the Social Sciences'[an] expert selection of archival materials and obscure publications...' - ISISTable of ContentsEditorial Introduction I: Introduction Optimist, Pessimist and Pragmatist Views of Scientific Knowledge (1963) II: Memories of Austria 1. Julius Kraft, 1898-1960 (1962) 2. Memories of Otto Neurath (1973) 3. Introduction to Fritz Kolb, Es kam ganz anders (It all turned out very differently) (1981) 4. Anti-Semitism in Austria: a letter to Friedrich Hayek (1969) III: Lectures from New Zealand 5. Science and Religion (1940); appendix: Interview on Religion (1969/1994) 6. Ideal and rationality (1940)7. Moral Man and Immoral Society (1940) 8. Is there a meaning in History? (1940) IV: On The Open Society 9. Correspondence with Carnap on Social Philosophy (1940-7)10. Letter to Fritz Hellin on The Open Society (1943) 11. Letter to Alfred Braunthal on The Open Society (1943) 12. Uniting the Camp of Humanitarianism (1944-7) 13. Public and Private Values (1946?); Appendix 1: 'On the Treatment of Germany'; Appendix 2: 'Utopianism and the Open Society' 14. On the Theory of Totalitarianism (1946?) 15. Social Institutions and Personal Responsibility (1947) 16. The Open Society After Five Years etc: Prefaces to the American edition of The Open Society (1948-50) 17. Platonic Holiday (1948) 18. Response to de Vries (1952) 19. On The Free Man's Library (1956) 20. Letters to Isaiah Berlin (1959 and 1989) 21. Historical Explanation (1962/1966) 22. Correspondence with Ernst Badian on Aristotle's Politics (1965) 23. Plato (1968) V: The Cold War and After 24. The Open Society and the Democratic State (1963) 25. Popper to Hayek on the Abstract Society and ‘Inner Freedom’ (1964) 26. The Status of Science: A Broadcast to Russia (1963) 27. A Note on the Cold War (1966) 28. How to get out of Viet Nam (1968-9) 29. On For Conservatives Only (1970) 30. Was ist liberal? (What is it to be a liberal?) (1972) 31. On Reason and The Open Society (1972) 32. For a Better World (1973) 33. Historical Prophecy as an Obstacle to Peace (1973) 34. Letter to Bryan Magee on Nationalization (1974) 35. Preface to Italian Poverty of Historicism (1975) 36. On The New Liberty (undated) 37. On Toleration (1981) 38. The Importance of Critical Discussion (1981-2) 39. The Critical Attitude in Medicine (1983) 40. On Receiving the Fondation Tocqueville Prize (1984) 41. On Democracy (1988) 42. Outline of My Views (1988) 43. Historicism and the Soviet Union (1991) 44. The Open Society today (1991) 45. Letter to my Russian Readers (1992) 46. The communist road to self-enslavement (1992); Appendix: A Tribute to the Life and Work of Friedrich Hayek (1992, 1997) 47. Europe Now Exists (1993) 48. Against the Misuse of Television (1993)

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Book SynopsisWINNER 2016 Grawemeyer Award in EducationHelping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating political classrooms, which engage students in deliberations about questions that ask, How should we live together?Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving thTrade ReviewThe authors raise many questions about ethical problems teachers confront, not only in terms of what issues they choose to discuss but also how they ensure that all sides of a controversy are presented fairly and decide whether to reveal their own political leanings. Learning to respect those who have different perspectives is an important component of students’ experience, as is using evidence appropriately. Readers of this book will gain a deeper understanding and appreciation of these complex issues. ... Summing Up: Highly recommended. Upper-division undergraduates and above.- S. Sugarman, emerita, Vermont State Colleges, CHOICE, June 2015How can schools prepare students to become knowledgeable and engaged citizens of our democracy? Hess and McAvoy provide a deeply researched and philosophically sophisticated answer to that challenge. In our increasingly polarized time, McAvoy and Hess show how the need for education in deliberation about controversial public issues has never been more urgent. This brilliant book could not be more timely.- Lawrence Blum, Distinguished Professor of Liberal Arts and Education and professor of philosophy at the University of Massachusetts, BostonThis astute, rigorously researched, original, and timely book describes how teachers can effectively teach civic knowledge and skills in today’s highly polarized times. The vivid and engaging portraits of teachers and schools and the seamless ways in which it blends theory, research, and practice make this book a unique and compelling contribution to the literature on the civic engagement of youth. It is an indispensible reference for educators who want to strengthen democracy and increase the civic literacy and participation of youth. - James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and Founding Director, Center for Multicultural Education University of Washington, SeattleThe Political Classroom uses powerful research to reveal the complexities of engaging students in "best practice" discussions of the controversial political issues they will confront throughout their lives. In doing so, Hess and McAvoy show how important teachers are to fulfilling the promise of democracy in our time.- Michelle M. Herczog, President, National Council for the Social StudiesHess and McAvoy’s research is forward-looking in two important senses: in its focus on the political education of youth, who will soon be voters and otherwise civically engaged adults; and because it offers badly needed, evidenced-based guidance about how we can cultivate citizens who thoughtfully reflect upon their values, and who respectfully engage with others across differences of opinion.- Anne Newman, Research Director at the McCoy Family Center for Ethics in Society at Stanford University Table of ContentsPart I: Context, Evidence, and AimsPart II: Cases of PracticePart III: Professional Judgment

