History of education Books

Book SynopsisThere have been schools of many kinds over the past five thousand years. This book traces their evolution from the teaching of cuneiform in Ancient Sumeria to the use of digital technologies. Warlow reflects on the innovations which have shaped practice in education today. Comenius in 17th century Hungary promoted classroom drama, art, astronomy and gardens where each child could grow plants. In the 19th century Robert Owen's school in New Lanark for his factory employees took the children for a daily walk through the forest; there were no rewards or punishments, just the satisfaction of learning. Mao's Cultural Revolution brought schools to a standstill, but Deng Xjaping's recovery of Chinese education in the 1980s was remarkable. In this comprehensive exploration of education through the ages, Warlow asks the question - what can modern schools learn from the past? The history of education is the history of our culture, full of wisdom and enterprise.

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Book SynopsisLike its three predecessors, this fourth instalment of Trinity Tales gathers together recollections of a decade at Trinity College Dublin. This time, the story is taken up by 1990s graduates– those who passed through its gates as the twentieth century drew to a close–and, through the forty individual voices assembled here, a vivid portrait emerges of student life during those transformative years. Trinity students at the decade’s end had email, mobile phones and the vast resources of the Internet at their disposal. In addition, they were relatively debt-free (undergraduate tuition fees having been abolished in 1996) and every bit as likely to stay and find work in Ireland as to get on the first flight to London or New York. Reflecting this sense of rapid growth, new buildings started springing up around campus, most notably the Samuel Beckett Centre and Goldsmith Hall, and as the millennium approached, the college was expanding in all directions. Contributors encompass the worlds of science, the arts and everything in between, and include actors Dominic West and Mario Rosenstock, writers and journalists Turtle Bunbury, Claire Kilroy and Belinda McKeon, eminent scientists such as Austin Duffy, and sportsman Mark Pollock. Those who arrived at Trinity in the nineties are the generation that came of age in an Ireland caught between the grim, recession-ridden 1980s and the brash, moneyed millenials, an almost unfathomable transition eclipsed only by that between the analogue and digital eras. As with previous volumes, royalties from the book go to the Long Room Library fund.

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Book SynopsisOn Christmas Eve in 1859, sixty-five prominent armed white men rode into the small Kentucky town of Berea and forced the townspeople to close its integrated one-room schoolhouse. The mob perceived the school as a threat to white supremacy and the racial order. Abolitionist John Gregg Fee established the school for the expressed purpose of providing education to anyone eager to learn, regardless of their racea notion that horrified those convinced of the sanctity of white supremacy. The mob succeeded in evicting thirty-six community members, including Fee''s family, but Fee and the others returned to Berea in 1864 and reestablished the school as Berea Collegean institution committed to providing education to Appalachia''s most vulnerable populations.In Lessons from the Foothills, Gretchen Dykstra profiles modern Berea College, considered the moral compass of the commonwealth, and its rich and beloved history. This book is the first to focus solely on the principles and practices that gu

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

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Book SynopsisReassesses the career of Benner C. Turner, the polarizing African American president at South Carolina State College during the civil rights eraTravis D. Boyce considers the full sweep of Benner C. Turner's life and career in the context of the contrary pressures of white and Black authority. Borrowing an expression from Michelle Obama's remarks to the 2016 Democratic National Convention, Boyce casts Turner, long-serving president of South Carolina State University, as a steady and measured leader who preserved the limited resources his historically Black institution possessed in the face of often hostile social, political, and economic power structures. Previous accounts of Turner and his SC State presidency portray him as unwilling to criticize the state's white power structure and unable to contend with their open resistance to civil rights. Boyce argues that the modern view of Turner flattens a complex terrain, often relying selectively on hostile sources, underplaying the political constraints on presidents of publicly funded HBCUs in the South. Considering Turner in a richer context, with a deep awareness of Turner's early life formative influences, Boyce provides a more complete critical examination of his leadership in trying times.

