History of education Books
Springer Chinese Thoughts on Education A Historical Perspective Volume 1
Book SynopsisChapter 1 The Appearance and Evolution of Ancient Chinese Thoughts on Education.- Chapter 2 Main Characteristics of Ancient Chinese Thoughts on Education.- Chapter 3 The Theoretical Basis of Ancient Chinese Thoughts on Education.- Chapter 4 Ancient Chinese Thoughts on Moral Education.- Chapter 5 Ancient Chinese Thoughts on Teaching.- Chapter 6 Ancient Chinese Thoughts on the Teacher.- Chapter 7 The Imperial Chinese Examination and Ancient Chinese Education.- Chapter 8 Ancient Chinese Academies and Ancient Chinese Education.
£89.99
Springer Chinese Thoughts on Education A Historical Perspective Volume 2
Book SynopsisPart 1 The Modern Section.- Chapter 1 The Interaction and Integration of Chinese and Western Thoughts on Education.- Chapter 2 Modern Chinese Thoughts on Westernization Education.- Chapter 3 Modern Chinese Thoughts on Modernization Education.- Chapter 4 Modern Chinese Thoughts on Personalized Education.- Chapter 5 Modern Chinese Thoughts on Populace Education.- Chapter 6 Modern Chinese Thoughts on Rural Education.- Chapter 7 Modern Chinese Thoughts on Life Education.- Part 2 The Contemporary Section.- Chapter 8 Evolution of Contemporary Chinese Education.- Chapter 9 The Founding Period of Contemporary Chinese Thoughts on Education (1949-1956).- Chapter 10 The Exploratory Period of Contemporary Chinese Thoughts on Education (1957-1963).- Chapter 11 The Chaotic Period of Contemporary Chinese Thoughts on Education (1964-1976).- Chapter 12 The Reconstruction Period of Contemporary Chinese Thoughts on Education (1977-1990).- Chapter 13 The Advancing Period of Contemporary Chinese Thoughts on Education (1991- ).- Chapter 14 The Basic Theories of Contemporary Chinese Education.- Chapter 15 Contemporary Chinese Thoughts on Teaching.- Chapter 16 Contemporary Chinese Thoughts on Moral Education.- Chapter 17 Chinese Educational Science in the 21st Century.- Afterword.
£89.99
The University of Chicago Press The New Math
Book SynopsisAn era of sweeping cultural change in America, the postwar years saw the rise of beatniks and hippies, the birth of feminism, and the release of the first video game. This book examines the rise and fall of the new math as a marker of the period's political and social ferment.Trade Review"Phillips's exposition of what the new math meant and how, in practice, it was taught are definite strengths of his book. He reveals unexpected dimensions of the controversy it generated. Its champions in the classroom put more stress on forming free, rational citizens than on raising the level of technical competence in America, while the opposition came not only from defenders of rote learning, but equally from mathematicians who focused on the instrumental value of mathematics for science and technology." (Theodore M. Porter, University of California, Los Angeles)"
£76.00
The University of Chicago Press The New Math
Book Synopsis
£18.58
The University of Chicago Press The Lost Black Scholar
Book SynopsisThe story of Alison Davis, one of the first black anthropologists and the first black tenured professor, a pioneer whose work—in part because it was so multifarious—has been all but forgotten.
£32.30
The University of Chicago Press Homeschooling
Book Synopsis
£24.00
The University of Chicago Press The Importance of Being Urban Designing the
Book SynopsisFrom the 1890s through World War II, the greatest hopes of American progressive reformers lay not in the government, the markets, or other seats of power but in urban school districts and classrooms. The Importance of Being Urban focuses on four western school systemsin Denver, Oakland, Portland, and Seattleand their efforts to reconfigure public education in the face of rapid industrialization and the perceived perils [GDA1]of the modern city. In an era of accelerated immigration, shifting economic foundations, and widespread municipal shake-ups, reformers argued that the urban school district could provide the broad blend of social, cultural, and educational services needed to prepare students for twentieth-century life. These school districts were a crucial force not only in orchestrating educational change, but in delivering on the promise of democracy. David A. Gamson's book provides eye-opening views of the histories of American education, urban politics, and the Progressive Era.
£41.80
The University of Chicago Press A Perfect Mess
Book SynopsisRead the news about America's colleges and universitiesrising student debt, affirmative action debates, and conflicts between faculty and administratorsand it's clear that higher education in this country is a total mess. But as David F. Labaree reminds us in this book, it's always been that way. And that's exactly why it has become the most successful and sought-after source of learning in the world. Detailing American higher education's unusual struggle for survival in a free market that never guaranteed its place in societya fact that seemed to doom it in its early days in the nineteenth centuryhe tells a lively story of the entrepreneurial spirit that drove American higher education to become the best. And the best it is: today America's universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world. But this was not an inevitability. Weakly funded by the state, American schools in their early years had to rely on student tuition and alumni donations in order to survive. This gave them tremendous autonomy to seek out sources of financial support and pursue unconventional opportunities to ensure their success. As Labaree shows, by striving as much as possible to meet social needs and fulfill individual ambitions, they developed a broad base of political and financial support that, grounded by large undergraduate programs, allowed for the most cutting-edge research and advanced graduate study ever conducted. As a result, American higher education eventually managed to combine a unique mix of the populist, the practical, and the elite in a single complex system. The answers to today's problems in higher education are not easy, but as this book shows, they shouldn't be: no single person or institution can determine higher education's future. It is something that faculty, administrators, and studentsadapting to society's needswill determine together, just as they have always done.