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Book SynopsisOften the school is left as an institution seemingly ethically neutral, leaving untouched questions about whether the school itself is a site of injustice toward both educators and children. Springing from his well-known Building an Ethical School, Robert J. Starratt now looks more closely at the educational leader's responsibility to ensure that the whole fabric of the educational process reflects an ethical philosophy of education. Starratt argues that the work of educating young people is by its very nature an ethical work as well as an intellectual work, and that this work inescapably engages educators and their pupils with an academic curriculum, a social curriculum, and a civic curriculum. Cultivating an Ethical School lays a foundation for educators seeking to cultivate a comprehensive ethical educating environment. The second half of the book then takes up the more specific perspectives on teaching and learning that constitute the heart of cultivatinTrade Review"....in this recent volume, Starratt (Boston College) examines the philosophical and psychological foundations underlying his recommendations in the more practice-oriented sections of the earlier work. The author's long experience in the educational trenches is apparent in his treatment of the complex intellectual and social issues involved with ethical teaching in schools." ― K. Ryan, emeritus, Boston University, CHOICETable of ContentsPrefacePart I Foundations for Cultivating an Ethical SchoolChapter 1 Cultivating an Ethical School in a Changing ContextChapter 2 Foundational Qualities of an Ethical PersonChapter 3 A Multidimensional Ethical FrameworkChapter 4 The Mapping of Moral DevelopmentChapter 5 The Geography of Human Development as Ethical DevelopmentPart II Essentials for Cultivating an Ethical SchoolChapter 6 The Moral Character of LearningChapter 7 The Ethics of TeachingChapter 8 Elements of an Ethical SchoolChapter 9 Cultivating an Ethical School (co-authored with M. Bezzina)Chapter 10 The Complexity of Ethical Living and Learning

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Book SynopsisThis book takes a close look at places of learning located outside of schools, yet deeply concerned with the experience of the learning self. It explores what it might mean to think of pedagogy not in relation to knowledge as a thing made, but to knowledge in the making.Trade Review"In her role as a pedagogical curator, Elizabeth Ellsworth astutely takes an array of sources, which she fashions as convincing evidence in an argument that challenges our very conceptions of learning and knowledge. And like a thoughtful curator she does more than describe ensembles, or represent and interpret emergent themes. Rather, she offers a site for remaking our ideas of what we see and feel in the presence of learning." -- Graeme Sullivan, Art Education, Teachers College Columbia University"At this moment when educators and designers are rediscovering the importance of direct experience and knowledge-making, Elizabeth Ellsworth presents very important information and insights. This book is a must read for leaders in design, education, and beyond." -- Dorothy Dunn, Head of Education, Cooper-Hewitt National Design MuseumTable of ContentsIntroduction1. The Materiality of Pedagogy: Sensations Crucial to Understandings2. Pedagogy’s Hinge: Putting Inside and Outside into Relation3. Pedagogy’s Time and Space4. Oblique Pedagogies, Conflict, and Democracy5. The U.S. Holocaust Memorial Museum as a Scene of Pedagogical Address6. Media, Architecture, and the Moving Subject of PedagogyConclusion: Pedagogy in the Making

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Book SynopsisGriffith and Smith explore the innumerable, hidden, seemingly mundane tasks like getting kids ready for school, helping with homework, or serving on the PTA can all have profound effects on what occurs within school. Based on longitudinal interviews with mothers of school-age children, this book exposes the effects mothers'' work has on educational systems as a whole and the ways in which inequalities of educational opportunities are reproduced.Table of ContentsSeries Editor's Introduction 1. Introduction 2. Women and the Making of the New Middle Class 3. The Mothering Discourse 4. Time, Scheduling, and Coordinating the Uncoordinated 5. Complementary Educational Work 6. Complementary Educational Work: Employed Mothers and Fathers 7. Uptown and Downtown in Maltby School and Board Perspectives 8. Inequality and Educational Change

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Book SynopsisThe most complex social challenges â such as post-secondary access and success for under-represented students, diversification of the workforce, poverty, environmental degradation, and global health â exceed the problem-solving capacity of single organizations or societal sectors. Organizing for Social Partnership provides colleges and universities, corporations, government agencies, nonprofits, and other organizations with a model for how to effectively address these and other pressing social issues through strong, effective collaboration. This valuable book is relevant for graduate students enrolled in courses on postsecondary organization and governance, equity and diversity, access, administration, and contemporary issues. Organizing for Social Partnership will also spark dialogue among higher education leaders and their counterparts in business, government, and the social sector.Trade Review"[This book] provides the reader with a stimulating framework to rethink organizations for a fairer world. As such, it is of huge interest both for faculties and practitioners working on diversity and social justice as well as for researchers interested in organizational studies."--Teachers College Record "Organizing for Social Partnership: Higher Education in Cross-sector Collaboration significantly contributed to the discussion of increasing diversity in the workplace by presenting why diversity is needed, how to form cross-sector partnerships, and suggestions for further social partnerships."—Education Review"In addition to its multiple virtues as a methodologically sound, theoretically well-grounded, and meticulously researched project, Siegel’s book is simply enjoyable reading. The wealth of the observational, interview, and document data gathered for this case study is an inexhaustible source of stories and metaphors that enliven and elucidate the discussion."—Journal of College Student DevelopmentTable of ContentsIntroductionI. Framing the Challenge1. Social Issues in a Boundaryless World2. The Engagement Imperative in American Higher Education3. The Promise of Intersectoral CollaborationII. A Model for Addressing the Social Problem of Underrepresentation4. Case Example: Building the Diversity Pipeline 5. Starting Conditions: Rationales for Interorganizational Collaboration6. The Experience of Collaboration 7. The Difference Made by PartnershipIII. The Future of Social Partnership8. Organizations as Activists 9. Implications for Organizations and Society

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Book SynopsisIn the post World War II period, student movements rebelled against the archaic university. This book shows how the university, particularly the public university, is moving away from "the people," in all their diversity. As more resources are put towards STEM education, humanities and interdisciplinary programs are being cut and shuttered.Trade Review“We Demand is not an easy book to read, but it conveys how shallow most concerns about free speech on campus tend to be." * New York Review of Books *"A deeply engaging and challenging read." * History of Education *Table of ContentsOverview Introduction 1. The Usable Past of Kent State and Jackson State 2. The Powell Memorandum and the Comeback of the Economic Machinery 3. Student Movements and Post–World War II Minority Communities 4. Neoliberalism and the Demeaning of Student Movements Conclusion Acknowledgments Notes Glossary Key Figures Selected Bibliography