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

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

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

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

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Book SynopsisThink you know your Civil War History? No matter how well-versed you think you are in Civil War facts and trivia, this book will enlighten and entertain you with little-known details of one of the most important events in American history.Civil War Trivia and Fact Book is your ultimate resource for mastering the minutia of America’s War Between the States. Compiled by Civil War expert Webb Garrison, this book is packed with more than 2,000 fascinating facts about the war, its prelude, and its aftermath.This treasure trove of trivia and information includes: events that happened in both the North and South between 1861 and 1865 the distinguished military and political leaders of the day key issues that defined the Union and the Confederacy famous first events of the war, and more This wealth of information is presented in simple question-and-answer format and is a perfect book for a history b

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Book SynopsisThe Roots of Educational Inequality chronicles the transformation of one American high school over the course of the twentieth century to explore the larger political, economic, and social factors that have contributed to the escalation of educational inequality in modern America. In 1914, when Germantown High School officially opened, Martin G. Brumbaugh, the superintendent of the School District of Philadelphia, told residents that they had one of the finest high schools in the nation. Located in a suburban neighborhood in Philadelphia's northwest corner, the school provided Germantown youth with a first-rate education and the necessary credentials to secure a prosperous future. In 2013, almost a century later, William Hite, the city's superintendent, announced that Germantown High was one of thirty-seven schools slated for closure due to low academic achievement. How is it that the school, like so many others that serve low-income students of color, transformed in this way?Erika MTrade ReviewThe Roots of Educational Inequality is a compelling account of how public policy, segregation, and racial attitudes have intersected historically to produce profoundly unequal educational outcomes for American children. Highlighting the inherent injustice resulting from overreliance on the beneficence of private philanthropy to support public institutions, Kitzmiller’s deep examination of the historical experience of one school and one district serves as an impassioned reminder of the importance of prioritizing equity in educational policy and funding decisions. Historians, social scientists, educators, and activists interested in understanding and remedying the structural inequalities that persist across the nation’s urban schools will find in this book a useful resource that will inform research and progressive practice for years to come. * Journal of Urban Affairs *Kitzmiller deftly weaves ethnography, history, and geographical analyses...This book is excellent. It is especially essential reading for those who ask the question of public schools and their reforms, 'How is that racist?' While many who ask that question seek to disprove the possibility of racism, for those who can be convinced with data, this book provides multiple types of evidence to support racism, classism, and governmental neglect of the very schools that should typify American democracy. * Teachers College Record *In The Roots of Educational Inequality, Erika M. Kitzmiller provides a clear and meticulously researched inquiry into the racial and economic inequality which has plagued America’s public high schools for over a hundred years. In her groundbreaking study, Kitzmiller brilliantly utilizes both ethnographic and quantitative methods to expose ‘how these institutions were founded to provide different opportunities and resources to Black and white children.’ Readable and thought-provoking, this volume is of interest not only to educational specialists but to everyone who cares about equality in public education. * Henry Louis Gates, Jr., Harvard University *Table of ContentsContents Prologue Introduction Chapter 1. The Campaign for an Elite Public High School in Philadelphia's Suburban Sanctuary, 1907-1914 Chapter 2. Philanthropy Sustains Philadelphia's Expanding Public School System, 1914-1920 Chapter 3. Philadelphia's Reliance on Philanthropy Begins to Crack, 1929-1940 Chapter 4. Philadelphia Mobilizes for War, Inequality on the Homefront Escalates, 1941-1957 Chapter 5. Urban Renewal, Urban Unrest, and the Threat of a "Poverty-Stricken Negro Ghetto," 1958-1967 Chapter 6. The Emergence of an "Urban" School System: Fiscal Shortages, Labor Strikes, and Stalled Desegregation, 1968-1981 Chapter 7. Philadelphia School Leaders Fight to Restore and Control Philadelphia's Public Schools, 1982-2000 Chapter 8. Philadelphia Implements the "Largest and Boldest Experiment" in Urban Public Education, 2002-2011 Chapter 9. School Officials Close Schools to "Save" Philadelphia's Public School System Appendix Notes Bibliography Index Acknowledgments

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Book SynopsisInvestigates the fascinating intersection of two American passions: education and literature. Allison Speicher introduces readers to the common school narrative, an immensely popular genre of fiction set in the rural one-room school in the nineteenth century, though often now forgotten.