£18.00
The University of Chicago Press Bankers in the Ivory Tower
Book SynopsisExposes the intimate relationship between big finance and higher education inequality in America.Trade Review"The book is a vivid reminder of how rich, exclusive and small the US Ivy League universities are. . . . But the book shows, too, the importance of universities. They can be a means of entrenching privilege or of spreading opportunity. A well-designed system for funding universities can be a crucial driver of social mobility. But in the US it is not working well." * Financial World *"This thoroughly researched, scholarly case study systemically examines the present higher education system. Eaton identifies the disparate players involved and examines their interactions . . . Eaton also offers a way to reimagine the current system that would realign it with its traditional values. He has provided a valuable public service in developing and presenting this thoughtful, well-researched analysis. Highly recommended." * Choice *"A timely book. . . [that] analyzes the decades-long, intricate relationship between higher education leaders and financiers." * Journal of Urban Affairs *"Eaton offers an empirically sound and rigorous analysis of how higher education relates to high finance." * Social Forces *"Bankers in the Ivory Tower offers a fascinating and data-driven investigation on how finance is transforming higher education in America for the worse. Instead of an engine of opportunity, it is becoming fuel for inequality with snowballing endowments for the top, student debt replacing public funding for the middle, and for-profit predation for the bottom. A must read." -- Emmanuel Saez, University of California, Berkeley, Chancellor's Professor of Tax Policy and Public Finance"Until now, no one has connected the dots between ever-more-rarified Ivy walls, the expansion of predatory for-profit institutions, and the financialization of the US economy. With impeccable research, Eaton brilliantly shows that what happens at the top and what happens at the bottom (not to mention in the middle) are more closely connected than you think—and that the common thread is high finance." -- Elizabeth Popp Berman, University of Michigan, associate professor of organizational studies“Many have criticized spending choices at colleges and universities and blamed them for both the rising cost of higher education and the corresponding, corrosive spread of student debt. But Eaton identifies the complex relationships that tie financial elites to these highly selective schools, which they and other wealthy families disproportionately attend. Financiers both advise and often help govern universities, guiding them to operate more like profit-seeking businesses, and financiers also function as intermediaries in the provision of student debt. The argument of the book makes the overrepresentation of socioeconomically privileged students on the nation’s most selective campuses look unsurprising and indeed, almost inevitable.” -- Jonathan Glater, University of California, Berkeley, professor of law“As elite colleges marvel at how sharply their multibillion-dollar endowments have risen from year to year, they fail to make the connection with the rise in for-profit colleges sinking students into high debt and low salaries. By following the investors, the hedge funds, the college governing boards, and the students whose lives they trample, Eaton shows how the financial oligarchy that descends from and upholds the Ivory Tower has taken the public out of our public goods. A sobering and fact-filled account with an unexpected glimpse into the possible.” -- Frederick F Wherry, The Townsend Martin, Class of 1917 Professor of Sociology at Princeton University"A sobering look at how a generation of bankers transformed higher education, generating massive endowments for elite schools—and leaving a legacy of scarcity and debt for everyone else. Carefully researched and forcefully argued, Bankers in the Ivory Tower is essential reading for anyone who cares about higher education, school loans, or the social life of finance." -- Sarah Quinn, University of Wisconsin, associate professor of sociologyTable of ContentsAcknowledgments 1. Universities and the Social Circuitry of Finance 2. Our New Financial Oligarchy 3. Bankers to the Rescue: The Political Turn to Student Debt 4. The Top: How Universities Became Hedge Funds 5. The Bottom: A Wall Street Takeover of For-Profit Colleges 6. The Middle: A Hidden Squeeze on Public Universities 7. Reimagining (Higher Education) Finance from Below Methodological Appendix: A Comparative, Qualitative, and Quantitative Study of Elites Notes References Index
£22.80
The University of Chicago Press Structuring Inequality
Book Synopsis
£76.00
Columbia University Press A College of Her Own
Book SynopsisA College of Her Own offers a comprehensive and lively narrative of Barnard from its beginnings to the present day. Through the stories of presidents and leading figures as well as students and faculty, Robert McCaughey recounts Barnard’s history and development.Trade ReviewIf one measure of a college’s impact on American life is the writers and artists it has produced, then what to say about Barnard College, whose alumnae include Zora Neale Hurston, Ntozake Shange, Anna Quindlen, Erica Jong, Laurie Anderson, Suzanne Vega, Delia Ephron, Greta Gerwig, Jhumpa Lahiri, Twyla Tharp, Mary Gordon, and Joan Rivers—and thousands more? Robert McCaughey’s A College of Her Own tells the complex, inspiring story of a singular institution whose alumnae changed the world. -- Jennifer Finney Boylan, Barnard CollegeMcCaughey combines his knowledge as a historian of American higher education with his deep personal experience at Barnard and Columbia to provide a richly textured account of Barnard College and its role as one of America’s leading women’s colleges and preeminent liberal arts colleges. -- Ellen V. Futter, president of the American Museum of Natural History and former president of Barnard CollegeA College of Her Own is an exemplary institutional history and contribution to NYC social history. Indeed, it is one of