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Book SynopsisTrade Review"Wherever this historiography [of education] moves next, scholars will do well to engage with the work of García." * History of Education *"Delves into political tensions within Oxnard, California, and illustrates the board of education’s decisions enacting segregation and thereby shaping the education of Mexicans and blacks . . . The work uncovers hidden histories of Mexican American and black struggles to end segregation, and it results in a very rich study." * American Historical Review *"Provides a meticulous, nuanced, and brilliant study of the complex layers behind the historical connections of educational and residential segregation." * Latino Studies *"Amid the racial reckoning and protests that have swept this country, Strategies of Segregation is a timely and invaluable contribution to California history, Chicano/a studies, and ethnic studies." * California History *Table of ContentsList of Illustrations ix Preface xi Acknowledgments xiii Introduction 1 1 • The White Architects of Mexican American Education 12 2 • Pernicious Deeds: Restrictive Covenants and Schools 39 3 • “Obsessed” with Segregating Mexican Students 55 4 • Ramona School and the Undereducation of Children in La Colonia 79 5 • A Common Cause Emerges for Mexican American and Black Organizers 100 6 • Challenging “a Systematic Scheme of Racial Segregation”: Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247

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Book SynopsisHow Myles Horton and the Highlander Folk School catalyzed social justice and democratic education For too long, the story of life-changing teacher and activist Myles Horton has escaped the public spotlight. An inspiring and humble leader whose work influenced the civil rights movement, Horton helped thousands of marginalized people gain greater control over their lives. Born and raised in early twentieth-century Tennessee, Horton was appalled by the disrespect and discrimination that was heaped on poor peopleboth black and whitethroughout Appalachia. He resolved to create a place that would be available to all, where regular people could talk, learn from one another, and get to the heart of issues of class and race, and right and wrong. And so in 1932, Horton cofounded the Highlander Folk School, smack in the middle of Tennessee. The first biography of Myles Horton in twenty-five years, Education in Black and White focuses on the educational theories and strategies he first developed at Highlander to serve the interests of the poor, the marginalized, and the oppressed. His personal vision keenly influenced everyone from Rosa Parks and Martin Luther King, Jr., to Eleanor Roosevelt and Congressman John Lewis. Stephen Preskill chronicles how Horton gained influence as an advocate for organized labor, an activist for civil rights, a supporter of Appalachian self-empowerment, an architect of an international popular-education network, and a champion for direct democracy, showing how the example Horton set remains education's best hope for today.Trade Review"With Education in Black and White, Stephen Preskill revisits and revives the story of Myles Horton and Tennessee’s Highlander Center. . . . a lucidly written book." * Chapter 16 *"The most thorough study of Highlander and its founder to date." * Black Perspectives *"Stephen Preskill's Education in Black and White is a vital new addition to scholarship in the history of social movements in the United States." * Peace & Change *Table of ContentsPrologue: The Highlander Fire of 2019 Introduction 1. Beginnings 2. The Lessons of Ozone 3. Graduate Education and Denmark's Folk Schools 4. Highlander's Beginnings 5. Building a More Stable Highlander 6. Zilphia Horton and Highlander's "Singing Army" 7. Racial Equality within the Union Movement 8. The White Supremacist versus the Social Egalitarian 9. Mrs. Parks Goes to Highlander 10. The Citizenship School on Johns Island 11. Highlander and SNCC 12. From Civil Rights to Appalachia 13. Leadership and Research in Ivanhoe 14. Myles Horton, Internationalist 15. We Make the Road by Walking Epilogue Acknowledgments Notes Works Cited Index

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Book SynopsisThe never-before-told true story of Jane Elliott and the Blue-Eyes, Brown-Eyes Experiment she made world-famous, using eye color to simulate racism. The day after Martin Luther King, Jr.'s assassination in 1968, Jane Elliott, a schoolteacher in rural Iowa, introduced to her all-white third-grade class a shocking experiment to demonstrate the scorching impact of racism. Elliott separated students into two groups. She instructed the brown-eyed children to heckle and berate the blue-eyed students, even to start fights with them. Without telling the children the experiment's purpose, Elliott demonstrated how easy it was to create abhorrent racist behavior based on students' eye color, not skin color. As a result, Elliott would go on to appear on Johnny Carson's Tonight Show, followed by a stormy White House conference, The Oprah Winfrey Show, and thousands of media events and diversity-training sessions worldwide, during which she employed the provocative experiment to induce racism. Was the experiment benign? Or was it a cruel, self-serving exercise in sadism? Did it work? Blue Eyes, Brown Eyes is a meticulously researched book that details for the first time Jane Elliott's jagged rise to stardom. It is an unflinching assessment of the incendiary experiment forever associated with Elliott, even though she was not the first to try it out. Blue Eyes, Brown Eyes offers an intimate portrait of the insular community where Elliott grew up and conducted the experiment on the town's children for more than a decade. The searing story is a cautionary tale that examines power and privilege in and out of the classroom. It also documents small-town White America's reflex reaction to the Civil Rights Movement of the 1970s and 1980s, as well as the subsequent meteoric rise of diversity training that flourishes today. All the while, Blue Eyes, Brown Eyes reveals the struggles that tormented a determined and righteous woman, today referred to as the Mother of Diversity Training, who was driven against all odds to succeed.Trade Review"A balanced view of both his abrasive subject and her notorious experiment. . . . A clear-eyed portrayal of a controversial woman." * Kirkus Reviews *"Intriguing and evenhanded . . . . What emerges is a rich and thought-provoking portrait of an unrepentant crusader who 'may have failed to consider fully the myriad consequences of her actions.' This immersive account offers a fresh perspective on the enduring struggle against racism." * Publishers Weekly *"Timely and timeless, Blue Eyes, Brown Eyes: A Cautionary Tale of Race and Brutality is a unique, informative, thoughtful and thought-provoking read that must be considered in this era of the Black Lives Matter movement and the increasing successful political movements to suppress the non-white voter." * Midwest Book Review *"Blue Eyes, Brown Eyes visits the unlikely place where seeds of racial reconciliation might have pierced the unyielding soil of consciousness." * Los Angeles Review of Books *"Through a controversial figure like Jane Elliot, Stephen Bloom shows the necessary discomfort of unlearning the social prejudices that have become so normal and natural to everyday life in America." * Society of U.S. Intellectual History *"Carefully constructed investigative account. . . . Skillfully and painstakingly, the author probes the experiment's origin story." * CHOICE *Table of ContentsAuthor’s Note: The Scab Prologue: The Tonight Show 1 • The Corn 2 • Dirty Little Bastards 3 • Pizzui 4 • Elysian Fields 5 • From Memphis to Riceville 6 • The Experiment 7 • "Did She Really?" 8 • "Here’s Johnny!" 9 • Back Home 10 • What Some of the Kids Said 11 • Rotarians 12 • Eye of the Storm 13 • The White House 14 • Trouble 15 • Blackboard Jungle 16 • Spooner 17 • A Blind Spot 18 • Class Reunion 19 • The Offer 20 • Unbound 21 • Oprah 22 • The Greater Good 23 • The Dogs Bark, but the Caravan Goes On Afterword: The Case of Robert Coles and Others Coda: Andy’s and the Ville Acknowledgments Notes Index