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Book SynopsisThe latest volume in the Core Concepts in Higher Education series explores the complexity of law in higher education and both the limits and opportunities of how law can promote inclusivity and access on campus. Through a historical and legal framework, this volume discusses undergraduate students' histories of inclusion and struggles for social justice in higher education by race, sex, social class, dis/ability, and sexual orientation. Bridging research, theory, and practice, Law and Social Justice in Higher Education encourages future and current higher education and student affairs practitioners to consider how they can collaborate to further a just society. Special features: Discussion of case law illustrates the reach and limits of law and where higher education professionals can continue to push for social justice. Accessible to non-lawyers, chapters highlight key legal terms and key concepts to guiTrade Review"Law and Social Justice in Higher Education explores the juxtaposition between law and society in higher education with an emphasis on the evolution of social justice both as a political concept and as a transformative resource. This book’s exploration of the experiences of particular sectors of society--especially minorities, women, and people with disabilities-- significantly contributes to both the scholarship of social justice and the responsibilities of higher education to motivate and foster change." -Cheryl Crazy Bull, President and CEO, American Indian College Fund "Chambers’ Law and Social Justice in Higher Education contributes substantially to the field of higher education and to critical discourses that address underlying challenges of race, gender, and class disparity in America and its colleges and universities. Reading this compelling book reminds me why I agreed to start this book series on core issues in higher education." -From the Series Editor Introduction by Edward P. St. John, Algo D. Henderson Collegiate Professor, University of Michigan Table of ContentsContentsList of FiguresSeries Editor IntroductionPrefaceAcknowledgements Chapter 1: Justice, Social Justice, and Higher EducationPhilosophical Foundations of Social Justice Equity Liberty From Justice as Political Philosophy to Social Justice Social Justice and Beliefs about Inequity Social Inequity and OppressionIndicators of Social OppressionSocial Inequity and College EnrollmentSummary Chapter 2: Citizenship and Racial Fragmentation: College Access from the Colonial Era to the Antebellum PeriodOrigins: Universal Rights for Select IndividualsThe Status of People of Color in the Antebellum PeriodAbolition and the Aftermath of the Dred Scott Decision The Higher Education of People of Color from Colonial Times through the Progressive EraThis Land Was Our LandA Brief History of Native American Higher Education in the Colonial EraEarly Black, Native American, and Puerto Rican Higher EducationStrangers from a Different ShoreWe Didn’t Cross the Border, the Border Crossed UsSummary Chapter 3: Breaking Barriers: From Emancipation to DesegregationThe Legal Status of Blacks after the Civil WarThe Case of Homer PlessyThe Mismeasure of ManThe Struggle for Racial Equality in the Progressive EraA StrategyThe Legal DecisionsThe Academic BattleSummary Chapter 4: Desegregating Historically White Colleges and UniversitiesDesegregating Historically White Institutions: The 1950sBlack College Students in Historically White InstitutionsFirst Black Undergraduates in Southern FlagshipsStudent Activism in the 1950sCollege Trends: 1960-1966Desegregation in the 1960sCampus ConditionsSummary Chapter 5: Student Activism and Institutional TransformationThe Rise of Student Led ActivismCivil Disobedience: The Sit InsFreedom RidesVoter Registration, Freedom Schools, and the Mississippi Freedom Democratic PartyMovement Evolution The Broader Civil Rights StruggleOn CampusChanges in Student EnrollmentsStudent ActivismStudent PowerStudent Protests: North and South, Black and White, HBCUs and HWCUsThe Lasting Influence of Student ActivismAcademic AffairsStudent AffairsSummary Chapter 6: Affirmative Action, the Desegregation of Higher Education Systems, and the Proliferation of Minority Serving InstitutionsAffirming ActionsLegal StandardsAffirmative Action in University Admissions in CourtThe Desegregation of Dual Systems of Higher EducationThe Case of Jake AyersHigher Education Desegregation beyond MississippiThe Costs of Desegregation SuitsThe Proliferation of Minority Serving Institutions Chapter 7: Women’s Subjugation and Higher Education from the Colonial Era to the mid-1960sWomen’s Legal SubjugationThe Social Order Women’s Education in an Emergent NationWomen’s Activism and the Beginnings of Women’s Higher EducationFirst Institutions and the Curriculum The First Generation of Women Graduates ExpansionWomen in Higher Education: The Progressive EraThe Second and Third Generations of College WomenDeans of WomenWomen’s Higher Education in the Postwar EraSuppressing Women in STEMWomen on the Homefront Activism in the Post-War EraThinking Differently about WomanhoodSex and Criminal LawRegulating to Prevent Sex on Campus Chapter 8: The Sex Revolution and ReminiscencesConsciousness Raising and Feminism in the 1960s-1970sThe Downside of SuccessGeneral Considerations: Women and the LawTitle IX: Securing Women’s Rights in Education Admissions and Financial AidJoining the Adams SuitsWomen on CampusThe Chilly ClassroomWomen’s Studies: A Curricular and Scholarly Response Chilly Climates beyond the ClassroomThe Special Case of Women in AthleticsWomen’s Health and Safety Chapter 9: Law and the Advancement of Social Justice in Higher Education: Considering Social Class, Sexual Orientation, Gender Identity, and Dis/abilitySocial ClassSexual Orientation and Gender IdentityDis/AbilitySummary: Advancing Towards a Socially Just Future in Higher Education