the most thorough and engaging accounts of a liberal arts college. McCaughey provides a masterful depiction of the segmented social hierarchies of the city and their complex interactions with those who attended the college, those who ran it, and those who supported it. -- Roger L. Geiger, author of American Higher Education Since World War II: A HistoryA College of Her Own gives us a deeply researched, vividly written, bracingly candid account. McCaughey shows how a small, chronically undercapitalized, mostly Protestant college for women came to leverage its affiliation with one of America’s greatest research universities and to embrace the religious, racial, and ethnic heterogeneity of its urban location to become the most selective women’s college in America. -- Rosalind Rosenberg, author of Changing the Subject: How the Women of Columbia Shaped the Way We Think About Sex and PoliticsTable of ContentsPreface Acknowledgements1. “What’s a New York Girl to Do?”2. East Side, West Side: A Tale of Two Cities3. Becoming Barnard4. Who’s Afraid of Virginia Gilderesleeve?5. Barnard in the Twenties6. Lean Times: Depression, War, and Other Distractions7. The McIntosh Era8. Into the Storm9. Saying No to Zeus10. Barnard Rising11. New York, New York12. Going GlobalNotesSelected BibliographyIndex
£29.75
Columbia University Press The Columbia University College of Dental
Book SynopsisA history celebrating one hundred years of groundbreaking work in dental medicine.Trade ReviewAn exploration of the important history of Columbia University and its effect on the nation and the world. A remarkable book about a critical achievement in the history of human health. -- Leon Assael, dean, School of Dentistry, University of Minnesota This book should be required reading for dental school deans, administrators, faculty, and even students who have to decide where to apply and where to go to dental school. Allan J. Formicola has the comprehensive overview of this subject matter, detailed insights in the life of this institution, and a solid understanding of the complexity of academic life in dental schools like no one else. -- Marita Inglehart, University of Michigan School of Dentistry Formicola has done an outstanding job with this well-written, factual, and interesting history of the past hundred years at the Columbia University College of Dental Medicine. It is a significant contribution to the history of dental education and an appropriate historical tribute to the school. -- Howard Bailit, University of Connecticut School of Dental MedicineTable of ContentsForeword Preface Acknowledgments Introduction 1. 1916-1941: A Dental School on University Lines 2. 1941-1978: Living Up to Standards: The Difficult Years 3. 1978-2001: The Leap to the Future: Reaching Out 4. 2001-2013: The New Millennium: The School of Dental and Oral Surgery Becomes the College of Dental Medicine 5. 2013-2016 and Beyond: Plans for the Next 100 Years 6. Students and Alumni Appendix 1: The Founding Document Appendix 2: The Predecessor Institutions from 1852 Through 1923 Appendix 3: Letter from Victor S. Koussow to Arthur T. Rowe Appendix 4: Funded Search Studies in the 2014-2015 Year Appendix 5: Members of the College of Dental Medicine Board of Advisors Appendix 6: Presidents of the Alumni Organization Appendix 7: Columbia University Alumni Distinguished Service Medal Awardees Appendix 8: College of Dental Medicine Distinguished Alumni Awardees Appendix 9: A Snapshot of Distinguished Graduates of the College of Dental Medicine Appendix 10: The Deans of the Dental School and Directors of the Dental Hygiene Program Appendix 11: Milestones in the History of the College of Dental Medicine: 1916-2016 Notes Bibliography Index
£29.75
Columbia University Press Educating Harlem
Book SynopsisEducating Harlem brings together a multidisciplinary group of scholars to consider of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression.Trade ReviewAn outstanding collection of cutting-edge essays, Educating Harlem rewrites the narrative of twentieth-century urban education. Eschewing a single thesis or grand narrative, this groundbreaking volume shows the creativity, debate, fierce love, and impassioned determination of a community to make education a human right amid the ever-changing but always inequitable landscape of New York City. -- Martha Biondi, author of To Stand and Fight: The Struggle for Civil Rights in Postwar New York CityRead this book to understand how education has long been a source of pride and value in one of America’s most historic black communities. Read it to understand how systems of racial bias have been used to interrupt black life and threaten black lives. -- David Kirkland, executive director of the Metropolitan Center for Research on Equity and the Transformation of Schools at New York UniversityThese impressive essays provide a multifaceted look at the educational battles in Harlem. Not only was Harlem a cultural mecca, it was a place of hope and frustration, of opportunity and racism. At its core were residents who disagreed on aims and tactics but remained committed to educational excellence and black equality. -- Joy Ann Williamson-Lott, author of Jim Crow Campus: Higher Education and the Struggle for a New Southern Social OrderEducating Harlem epitomizes the power and potential of interdisciplinary exchange and collaboration. I could not imagine a more comprehensive and impressive assembly of scholars contained in one collection. Both experienced and emerging researchers will appreciate the varied sources and disciplinary approaches contributors utilize to recover and recount one urban community's struggle to secure educational opportunity in the twentieth century. -- Hilary Moss, Amherst CollegeEducating Harlem is a comprehensive treatment that reveals the continued role of hope in shaping the activism of a community. The assembled scholars demonstrate Harlem’s ongoing efforts to use education as a tool for citizenship and socioeconomic mobility. -- Hilary Green, University of AlabamaEngaging. * H-Soz-Kult *Table of ContentsAcknowledgmentsAbbreviationsIntroduction, by Ansley T. Erickson and Ernest MorrellPart I. Debating What and How Harlem Students Learn in the Renaissance and Beyond1. Schooling the New Negro: Progressive Education, Black Modernity, and the Long Harlem Renaissance, by Daniel Perlstein2.