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Book SynopsisGeoffrey Galt Harpham argues that scholars play a unique role in liberal society, manifesting in refined form the freedoms it guarantees and demanding that it make good on those same guarantees. Far from ivory-tower intellectuals, scholars such as W. E. B. Du Bois and Linda Nochlin undertake the radical social act of questioning received wisdom.Trade ReviewGeoffrey Harpham outflanks those who believe that scholarship must resist political engagement and those who believe that politics cannot be avoided by scholars who live and work in the real world. Harpham argues persuasively that the scholar’s devotion to truth is itself a potent political act because it has the power to ‘clear the ground for a better set of arrangements based on truth.’ In short, the purer scholarship is, the more politically useful it will be. A bold and welcome thesis. -- Stanley Fish, author of The First: How to Think about Hate Speech, Campus Speech, Religious Speech, Fake News, Post-Truth, and Donald TrumpAn extraordinary paean to scholarship as an embattled Enlightenment ideal and as a practice devoted to the pursuit of reliable truths about human affairs, wherever that pursuit may lead. Harpham’s surprising argument is that scholarship inevitably leads to freedom—that independent thinking challenges calcified orthodoxies. His exempla, W. E. B. Du Bois, Bernard Lategan, and Linda Nochlin, give us ample reason to believe. A bracing book for dark times. -- Michael Bérubé, author of What’s Liberal about the Liberal Arts?A distinctive and powerful book. A sharp introduction, three well-wrought case studies, and an eloquent conclusion offer the reader a brilliant, polemical account of why scholarship in the humanities and social sciences still matters. -- Anthony Grafton, author of Inky Fingers: The Making of Books in Early Modern Europe

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Book SynopsisSchooling has become less about learning and more about the scramble for good grades, high test scores, and spotless transcripts. No one is happy about this, least of all students. But what can be done? Off the Mark explains how we got into this predicament, why our reforms haven't worked, and how we can reorient our system to advance learning.Trade ReviewA probing history and analysis of our most pervasive but largely unchallenged assessment technologies: grades, tests, and transcripts…everyone would do well to read this book’s honest and layered picture of what we’re up against. -- Jeremy T. Murphy * Teachers College Record *A detailed and thoughtful critique of contemporary ‘assessment technologies’—grades, tests, and transcripts—and some suggestions for reform. -- Glenn C. Altschuler and David Wippman * Pittsburgh Post-Gazette *If you want to understand how tests, grades, and records of student performance end up eroding classroom learning, Off the Mark is the book to get. A remarkably useful guide for teachers, administrators, parents, and wannabe reformers, it explains not only how tests, grades, and transcripts have chipped away at classroom learning in the past, but also what some schools have done now to curb their effects. -- Larry Cuban, author of Confessions of a School ReformerVisitors from another planet would find themselves bewildered by the crazy-quilt set of assessments currently used in our educational system. The good news: No need to reinvent from scratch. Original and useful, Off the Mark provides food for thought and plans for action. -- Howard Gardner, coauthor of The Real World of College: What Higher Education Is and What It Can BeIn Off the Mark, Schneider and Hutt offer timely and tangible considerations for re-examining the information we rely on to support and measure success for students and schools. Whether you’re a teacher grappling with the question of how to provide effective feedback on learning progress to students and families or a family or community member troubled by the lack of dimension and perspective in our broken school rankings, this book is key to navigating a better way toward equitable, robust, asset-based assessment that will inform and support student success. -- Becky Pringle, President of the National Education AssociationOff the Mark is a timely account of the uses and misuses of standardized tests, grades, and transcripts. The authors offer several pragmatic ideas about how these deeply embedded measures can be revised to lessen their power. -- Diane Ravitch, author of Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools

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Book SynopsisIn the early twentieth century, Harvard Law was on the brink of financial and scholarly ruin. Discriminatory, intellectually arid, and nearly broke, the school struggled through World War II. Bruce Kimball and Daniel Coquillette chronicle the downfall and dramatic restoration of HLS as arguably the world’s most influential law school.Trade ReviewA major work of scholarship—forceful, original, compelling, and highly readable. The stories of the administration of Harvard Law School, of the rise and fall of its deans and their many tribulations, make for high drama. And the school itself is of course one of the key institutions of higher education and the legal profession, not only for its own achievements and standing, but because of its enormous influence on other schools. -- Robert W. Gordon, Stanford Law School