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Book SynopsisFinding Our Way Home: Women's Accounts of Being Sent to Boarding School shares the personal stories of sixteen women, all of whom were sent away to board at an early age. Their accounts delve into the depths of long suppressed emotions and feelings, and the lifelong impact that the early separation from their families has had. Much has been written about the impact of boarding school syndrome' on male boarders, but less about their female counterparts. This book is the first to explore the experience from a purely female perspective, and offers an intriguing insight into the world of boarding schools and the upbringing of girls born in the mid-to-late 20th century. Finding Our Way Home is a book for everyone who ever attended boarding school, as well as psychotherapists and counsellors working with boarding school survivors. Trade ReviewThe stories in this volume contribute women’s voices to the more well known ones of men who suffered in boarding schools.A compelling read; each individual history adds to the picture of the trauma inflicted on children by the separation from their families. These tales from different generations build a picture of the ubiquity of the enduring emotional damage of this tradition. Professor Joy Schaverien Author of Boarding School Syndrome: The Psychological Trauma of the ‘Privileged’ Child. ‘Finding Our Way Home’ is a wonderful resource for those wanting to know more about how boarding school affects people when they are in an institution and what happens to them in life beyond. The evidence provided by these stories very much enriches our understanding of females who have boarded in the last 60 years and more recently. I would highly recommend it to anyone researching this field and who seeks authentic voices of those who have lived through this experience.Allison Paech, Educationalist, CambridgeEvery child has the right to be small, dependent and living with their loved ones at home. In this collection of women’s stories each one evokes the voice of her young self as she writes about her boarding school experiences. This can help us gain some insight into the ‘madness’ and at times, unspeakable cruelty that boarding means to many. . . By speaking out, these women will hopefully move and inspire others who seek to understand why their symptoms of being a boarding school survivor will not simply go away. Nicola Miller, Psychotherapist & Boarding School Survivors Facilitation Team Table of ContentsTable of ContentsForeword Joy SchaverienIntroductionNikki SimpsonChapter 1: On Becoming a BoarderLouise SinclairChapter 2: Skinny Dipping in the RhineFrances Den HollanderChapter 3: My StoryNatasha WilsonChapter 4: Being Sent, Then and NowCaroline GiddensChapter 5: Finding My Way HomeNikki SimpsonChapter 6: Memories From My Formative YearsMarianne SimpsonChapter 7: Give and TakeAlison HiggsChapter 8: The Story of a Little Girl LostColette KnightChapter 9: Paradise LostIsobel HendersonChapter 10: SometimesJo TrotterChapter 11: Boarding School MusingsMargot OakenbyChapter 12: Privileged DeprivationMarcia TurnerChapter 13: Coming in From the ColdSusanna HoareChapter 14: Severe HousemistressPatricia MorrisChapter 15: The TrunkMargaret LaughtonChapter 16: Whispering WallsElizabeth RoutledgeAfterwordJane BarclayAfterword: A Psychotherapist’s ReflectionsPippa FosterHelp and Support/More InformationEditor’s Note and AcknowledgementsNikki Simpson