“A Serious Pedagogical Situation”: Diverging School Reform Priorities in Depression Era Harlem, by Thomas Harbison3. Wadleigh High School: The Price of Segregation, by Kimberley JohnsonPart II. Organizing, Writing, and Teaching for Reform in the 1930s Through 1950s4. Cinema for Social Change: The Human Relations Film Series of the Harlem Committee of the Teachers Union, 1936–1950, by Lisa Rabin and Craig Kridel5. Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership, by Jonna Perrillo6. Harlem Schools and the New York City Teachers Union, by Clarence TaylorPart III. Divergent Educational Visions in the Activist 1960s and 1970s7. HARYOU: An Apprenticeship for Young Leaders, by Ansley T. Erickson8. Intermediate School 201: Race, Space, and Modern Architecture in Harlem, by Marta Gutman9. Black Power as Educational Renaissance: The Harlem Landscape, by Russell Rickford10. “Harlem Sophistication”: Community-based Paraprofessional Educators in Central Harlem and East Harlem, by Nick JuravichPart IV. Post–Civil Rights Setbacks and Structural Alternatives to Public Schooling11. Harlem Schools in the Fiscal Crisis, by Kim Phillips-Fein and Esther Cyna12. Pursuing “Real Power to Parents”: Babette Edwards’s Activism from Community Control to Charter Schools, by Brittney Lewer13. Teaching Harlem: Black Teachers and the Changing Educational Landscape of Twenty-First Century Central Harlem, by Bethany L. Rogers and Terrenda C. WhiteConclusion, by Ernest Morrell and Ansley T. EricksonContributorsIndex
£75.00
Columbia University Press Educating Harlem
Book SynopsisEducating Harlem brings together a multidisciplinary group of scholars to consider of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression.Trade ReviewAn outstanding collection of cutting-edge essays, Educating Harlem rewrites the narrative of twentieth-century urban education. Eschewing a single thesis or grand narrative, this groundbreaking volume shows the creativity, debate, fierce love, and impassioned determination of a community to make education a human right amid the ever-changing but always inequitable landscape of New York City. -- Martha Biondi, author of To Stand and Fight: The Struggle for Civil Rights in Postwar New York CityRead this book to understand how education has long been a source of pride and value in one of America’s most historic black communities. Read it to understand how systems of racial bias have been used to interrupt black life and threaten black lives. -- David Kirkland, executive director of the Metropolitan Center for Research on Equity and the Transformation of Schools at New York UniversityThese impressive essays provide a multifaceted look at the educational battles in Harlem. Not only was Harlem a cultural mecca, it was a place of hope and frustration, of opportunity and racism. At its core were residents who disagreed on aims and tactics but remained committed to educational excellence and black equality. -- Joy Ann Williamson-Lott, author of Jim Crow Campus: Higher Education and the Struggle for a New Southern Social OrderEducating Harlem epitomizes the power and potential of interdisciplinary exchange and collaboration. I could not imagine a more comprehensive and impressive assembly of scholars contained in one collection. Both experienced and emerging researchers will appreciate the varied sources and disciplinary approaches contributors utilize to recover and recount one urban community's struggle to secure educational opportunity in the twentieth century. -- Hilary Moss, Amherst CollegeEducating Harlem is a comprehensive treatment that reveals the continued role of hope in shaping the activism of a community. The assembled scholars demonstrate Harlem’s ongoing efforts to use education as a tool for citizenship and socioeconomic mobility. -- Hilary Green, University of AlabamaEngaging. * H-Soz-Kult *Table of ContentsAcknowledgmentsAbbreviationsIntroduction, by Ansley T. Erickson and Ernest MorrellPart I. Debating What and How Harlem Students Learn in the Renaissance and Beyond1. Schooling the New Negro: Progressive Education, Black Modernity, and the Long Harlem Renaissance, by Daniel Perlstein2.“A Serious Pedagogical Situation”: Diverging School Reform Priorities in Depression Era Harlem, by Thomas Harbison3. Wadleigh High School: The Price of Segregation, by Kimberley JohnsonPart II. Organizing, Writing, and Teaching for Reform in the 1930s Through 1950s4. Cinema for Social Change: The Human Relations Film Series of the Harlem Committee of the Teachers Union, 1936–1950, by Lisa Rabin and Craig Kridel5. Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership, by Jonna Perrillo6. Harlem Schools and the New York City Teachers Union, by Clarence TaylorPart III. Divergent Educational Visions in the Activist 1960s and 1970s7. HARYOU: An Apprenticeship for Young Leaders, by Ansley T. Erickson8. Intermediate School 201: Race, Space, and Modern Architecture in Harlem, by Marta Gutman9. Black Power as Educational Renaissance: The Harlem Landscape, by Russell Rickford10. “Harlem Sophistication”: Community-based Paraprofessional Educators in Central Harlem and East Harlem, by Nick JuravichPart IV. Post–Civil Rights Setbacks and Structural Alternatives to Public Schooling11. Harlem Schools in the Fiscal Crisis, by Kim Phillips-Fein and Esther Cyna12. Pursuing “Real Power to Parents”: Babette Edwards’s Activism from Community Control to Charter Schools, by Brittney Lewer13. Teaching Harlem: Black Teachers and the Changing Educational Landscape of Twenty-First Century Central Harlem, by Bethany L. Rogers and Terrenda C. WhiteConclusion, by Ernest Morrell and Ansley T. EricksonContributorsIndex
£23.75
Columbia University Press Beauty in the Age of Empire