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Book SynopsisTakes up topics of debate in higher education: What are the nature and objectives of a liberal education? What are the university's responsibilities for the moral education of students? This book contains essays on ethics, the academic curriculum, and the differences between private and public higher education.Trade Review"Shapiro clearly and persuasively enunciates his major theme—that universities have a responsibility for performing two important social functions. One is to serve existing society, and the other is to challenge it."—Charles T. Clotfelter, Duke University"This book reflects an effort by one of our most distinguished educational leaders to look beneath the surface of existing controversies and ask deeper questions about the role of the university in a modern liberal democracy. Shapiro's analysis is well tuned to the paradoxical character of the modern university as at once loyal servant and stubborn critic of the society that sustains it."—Michael McPherson, President, the Spencer Foundation, and former President of Macalaster CollegeTable of ContentsPrologue ix The University and Society 1 The Transformation of the Antebellum College From Right Thinking to Liberal Learning 40 Liberal Education, Liberal Democracy, and the Soul of the University 88 Some Ethical Dimensions of Scientific Progress 120 Bibliography 163 Index 175

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Book SynopsisToo Hot to Handle is the first truly international history of sex education. As Jonathan Zimmerman shows, the controversial subject began in the West and spread steadily around the world over the past century. As people crossed borders, however, they joined hands to block sex education from most of their classrooms. Examining key players who supporTrade Review"Using extensive research backed by an impressive notes section, Zimmerman (Innocents Abroad: American Teachers in the American Century, 2009, etc.) untangles the complex history of how and why sex education was first introduced as a specific subject to be taught in schools and its subsequent rise and fall as a teachable course over the past 100 years."--Kirkus "A dense and detailed account of a still surprisingly contentious subject despite our increasingly liberal attitudes."--Lucy Scholes, The Independent "Zimmerman's well-documented research offers a history of brave and reasoned efforts - to inform without inciting prurience, to warn without explaining, to respect without offending - that have all failed to win consensus or even to achieve demonstrable results."--Choice "The book is an excellent source of information for the classroom in a diverse set of studies, such as history, education, human sexuality, gender studies, sociology, psychology and religious studies. Too Hot To Handle engages the reader and is a comfortable, yet interesting read."--Hennie Weiss, Metapsychology Online Reviews "Zimmerman's rich book is a history of schools and education as much as it is a history of sex. It brings a curiously fresh approach to accounts of sex education... A major new account of a topic that has received some considerable attention in past decades of historical scholarship."--Alison Bashford, Journal of American HistoryTable of ContentsACKNOWLEDGMENTS ix INTRODUCTION - THE CENTURY OF SCHOOL, AND THE CENTURY OF SEX 1 CHAPTER 1 THE BIRDS, THE BEES, AND THE GLOBE: THE ORIGINS OF SEX EDUCATION, 1898-1939 14 CHAPTER 2 A FAMILY OF MAN? SEX EDUCATION IN A COLD WAR WORLD, 1940-64 49 CHAPTER 3 SEX EDUCATION AND THE "SEXUAL REVOLUTION," 1965-83 80 CHAPTER 4 A RIGHT TO KNOWLEDGE? CULTURE, DIVERSITY, AND SEX EDUCATION IN THE AGE OF AIDS, 1984-2010 115 CONCLUSION - A MIRROR, NOT A SPEARHEAD: SEX EDUCATION AND THE LIMITS OF SCHOOL 144 NOTES 153 MANUSCRIPT COLLECTIONS 193 INDEX 197

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Book SynopsisThis book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political hiTrade ReviewWinner of the 2013 Outstanding Book Award, American Educational Research Association "Loss has succeeded in a very ambitious project, and shows the many ways that higher education serves as a key intermediary between state and citizen. I hope other academics will take up the challenge and build on his very good start."--Nancy L. Ruther, Times Higher Education "Loss offers a well-researched, important narrative of the escalating involvement of federal policy in U.S. higher education from WWI through the 1970s and of the remarkable social outcomes or effects thereof... Loss's book merits a place on university library shelves as well on the reading lists of courses on public policy and on the history of American higher education."--Choice "Between Citizens and the State provides an accurate and cogent perspective on movements in American society that have led members of government and higher education to clash, but also to collaborate. Loss provides new insights on a one-hundred-year relationship that has largely been neglected by scholars."--Hani Morgan, Journal of American History "Between Citizens and the State is an ambitious history of the politics of higher education in the twentieth century... Exploring the linkage between politics as it affected higher education and the development of the social sciences is one of the significant achievements of this book."--Nannerl O. Keohane, Perspectives on Politics "Admirably ambitious in scope and engagingly written... Loss argues that political leaders and educational elites worked together to create a partnership between higher education and the state over the course of the last century. While historians of science have recognized this, Loss's important contribution to the discussion is to focus not on the collaboration's goal of producing experts and expert knowledge but on the goal of creating democratic citizens."--Rebecca Lowen, American Historical Review "Loss' book does more than chronicle the relationship between the government and higher education; it highlights the significance of higher education's place in providing citizens a space to develop their voice, power, and political and personal identities. In doing so, it raises important questions... Between Citizen and State, is an insightful and engaging look at the notion of citizenship and the political relationship that helped shape the citizen of the 20th century."--Ann Allen, Journal of Philosophy of Education "Between Citizens and the State is well-written and effectively highlights the complex relationships between federal policy goals, the implementation of those policies by higher education organizations, and the outcomes of those efforts. The author does an excellent job of weaving details about politics and policy with the resulting impact on higher education and American society from World War I through the 1960s... Institutional research professionals who have interest in the history of the politics that contributed to the growth of higher education in the United States will enjoy reading Between Citizens and the State."--Gary Lowe, Association of Institutional Research Data and Decisions "What is the state's interest in an educated citizenry? Given Americans' historical aversion to strong central government, how has our government intervened in higher education in order to achieve that interest? How has state interest in higher education changed over time? Christopher Loss tackles these questions in his insightful survey of state interactions with higher education in the twentieth century."--Beryl Satter, Academe "Loss offers his readers an opportunity to take a long view, narrating in his own way many elements of higher education's history that have not often been told. He provides a critical and illuminating look at the role of higher education ... between the federal government and citizens."--Journal of Higher Education Outreach and Engagement "Loss deserves credit for moving beyond the usual benchmarks--the GI Bill of 1944, the National Defense Education Act of 1958, and the Higher Education Act of 1965--to illuminate a longer history of subtle governmental interventions in American higher education. His well-written study also demonstrates that time and again, students took whatever educational support governmental intervention allowed yet ignored the particular lessons of citizenship the government intended to impart. In the section on higher education from the 1960s onward, Loss ably details the uneven effects of Great Society measures meant to improve educational access."--Beryl Satter, American Association of University Professors "Institutional research professionals who have interest in the history of the politics that contributed to the growth of higher education in the United States will enjoy reading Between Citizens and the State."--Gary Lowe, Association of Institutional Research "Loss's account is relevant to state comprehensive universities as he focuses on how the university system shifted to meet the needs of the student which were at odds with what was expected from the state."--Liz Jacoby, Teacher-ScholarTable of ContentsList of Illustrations and Appendix Charts ix Acknowledgments xi Chapter 1: Introduction: The Politics of American Higher Education in the Twentieth Century 1 Part I: Bureaucracy Chapter 2: Reorganizing Higher Education in the Shadow of the Great War 19 Chapter 3: Building the New Deal Administrative State 53 Part II: Democracy Chapter 4: Educating Citizen-Soldiers in World War II 91 Chapter 5: Educating Global Citizens in the Cold War 121 Part III: Diversity Chapter 6: Higher Education Confronts the Rights Revolution 165 Chapter 7: Conclusion: The Private Marketplace of Identity in an Age of Diversity 214 Appendix: A: Graphical Portrait of American Higher Education in the Twentieth Century 235 Notes 239 Index 303