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Book Synopsis When the first edition of this seminal work appeared in 1990, the sociology of childhood was only just beginning to emerge as a distinct sub-discipline. Drawing together strands of existing sociological writing about childhood and shaping them into a new paradigm, the original edition of this Routledge Classic offered a potent blend of ideas that informed, even inspired, many empirical studies of children's lives because it provided a unique lens through which to think about childhood. Featuring a collection of articles which summarised the developments in the study of childhood across the social sciences, including history, psychology, sociology, anthropology, feminist and developmental studies, scholars and professionals from developed and developing countries world-wide shared their knowledge of having worked and of working with children. Now with a new introduction from the editors to contextualise it into the 21st century, this truly ground-breaking text which helped estTable of Contents1. A new paradigm for the sociology of childhood? Provenance, promise and problems 2. Constructions and reconstructions of British childhood - an interpretive survey, 1800 to the present 3. Psychology and the cultural construction of children's needs 4. A voice for children in statistical and social accounting - a plea for children's right to be heard 5.It's a small world - Disneyland, the family and the multiple representations of American childhood 6. negotiating childhood - changing constructions of age for Norwegian children 7. Street children - deconstructing a construct 8. Who are you kidding? children, power and the struggle against sexual abuse 9. Childhood and the policy makers - a comparative perspective on the globalization of childhood 10. Re-presenting childhood - time and transition in the study of childhood,

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Book SynopsisFriedrich Froebel, the father of kindergarten', is one of the most influential pedagogues of the 19th century. However, relatively little is known about his life, his successes and failures, and his personal relationships. Based on many untranslated and unknown letters, this new biography presents Froebel as a brilliant but also flawed man. Beginning with his childhood and the early death of his mother, as well as his difficult relationship with his father and stepmother, we see the early seeds of Froebel's interest in children and the training of early childhood practitioners. While Froebel lacked basic academic knowledge due to his poor early education, he was able to overcome these deficits and found an educational institute, and develop ground-breaking educational theories about play and pedagogy. He authored multiple books, including his most famous work The Education of Man. The focus of this book, though, is not on Froebel's educational theories but on his complicated relTrade ReviewAn important, well-written, and fascinating new edition to the story of Friedrich Froebel and the history of early childhood education. Much of this research was previously unavailable in English and is a treasure trove of materials for researchers and fans of Froebel alike. -- Scott Bultman, Director of the Froebel Foundation, USA170 years after his death this book is the first comprehensive account of the life of pioneering educator Friedrich Fröbel. Thoroughly researched and based on contemporary re-reading of period sources, this book is an invaluable resource for anybody interested in the history of education. -- Mathias Urban, Desmond Chair in Early Childhood Education, Dublin City University, IrelandTable of ContentsIntroduction Part I: The Young Froebel 1. An Unfortunate Childhood and Finding a Purpose in Life 2. Suddenly an Educator 3. Becoming an Educator of Humankind Part II: The Teaching Froebel 4. The General German Educational Institute in Keilhau 5. An Existential Crisis Part III: The Playing Froebel 6. The First Kindergarten and the Establishment of a New Idea 7. The Prohibition of Kindergarten 8. Froebel’s Final Years and the Spread of Kindergarten Conclusion: Froebel in the 21st Century References Index

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Book SynopsisMarginal Comment, which attracted keen and widespread interest on its original publication in 1994, is the remarkable memoir of one of the most distinguished classical scholars of the modern era. Its author, Sir Kenneth Dover, whose academic publications included the pathbreaking book Greek Homosexuality (1978, reissued by Bloomsbury in 2016), conceived of it as an experimental' autobiography ruthlessly candid in retracing the full range of the author's experiences, both private and public, and unflinching in its attempt to analyse the entanglements between the life of the mind and the life of the body.Dover's distinguished career involved not only an influential series of writings about the ancient Greeks but also a number of prominent positions of leadership, including the presidencies of Corpus Christi College, Oxford, and the British Academy. It was in those positions that he became involved in several high-profile controversies, including the blocking of an honoraryTrade ReviewSir Kenneth Dover was both one of the 20th century's most brilliant classicists and a far from merely academic protagonist in at least two major intellectual scandals - about which he laid bare his heart as well as his head. This new edition of his blisteringly controversial memoir, Marginal Comment, is hugely to be welcomed. * Paul Cartledge, University of Cambridge, UK *Table of ContentsList of Figures Editorial Foreword Introduction: The Conception and Reception of Marginal Comment (Stephen Halliwell) Preface Acknowledgements 1. On Autobiography 2. Forebears 3. Escape Routes 1920–1932 4. Body and Soul 1926–1934 5. Exotica 1933– 6. Reconstitution 1935–1936 7. Transition 1936–1940 8. Intermission 1940–1945 9. Women, Children and Work 1940–1951 10. History, Comedy and Other Things 1949– 11. Migration 1951–1960 12. People and Power 1955–1966 13. Mind and Body 1958– 14. Plato and After 1962–1989 15. Tributaries 1962– 16. The Public 1964–1980 17. Fruition 1966–1968 18. Revolutions (Fringe) 1968–1975 19. Right and Wrong 1969–1983 20. Elevations 1970–1993 21. Dovers 1972–1982 22. College and University 1975–1986 23. Style 1977–1994 24. Excursions 1979–1984 25. The Blunt Affair 1979–1981 26. The Aston Affair 1980–1985 27. Admissions 1982–1984 28. Best Before 1983– 29. At Large 1984–1992 30. The Thatcher Affair 1985 31. A History Man 32. Epimetron 1994 Index