Book SynopsisBeauty in the Age of Empire is a global history of aesthetic education focused on how Western practices were adopted, transformed, and repurposed in Egypt and Japan. Raja Adal uncovers the emergence of aesthetic education in modern schools and its role in making a broad spectrum of ideologies from fascism to humanism attractive.Trade ReviewA hugely important book. Its groundbreaking methodologies—the global optics, the comparative frameworks based not on regionality but on shared conditions and synchronicities, the focus on embodied histories—have the potential to transform the field. -- Irena Hayter, University of Leeds * Journal of Asian Studies *The book indeed presents a substantial account of the history of the proposed uses of aesthetics by the state and prominent educators in Egypt and Japan, and without a doubt one learns a great deal from Adal's comparative discussion. * International Journal of Asian Studies *Raja Adal’s enchantingly original study analyzes the aesthetic education prescribed for children (in music, art, and calligraphy) in late nineteenth- and twentieth century Egypt and Japan as their educational policy makers sought to balance the sources of national tradition and the attractions of European modernity. Drawing on mastery of both Japanese and Arabic, this philosophically informed study lets us transcend any simplified categories of Western and non-Western civilizational projects. -- Charles Maier, author of Once Within Borders: Territories of Power, Wealth, and Belonging Since 1500Raja Adal’s exemplary Beauty in the Age of Empire charts how aesthetics was used in modernizing societies like Japan and Egypt to ‘enchant’ citizens while reinforcing a changing political environment. Through national schools, a new curriculum inculcated in children a desire to support the value of national identity rather than affectively perform personal responses to artistic expression. Adal shows how this aesthetic education moved along the scale of singularity, from the one place of the nation, to the worldliness of ‘many places.’ -- Harry Harootunian, author of Uneven Moments: Reflections on Japan's Modern HistoryBeauty in the Age of Empire is a unique and fascinating analysis that tracks complex genealogies of aesthetic education through colonialism, empire, and nation-building. It both provincializes Eurocentric histories of the aesthetic and provides a deeper understanding of the cultivation of modern childhood. -- Jessica Winegar, author of Creative Reckonings: The Politics of Art and Culture in Contemporary EgyptExamining three forms of aesthetic education in modern Egypt and Japan, Beauty in the Age of Empire reveals how similar ideals and anxieties accompanied the project of forming national subjects in countries compelled into nation-making by Western imperialism in the nineteenth century. In lucid and straightforward prose, Adal guides readers into the “global archive” of modern schooling. Striking parallels and new insights abound. This is a vivid and fresh approach to global modernity. -- Jordan Sand, author of House and Home in Modern Japan: Architecture, Domestic Space, and Bourgeois Culture, 1880-1930Table of ContentsList of IllustrationsNote on NamesAcknowledgmentsIntroduction1. The Modern School as a Global ArchivePart I: Music, Calligraphy, and the Education of the Inner SelfInterlude: How Culture Travels: A Global History of the Piano2. Music Education and the Uses of Aesthetics3. Writing Education and the Location of AestheticsPart II: From Mimesis to Art: Drawing Education and the Rise of the Independent SubjectInterlude: Mimesis and Seduction in National Anthems4. The Mimetic Moment: The Age of Global Mimesis and Representational Mimesis5. The End of Global Mimesis: The Rise of the National Subject6. The End of Representational Mimesis: The Rise of the Individual SubjectConclusionNotesWorks CitedIndex
£46.75
University of Illinois Press Teachers and Reform
Book SynopsisFrom the union''s formation in 1937 until the 1960s, the Chicago Teachers Union (CTU) was the largest and most influential teachers'' union in the country. John F. Lyons examines the role of public schoolteachers and the CTU in shaping the policies and practices of public education in Chicago. Examining teachers'' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations. Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 teTrade Review"Lyons's monograph is clearly written, impeccably organized, and . . . cogently argued. Grounded in an impressive array of archival, print, and oral sources, Teachers and Reform is an important contribution to the field."--Journal of Illinois History"This powerful book is a detailed account of 40 years in the history of Chicago schools. . . . Recommended."--Choice“Extremely useful for labor historians interested in the institutional development of the nation’s first and most prominent teachers’ union. . . . Lyons's book offers a roadmap to how one city got us here, laying out, in as clear a manner as possible, the dense thicket of issues at stake and at play in the teacher union movement.”--H-Urban“This book is one the best histories of public-sector unionism yet. It is an excellent study of teachers’ unions in Chicago and also a fine piece of local political history, with interesting interpolations of race, gender, and education policy issues as well.”--American Historical Review"In his engaging case study ... Lyons captures the seedy side of school politics and the ambiguous, often disappointing role that unions have played in educational reform."--The Journal of American History"A masterful scholarly study of Chicago teacher unionism."--Labour/Le Travail"A straightforward, well-written study of education in a major U.S. city."--H-Education"Teachers and Reform provides an excellent narrative of teachers' unionization in Chicago from 1929-70. Lyons makes effective connections between city politics and the rise of the Chicago Teachers Union (CTU) and between the rise of black political consciousness and the crisis of the CTU."--James R. Barrett, author of William Z. Foster and the Tragedy of American Radicalism "A welcome contribution to the historical literature on teachers' unions that speaks also to contemporary teacher unionism. The focus on the Chicago Teachers Union and its major early leader, John Fewkes, during and after the Depression corrects an imbalance in the literature that has favored the Chicago Teachers Federation and Margaret Haley. Lyons's thorough analysis of the CTU raises important questions about the contours of union conservatism and its interaction with race and collective bargaining."--Wayne J. Urban, associate director and professor, Education Policy Center, University of AlabamaTable of ContentsAcknowledgments ix List of Abbreviations xiii Introduction 1 1. The Formation of the Chicago Teachers Union, 1929-1937 9 2. Struggling for an Identity, 1937-1941 49 3. World War II, Accommodation, and the Struggle for Equal Pay, 1941-1947 81 4. The Cold War in the Chicago Public Schools, 1947-1957 107 5. The Campaign for Collective Bargaining Rights and the Civil Rights Movement, 1957-1966 133 6. Teacher Power and Black Power Reform the Public Education System, 1966-1970 171 Conclusion 207 Notes 217 Index 271