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Book SynopsisMany people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite in class. Heart Beats is the first book to examine how poetry recitation came to assume a central place in past curricular programs, and to investigateTrade ReviewWinner of the 2013 NAVSA Best Book of the Year Award, North American Victorian Studies Association "It's tempting to sentimentalize an era in which poetry--memorized, recited poetry--held so prominent a place in the culture. But its once-substantial role turns out to be a mixed and complicated tale, as thoroughly chronicled [by] Catherine Robson."--Brad Leithauser, NewYorker.com "Catherine Robson's extraordinary book, a feat of imagining as well as of scholarship, explores the memorization and reciting of poems in classrooms across England and America through substantial portions of the last two centuries."--William H. Pritchard, Weekly Standard "I hope that books like Catherine Robson's brilliant Heart Beats: Everyday Life and the Memorized Poem will mark a turning point in the history of our discipline. Written with a lightness of touch but a depth of commitment ... lively, fresh and insightful ... thoughtful and meticulous."--Chris Jones, Times Higher Education "Robson develops her arguments with a delicious range of references."--Julie Blake, English in Education "Robson does far more than give us the institutional history of verse memorization, though she does this fascinatingly well. She interrogates what performed memorization means for the study of poetry, reception, and canonization."--James Najarian, European Romantic Review "Heart Beats invites further research, and should have a significant impact on Victorian studies for some time to come."--Kirstie Blair, Tennyson Research Bulletin "[A]bsorbing, amazingly-detailed, and at times startling."--Mike Chasar, Poetry "For a wonderfully dispassionate guide to this debate, there is no better book ... Neither sentimentalist nor cynic, Robson traces the glory days of the memorised poem from the late 18th century to the Second World War."--C. P. Nield, Standpoint "[E]xpansive, imaginative, and consistently provocative work."--Jason R. Rudy, Victorian Studies "[T]he result of [Robson's] meticulousness is hardly modest; on the contrary, Heart Beats is a brilliantly original book that dares to raise riveting, if sometimes unanswerable, questions about long-forgotten children, half-remembered lessons, and the power of the memorized poem."--Angela Sorby, Modern Language QuarterlyTable of ContentsList of Figures ix Acknowledgments xi Introduction 1 PART I - THE MEMORIZED POEM IN BRITISH AND AMERICAN PUBLIC EDUCATION 33 PART II - CASE STUDIES 91 Felicia Hemans, "Casabianca" 91 Thomas Gray, "Elegy Written in a Country Churchyard" 123 Charles Wolfe, "The Burial of Sir John Moore after Corunna" 191 Afterword 219 Appendixes 235 Notes 243 Works Cited 273 Index 289

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Book SynopsisTrade Review"In addition to providing insights into Libanius's achievements in Antioch, the author provides translations of 200 letters (most never before translated into English) that reflect vividly the practice of education and the world of the fourth century in the east. An invaluable contribution to the study of ancient education, this volume includes everything from Libanius's early successes in Constantinople to the challenge of student retention."--J. de Luce, Choice "Cribiore's new study of the school of Libanius offers a richly detailed view of the world of the late ancient classroom and the behind-the-scenes activities of one of its most famous teachers."--Craig A. Gibson, Classical World "This ... is a valuable--and extremely readable--contribution, which brings attention to underused and important evidence."--Gavin Kelly, Journal of Hellenic Studies "This is a work of outstanding scholarship, a thorough and lively account which I would not only recommend to classicists and ancient historians but to anyone with a broad interest for the history of education... Any review will do injustice to the book as a whole, which should be read and reread: undoubtedly the rich footnotes and bibliography will provide historians of childhood and youth with many new and unexpected facts."--Veronique Van Driessche, Les Etudes ClassiquesTable of ContentsPREFACE ix A NOTE ON REFERENCES AND ABBREVIATIONS xi INTRODUCTION 1 CHAPTER ONE: Libanius and Rhetoric in Antioch 13 CHAPTER TWO: Schools and Sophists in the Roman East 42 CHAPTER THREE: The Network 83 CHAPTER FOUR: Admission and Evaluation 111 CHAPTER FIVE: Teaching the Logoi 137 CHAPTER SIX: The Long and Short Paths to Rhetoric 174 CHAPTER SEVEN: After Rhetoric 197 CONCLUSION: Words and Silence 229 APPENDIX ONE: Dossiers of Students 233 APPENDIX TWO: Length of Students' Attendance 323 APPENDIX THREE: Concordance of Letters in Appendix One Translated INTO ENGLISH 329 SELECT BIBLIOGRAPHY 331 INDEX LOCORUM 347 GENERAL INDEX 355