£33.30
University of Illinois Press Studying Appalachian Studies Making the Path by
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
£77.35
University of Illinois Press Teacher Strike
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
£77.35
University of Illinois Press Leaders of Their Race
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
£81.90
University of Illinois Press Sex Goes to School
Book SynopsisAn informed perspective on sex education in the 1940s and 1950sTrade Review"Fills an important gap in scholarship on the history of sex education by examining the period between the release of the notorious Kinsey Reports and the so-called sexual revolution of the 1960s."--American Historical Review"Sex Goes to School brings an important perspective to our understanding of how and what young people learned about sexuality at a time when high school was becoming a mass institution."--The Journal of American History"The originality of this book lies in its argument that sex educators were more progressive than previously understood, and that controversy about sex in the schools arose not in the staid, conformist 1940s and '50s but rather the liberal 1960s. A truly fresh perspective, Sex Goes to School will be a significant contribution to the fields of sexuality, education, and the history of gender."--Karen Dubinsky, author of Improper Advances: Rape and Heterosexual Conflict in Ontario, 1880-1929
£20.89
MO - University of Illinois Press Moving Beyond Borders Julian Samora and the Establishment of Latino Studies
Book SynopsisThe lifework of a pioneering scholar and leader in Latino studiesTrade Review"Succeeds mightily in giving Julian Samora his well-deserved recognition as a major figure in the building and sustenance of an important dimension of inclusion in higher education."--Journal of American Ethnic History"Julian Samora gave his life and work to a better and more complete understanding of the Chicano/Latino experience. This text is a wonderful and valuable introduction to the man and scholar."--Mario Garcia, author of Memories of Chicano History: The Life and Narrative of Bert Corona"This outstanding book provides marvelous insight not only into the life of a remarkable man but into the era that he helped to shape. I literally could not put the book down."--David T. Abalos, author of Latinos in the United States: The Sacred and the PoliticalTable of ContentsEl Corrido de Julian Samora viJesus "Chuy" Negrete Samoristas' Creed viiiMarcos Ronquillo Foreword xiiiHerman Gallegos Preface xviiVilma Martinez Acknowledgments xix PART ONE: THE LEGACY OF JULIAN SAMORA Introduction: Moving Beyond Borders 1Alberto Lopez Pulido, Barbara Driscoll de Alvarado, and Carmen Samora 1. Grace and Redemption: Julian Samora 1920-1996 9Carmen Samora 2. A Scholar and Visionary in Mexican American and Latino Studies 30Barbara Driscoll de ALvarado 3. Philanthropy, the Creation of a National Minority and the Mexican American Graduate Studies Program at Notre Dame 49Alberto Lopez Pulido PART TWO: SAMORISTAS @ 57 Introduction: Creating an Intellectual Community 65Alberto Lopez Pulido, Barbara Driscoll de Alvarado, and Carmen Samora A. COMMUNITY AND POLITICAL ACTIVISM 4. Constructive Marginality: En el otro lado 72Richard A. Navarro 5. Serving Our Communities (1970-1980) 79Ricardo Parra and Olga Villa Parra 6. From Uvalde, Texas, to South Bend, Indiana: A Chicano Goes to Notre Dame 89Alfredo Rodriguez Santos cls 7. Don Julian Samora, un hombre de Ubuntu 98Lydia Espinosa Crafton 8. Julian Samora: Una de los primeros sabios 106Alberto Mata Jr. 9. Fair Taxes and the Social Contract: The Samora Influence on a Chicano Economist 113Sergio X. Madrigal 10. Circles of Commitment 119Marcos Ronquillo 11. Common Geographies 125Ken Martinez B. THE PEDAGOGY OF JULIAN SAMORA 12. Reflections on Education: Post-Samora 132Teresita E. Aguilar 13. Julian Samora's Pedagogy of Empowerment 137Victor Rios 14. Personal Reflections on Education 142Jose R. Hinojosa 15. Crossing Disciplines and Boundaries: From South Bend to Mexico City 147Barbara Driscoll de Alvarado 16. In the Autumn of His Life 154Rudy Sandoval 17. Early Mentor 159Phillip Gallegos 18. Vessels of the Samora Legacy: Mentoring the Third Generation 166Anthony J. Cortese C. RESEARCH AND THE INTEGRATIVE PROCESS OF JULIAN SAMORA 19. Translating the Whole Person: Julian Samora as Research Mentor 172Alberto Lopez Pulido 20. Julian Samora: Mentor 174Jorge A. Bustamante 21. Making History 180Julie Leininger Pycior 22. Reflections on Research Perspectives and Strategies 188Paul Lopez 23. On Respect and Teaching 196Ciro Sepulveda 24. Becoming a Scholar: A Tribute to Julian and Betty Samora 201Gilberto Cardenas D. PERSONAL REFLECTIONS: VOICES AND SENTIMENTS FROM SAMORISTAS 25. Personal Visions: "Coming of Age with Samora" 207Miguel A. Carranza 26. Reflections on the Impact of Dr. Julian Samora 210Delfina Landeros 27. The Seeds We Plant 218Frank M. Castillo 28. The Legacy of Latino Consciousness 223Rene Rosenbaum 29. Julian Samora and His Lesson of Revelation 229Alberto Lopez Pulido 30. "Pues aqui me tienen" 233Amelia M. Munoz Appendix: "Mestizaje: The Formation of Chicanos" 241Julian Samora Index 259 Notes on Contributors 269Photographs follow page 64.
£22.49
University of Illinois Press African American History Reconsidered
Book SynopsisOffers perspectives on black history - its scholarship and pedagogy, scholars and interpreters, and evolution as a profession. This book discusses various issues and themes for understanding and analyzing African American history, the 20th century black historical enterprise, and the teaching of African American history for the 21st century.Trade Review"As is the case with nearly all comprehensive historiographies, the author must digest and then summarize for his readers a tremendous amount of scholarship, past and present. Dagbovie succeeds remarkably well in that endeavor. . . . An especially important work for advanced graduate student of US and African American history. Recommended."--Choice"This thoughtful, provocative book sparkles with insight into the development of African American history as a field of scholarly inquiry. It sets out an ambitious array of themes that sorely need reexamination forty years after the rise of African American history as a distinct area of scholarship. Pero Gaglo Dagbovie probes the definition and meaning of African American history; the rise of scholarship on black women; new and innovative ways to teach the subject; historiography, epistemology, and the social construction of knowledge; and most controversial, the use of the concept of genocide to frame and understand the African American past."--The Journal of American History"A refreshing historiographical work."--The Journal of Southern History"African American History Reconsidered calls upon scholars to reopen the important work of theorizing black history, historiography, and historical thought. This book is a welcome contribution toward that initiative, an imperative at this seemingly (a)historical moment."--Journal of American Ethnic History"Pero Gaglo Dagbovie's incisive and timely book compels a new generation to come to terms with African American history. Beautifully crafted, illuminating and passionate, African American History Reconsidered reminds us that politically engaged critical analysis has long been at the heart of the black historian's craft."--Robin D. G. Kelley, author of Thelonious Monk: The Life and Times of an American Original"African American History Reconsidered will spark debate on the issues that contemporary historians must address to foster continuing advancement of the field. This book could define the contours of African American history for the foreseeable future."--James B. Stewart, author of African Americans and the U.S. Economy"A superb study: the first major treatise on African American historiography in the past two decades. Dagbovie's work fills a gap in historiography and contributes immensely to historical studies."--Derrick P. Alridge, author of The Educational Thought of W. E. B. Du Bois: An Intellectual HistoryTable of ContentsPreface xi Acknowledgments xvii Introduction 1 1. Conceptualizing Black History, 1903-2006 17 2. Approaches to Teaching and Learning African American History 48 3. Carter G. Woodson's Appeal, Black History, and Black Radical Thought 77 4. "Ample Proof of This May Be Found": Early Black Women Historians 99 5. "Shadow vs. Substance": Deconstructing Booker T. Washington 127 6. Genocide and African American History 158 Conclusion 197 Notes 203 Index 241
£19.94
University of Illinois Press Dirty Words
Book SynopsisAnalyzing how health professionals and educators communicated with constituents about sexTrade ReviewDistinguished Book Award, Health Communication Division, National Communication Association (NCA), 2015. "Approaching the early struggles over sex education in the public schools from the fresh angle of rhetorical analysis, Jensen provides a useful guide to contemporary debates on this important issue. This book is of special interest to students and scholars of history, education, women's studies, communications, and rhetoric."--Jeffrey P. Moran, author of Teaching Sex: The Shaping of Adolescence in the Twentieth Century"Illuminating a rich collection of primary texts, Jensen demonstrates that despite exclusion from existing historical accounts, women played a significant role in the advocacy of sex education. This important Progressive Era history details the deliberative context in which debates about sex education occurred and analyzes strategies employed by often-overlooked female advocates."--Susan Zaeske, author of Signatures of Citizenship: Petitioning, Antislavery, and Women's Political Identity
£19.94
University of Illinois Press An Illinois Sampler
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
£11.39
University of Illinois Press Teacher Strike
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
£19.79
University of Illinois Press Leaders of Their Race
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
£19.79
Indiana University Press The Kinsey Institute
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
£25.19
Indiana University Press The Well House Reader
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
£52.20
Indiana University Press The Well House Reader
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
£28.80
University of Notre Dame Press Adventures in Philosophy at Notre Dame
Book SynopsisAdventures in Philosophy at Notre Dame recounts the fascinating history of the University of Notre Dame''s Department of Philosophy, chronicling the challenges, difficulties, and tensions that accompanied its transition from an obscure outpost of scholasticism in the 1940s into one of the more distinguished philosophy departments in the world today. Its author, Kenneth Sayre, who has been a faculty member for over five decades, focuses on the people of the department, describing what they were like, how they got along with each other, and how their personal predilections and ambitions affected the affairs of the department overall. The book follows the department's transition from its early Thomism to the philosophical pluralism of the 1970s, then traces its drift from pluralism to what Sayre terms professionalism, resulting in what some perceive as a severance from its Catholic roots by the turn of the century. Each chapter includes an extensive biography of an especiTrade Review"Kenneth Sayre tells the story of the transition of the philosophy department at Notre Dame with a keen eye for how these transitions illuminate transitions in the developments in philosophy, broadly speaking. I think the great achievement of this book is not only its well-crafted history of the Notre Dame philosophy department, but its reminder to us that philosophers are human beings. By bringing to life the extraordinary people who have been associated with the Notre Dame philosophy department, Sayre has written a book that is deeply humane and uplifting." —Stanley Hauerwas, Gilbert T. Rowe Professor Emeritus of Divinity and Law, Duke Divinity School"Kenneth Sayre has a splendid cast of characters and stories. In recounting the history of a single department over the last seventy years, he