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Book SynopsisTrade ReviewWinner of the 2015 AERA Division J Outstanding Publication Award, American Educational Research Association "An encyclopedic history of American colleges and universities... A well-researched, detailed tome."--Kirkus Reviews "'At Last!' Etta James does not usually come to mind when you're reviewing a scholarly book. Her 1960 signature song on vintage vinyl, 45 rpm, however, expressed my sentiment when I received Roger L. Geiger's new The History of American Higher Education: Learning and Culture From the Founding to World War II. Many of us in the field have been waiting for this big book... Important."--John R. Thelin, Chronicle Review "Geiger's History of American Higher Education is an excellent survey of this complex topic. It is a very valuable addition to the historical literature on American higher education."--Steven Diner, H-Net Reviews "Geiger has successfully written about a major part of the history of higher education in the United States. This book will be of interest to both scholars and general readers interested in the subject."--John Sandstrom, Library Journal "Geiger has written a magisterial, almost encyclopedic history of higher education in the U.S. from its beginnings in the 17th century until 1940... Well-written and filled with copious detail."--Choice "To say that Roger L. Geiger has done his homework would be an understatement... Mr. Geiger packs decades of research into one exhaustive tome that tracks the evolution of American higher education from the 17th Century to 1940... Skimming would be rather pointless given the learning opportunity that Mr. Geiger has carefully crafted here, one rich paragraph at a time."--Amy Lyons, Pittsburgh Post-Gazette "[A] remarkably rich and detailed history. Given Geiger's previous contributions to the field, this is the book that higher education historians have been looking forward to reading."--Charles Dorn, Journal of American History "This encyclopedic book is as readable as it is thorough, drawing upon voluminous monographs and articles. No pedantic study, it places the history of colleges and universities in the context of broader political, economic, and social trends, the author always showing a firm grasp of the general American narrative."--Justus D. Doenecke, Anglican and Episcopal HistoryTable of ContentsPREFACE ix PROLOGUE: UNIVERSITIES, CULTURE, CAREERS, AND KNOWLEDGE xiii 1THE FIRST CENTURY OF THE AMERICAN COLLEGE, 1636 -1740 Harvard College 1 Yale College 8 The College of William & Mary 11 Conflict and New Learning in the Early Colleges 15 The Embryonic American College 25 2COLONIAL COLLEGES, 1740 -1780 New Colleges for the Middle Colonies 33 Enlightened Colleges 48 College Enthusiasm, 1760-1775 57 Colonial College Students 76 3REPUBLICAN UNIVERSITIES Making Colleges Republican 92 Educational Aspirations in the Early Republic 102 New Colleges in the New Republic 109 4THE LOW STATE OF THE COLLEGES, 1800 -1820 The Problem with Students 125 The Second Great Awakening and the Colleges 132 The Rise of Professional Schools 143 Who Owns Colleges? 160 5RENAISSANCE OF THE COLLEGES, 1820 -1840 New Models for Colleges 175 The Yale Reports of 1828 187 Denominational Colleges I 193 Higher Education for Women 206 6REGIONAL DIVERGENCE AND SCIENTIFIC ADVANCEMENT, 1840 -1860 The Early Collegiate Era in the Northeast 215 Sectionalism and Higher Education in the South 229 Denominational Colleges II: Proliferation in the Upper Midwest 243 Science and the Antebellum College 256 7LAND GRANT COLLEGES AND THE PRACTICAL ARTS Premodern Institutions 270 The Colleges and the Civil War 277 The Morrill Land Grant Act of 1862 281 Land Grant Universities 287 Agricultural Colleges and A&Ms 298 Engineering and the Land Grant Colleges 306 8THE CREATION OF AMERICAN UNIVERSITIES The First Phase 316 The Academic Revolution 326 Research, Graduate Education, and the New Universities 338 The Great American Universities 348 Columbia College and the University of Pennsylvania 350 State Universities 354 9THE COLLEGIATE REVOLUTION The High Collegiate Era 365 High Schools, Colleges, and Professional Schools 380 Higher Education for Women, 1880-1915 394 Liberal Culture 408 10MASS HIGHER EDUCATION, 1915 -1940 World War I 423 Mass Higher Education 428 Shaping Elite Higher Education 446 Liberal Culture and the Curriculum 455 Advanced Education of African Americans 467 11THE STANDARD AMERICAN UNIVERSITY Philanthropic Foundations and the Standardization of Higher Education 479 Research Universities in the Golden Age and Beyond 491 Students and the Great Depression 507 American Higher Education in 1940 514 The American System of Higher Education 532 12CULTURE, CAREERS, AND KNOWLEDGE 539 INDEX 553

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Book SynopsisTrade Review"Using extensive research backed by an impressive notes section, Zimmerman (Innocents Abroad: American Teachers in the American Century, 2009, etc.) untangles the complex history of how and why sex education was first introduced as a specific subject to be taught in schools and its subsequent rise and fall as a teachable course over the past 100 years."--Kirkus "A dense and detailed account of a still surprisingly contentious subject despite our increasingly liberal attitudes."--Lucy Scholes, The Independent "Zimmerman's well-documented research offers a history of brave and reasoned efforts - to inform without inciting prurience, to warn without explaining, to respect without offending - that have all failed to win consensus or even to achieve demonstrable results."--Choice "The book is an excellent source of information for the classroom in a diverse set of studies, such as history, education, human sexuality, gender studies, sociology, psychology and religious studies. Too Hot To Handle engages the reader and is a comfortable, yet interesting read."--Hennie Weiss, Metapsychology Online Reviews "Zimmerman's rich book is a history of schools and education as much as it is a history of sex. It brings a curiously fresh approach to accounts of sex education... A major new account of a topic that has received some considerable attention in past decades of historical scholarship."--Alison Bashford, Journal of American HistoryTable of ContentsACKNOWLEDGMENTS ix INTRODUCTION - THE CENTURY OF SCHOOL, AND THE CENTURY OF SEX 1 CHAPTER 1 THE BIRDS, THE BEES, AND THE GLOBE: THE ORIGINS OF SEX EDUCATION, 1898-1939 14 CHAPTER 2 A FAMILY OF MAN? SEX EDUCATION IN A COLD WAR WORLD, 1940-64 49 CHAPTER 3 SEX EDUCATION AND THE "SEXUAL REVOLUTION," 1965-83 80 CHAPTER 4 A RIGHT TO KNOWLEDGE? CULTURE, DIVERSITY, AND SEX EDUCATION IN THE AGE OF AIDS, 1984-2010 115 CONCLUSION - A MIRROR, NOT A SPEARHEAD: SEX EDUCATION AND THE LIMITS OF SCHOOL 144 NOTES 153 MANUSCRIPT COLLECTIONS 193 INDEX 197