also tells the story of the development of academic philosophy. Along the way he shows how the notion that a university should be run as a business gradually took hold and transformed, not only his university, but U.S. academic culture." —Patricia Curd, Purdue University"Ken Sayre's Adventures in Philosophy at Notre Dame, a narrative history of nearly eighty years, divides the decades into three distinct periods: textbook Thomism, pluralism, and professionalism. Sayre, who came to Notre Dame in 1958 with a PhD. from Harvard, has witnessed them all." —NDWorks“This detailed account offers an inside view of Notre Dame’s Department of Philosophy and the challenges, difficulties and tensions that accompanied its development into one of the most distinguished philosophy departments in the world today. The author, who has been on the Notre Dame faculty for more than 50 years, focuses on the people of the department, describing their relationships and personalities, and how their ambitions affected department affairs overall.” —Notre Dame Magazine“This is a valuable account of the transition of the Department of Philosophy at the University of Notre Dame from one in the 1930s when it served the founding purpose of the university to its heterogenous present.” —The Catholic Historical Review
£26.99
University of Notre Dame Press From the CastIron Shore
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
£105.40
University of Notre Dame Press From the CastIron Shore
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
£25.19
Pennsylvania State University Press The Play World
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
£26.96
Yale University Press Well Worth Saving
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
£21.38
University of California Press We Demand
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
£15.19
University of California Press Strategies of Segregation
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
£22.50
University of California Press Blue Eyes Brown Eyes
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
£21.60
Harvard University Press Scholarship and Freedom
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
£24.26
Harvard University Press The Intellectual Sword
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
£38.21
Princeton University Press A Larger Sense of Purpose
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
£40.50
Princeton University Press Too Hot to Handle A Global History ot Sex
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
£26.60
Princeton University Press Between Citizens and the State
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
£27.00
Princeton University Press Heart Beats
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
£25.20
Princeton University Press The School of Libanius in Late Antique Antioch
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
£26.60
Princeton University Press Keep the Damned Women Out The Struggle for
Book SynopsisAs the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma maTrade ReviewWinner of the 2017 PROSE Award in Education Practice, Association of American Publishers "A painstakingly detailed account of how coeducation came to Harvard, Yale, and Princeton, is an invaluable antidote to the amnesia that has come to envelop the subject. More than that, it is an important work of cultural history. It seems a truism to observe that so profound a change could not have occurred in a vacuum, and Malkiel takes full account of the social and political revolutions that were convulsing the country in the 1960s. But she digs deeper to show how, as the nation neared its end, the leaders of Yale and Princeton realized that the missions these institutions had long assigned themselves of producing the nation's leaders would soon be unsustainable in the absence of coeducation."--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."--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 "Fascinating... This hefty 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, starred "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 "There are things you take for granted, until you learn how recently they came about or how tortuous their path. That's how I felt while reading Malkiel's history of how several elite U.S. universities--in particular, Yale, Princeton, Harvard and Dartmouth--finally offered full undergraduate education for women starting in the late 1960s and early 1970s."--Carlos Lozada, Washington Post "From enraged male alumni to topless female protesters, this book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates."--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 BooksTable of ContentsList of Illustrations xi Preface xv Acknowledgments xxiii Introduction 1 Setting the Stage: The Turbulent 1960s 3 Part I The Ivy League: Harvard, Yale, and Princeton 2 Harvard-Radcliffe:"To Be Accepted by the Old and Beloved University" 31 3 Yale: "Girls Are People, Just Like You and Me" 54 4 Princeton: "Coeducation Is Inevitable" 81 5 Princeton: "A Penetrating Analysis of Far-Reaching Significance" 110 6 Yale: "Treat Yale as You Would a Good Woman" 136 7 Princeton: "The Admission of Women Will Make Princeton a Better University" 166 8 Harvard-Radcliffe: Negotiating the "Non-Merger Merger" 195 9 Princeton: "I Felt I Was in a Foreign Country" 214 10 Harvard-Radcliffe: Playing in the "Big Yard" with the Boys 245 11 Yale: Yale Is "Not Yet Coeducational" 268 12 Princeton: "We're All Coeds Now" 288 Part II The Seven Sisters: Vassar, Smith, and Wellesley 13 Vassar: "Separate Education for Women Has No Future" 309 14 Vassar: "Vassar for Men?" 328 15 Smith: "A Looming Problem Which Is Going to Have to Be Faced" 351 16 Smith: "Recommitting to Its Original, Pioneering Purpose" 371 17 Wellesley: "Should Wellesley Jump on the Bandwagon?" 390 18 Wellesley: "Having the Courage to Remain a Women's College" 412 Part III Revisiting the Ivies: Dartmouth 19 Dartmouth: "For God's Sake, for Everyone's Sake, Keep the Damned Women Out" 441 20 Dartmouth: "Our Cohogs" 464 Part IV The United Kingdom: Cambridge and Oxford 21 Cambridge: "Like Dropping a Hydrogen Bomb in the Middle of the University" 491 22 Cambridge: "A Tragic Break with Centuries of Tradition" 517 23 Oxford: "Our Crenellations Crumble, We Cannot Keep Them Out" 540 24 Oxford: As Revolutionary as "the Abolition of Celibacy among the Dons" 570 Part V Taking Stock 25 Epilogue 595 Manuscript Collections and Oral History Transcripts: Abbreviations 611 Interviews 622 Index 623
£27.00
Princeton University Press The History of American Higher Education
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
£25.20
Princeton University Press Too Hot to Handle A Global History of Sex
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
£19.00
Princeton University Press American Higher Education since World War II
Book SynopsisTrade Review"A comprehensive historical account . . . well written, copiously footnoted and makes for an accessible read."---David Wheeler, Times Higher Education
£28.50