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Book SynopsisTrade Review"A comprehensive historical account . . . well written, copiously footnoted and makes for an accessible read."---David Wheeler, Times Higher Education

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Book SynopsisTrade Review"Winner of the 2017 PROSE Award in Education Practice, Association of American Publishers""One of Times Higher Education’s Books of the Year 2017 (chosen by John Bowers)""An important work of cultural history. . . . Malkiel writes with an insider's knowledge of her own institution and from a historian's meticulous reconstruction of what happened at the others."---Linda Greenhouse, New York Review of Books"Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities that were bastions run by men for men who felt anything on a scale of muddled incomprehension to active aggression at the notion of gender equality."---Rachel Holmes, Times Literary Supplement"In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities. . . . How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues . . . about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."---Lenore Tiefer, Wall Street Journal"One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power. . . . A superb, richly documented study."---Mary Evans, Times Higher Education"As well as examining the interplay of interests, egos and bureaucratic structures, Malkiel also shows that sexual politics gave a heightened charge to proceedings. For many people, the character – even the soul – of these institutions seemed to be at stake."---Helen McCarthy, London Review of Books"Fascinating. . . . [This] book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time."---Carlos Lozada, Washington Post"A carefully researched and compelling narrative. . . . This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America." * Library Journal *"Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'" * -Harvard Magazine *"In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."---Amelia Thompson-Deveaux, Princeton Alumni Weekly"It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."---Scott Jaschik, Inside Higher Ed"'Keep the Damned Women Out'. . . . Or in some cases, the damned men." * Smith Alumni Quarterly *"This book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates. . . . [A] lively account."---Jill Wrenn, Financial Times"[A] rich and compelling story"---Maggie Doherty, Chronicle Review"A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain . . . [Malkiel] is a lucid, excellent scholar."---Kate Stimpson, Public Books"Malkiel pursued a prodigious and impressive amount of research to produce this volume. . . . This study makes a major contribution to our understanding of how administrative personnel and structures interacted with trustee, alumni, faculty, and student constituents at American universities."---Mary Ann Dzuback, History of Education Quarterly"A magisterial study of the 1960s move towards coeducation on both sides of the Atlantic."---John Bowers, Times Higher Education"A passionate investigation of the process of integrating women into Ivy League education. . . . The book will be indispensable to those who in the future pursue research on higher education or on these specific institutions. It is an epic book on an epic topic that is well worth studying."---Christine D. Myers, Historical Studies in Education

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Book SynopsisTrade Review"Winner of the ASHE Outstanding Book Award, Association for the Study of Higher Education""Winner of the AESA Critics’ Choice Book Award, American Educational Studies Association""Winner of the Frederic W. Ness Book Award, Association of American Colleges & Universities""Winner of the HES Outstanding Book Award, History of Education Society""Winner of the Outstanding Publication Award, American Educational Research Association""This extensively researched, well-written examination of racism, integration, and violence in the postsecondary environment is a major contribution to the field of higher education."---Jacqueline Snider, Library Journal"In this intensely researched narrative, Cole focuses on one institutional president—as a member of the wider community of presidents—per chapter and examines how he or she worked within the circumstances of their colleges. Perhaps most importantly, the author explores the silent networks of Black college presidents whose efforts slipped under the radar." * Kirkus Reviews *"The Campus Color Line is enlightening for advanced students and scholars interested in the study of higher education history." * Choice Reviews *"Cole artfully makes the case that higher education played a central role in shaping one of the most significant social movements in American history. . . . The Campus Color Line is essential not just for filling this gap in the historical literature or because it shows another way that universities influence society. It is essential because it challenges those of us in higher education, both educators and administrators, to be mindful of our actions and, above all else, to do more."---Lucian Bessmer, Harvard Educational Review"A brilliant and richly detailed study. . . . Cole’s ambitious collection of intimate and masterfully researched institutional histories make The Campus Color Line a must-read for upper-level undergraduate courses or graduate students examining the legacy of student activism and social movements, or the history of education."---Jelani M. Favors, History of Education Quarterly"Cole’s ability to connect college presidential challenges, racial turmoil, and political climate make this work groundbreaking. This is especially insightful since Cole takes the approach of focusing his work on the dominant white community which had their own way of working against the desegregation within the confines of American society."---Jesse R. Ford & Kaleb L. Briscoe, Teachers College Record"The Campus Color Line should be required reading for academics or anyone interested in how issues of racial justice became enmeshed in higher education."---E. Masghati, Ph.D., International Social Science Review"Eddie R. Cole brilliantly narrates the untold stories of America's college leaders and their many contributions toward the decolonization of higher education. . . . Cole’s book is a testament to the difficulty of these challenges faced by leaders, and it offers a guide for how to overcome them—if a leader knows how to pay close attention to our past and aims not to repeat the mistakes in the future."---Mary F. Howard-Hamilton & Kelsey Bogard, Journal of College Student Development ​​​​​​​"Cole’s lucid and pragmatic description of networks of power in the 1950s and 60s provides current scholars, administrators, and students a useful road map for effecting social change today."---Abigail Fagan, Amerikastudien/American Studies

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