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Book SynopsisLovejoy and James McKeen Cattell, in securing a greater role for faculty in the government of colleges and universities.Trade Review... meticulously researched and absorbing history... The Weekly Standard Tiede has done a superb job of illuminating the Association's early years. But his investigation does more: it instigates further thought. His book should be of interest to anyone trying to come to grips with the role of the professoriate today and with the future of the AAUP. -- Matthew Finkin, University of Illinois Academe A volume worth reading as much for its walk-on characters ("distinguished classicist Basil Gildersleeve") as for its discussion of the AAUP's Declaration of Principles. Times Higher Education (UK) Regardless of one's personal perspective on academic freedom and tenure, this book is a must-read for those in higher education programs and administration. It will be enlightening to foes of tenure and refreshing to those who advocate it. Choice Tiede presents a useful history with case studies of the AAUP's early years. Academic Quest Tiede's work will serve as a resource not only for scholars of the history of higher education, but also for researchers and practitioners who seek to gain a long-term historical perspective and context on important topics such as shared governance, academic freedom, tenure, and due process. Journal of College and University Law What we do have now is an excellent story of university reform that includes a thorough exhumation of the compromises and conflicts that were central to the founding and priorities of the AAUP-all of whose principles and liturgy are still invoked a century later -- John Thelin The Journal of the Gilded Age and ProgressiveTable of ContentsForeword by Michael BérubéAcknowledgmentsIntroduction. The University Question1. No Hired Man2. University Reform3. The Carnegie Foundation for the Advancement of Teaching4. The Committee of Nine5. The Founding of the AAUP6. First Investigations and the Committee of Fifteen7. The 1915 Declaration of Principles on Academic Freedom and Academic Tenure8. The Goal of Investigations and the Early Development of Academic Due Process9. Academic Freedom in the Age of Repression10. Academic Unrest11. The Growth and Development of the AssociationConclusion. From University Reform to the 1920sAppendix. Officers of the AAUP, Members of Committee A, and Members of Investigative Committees, 1915–20NotesIndex

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Book SynopsisDrawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media.Trade ReviewThrough its multiple examples and case studies, The Textbook and the Lecture shows the philosophical assumptions underpinning longstanding debates and serves to inform and perhaps even empower educational workers by helping them understand why they do what they do.—LSEFriesen's book should be attractive to students and instructors of curriculum and instruction as well as instructional designers and educational technology professionals. Educational start-ups and entrepreneurs might fnd it particularly helpful in placing new products in the context of the longue durée of education history.—Donald Lankiewicz, Emerson College, Publishing Research QuarterlyTable of ContentsPrefacePart I1. No More Pencils, No More Books?2. Writing Instruction in the Twenty-First CenturyPart II3. Psychology and the Rationalist4. The Romantic Tradition5. Romantic versus Rationalist Reform6. Theorizing Media—by the BookPart III7. A Textbook Case8. From Translatio Studiorum to “Intelligences Thinking in Unison”9. The Lecture as Postmodern PerformanceConclusionNotesBibliography Index

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Book SynopsisThis book shows why the study of schooling matters to the history of twentieth-century Britain, integrating the history of education within the wider concerns of modern social history. Drawing on a rich array of archival and autobiographical sources, it captures in vivid detail the individual moments that made up the minutiae of classroom life. It focuses on elementary education in interwar London, arguing that schools were grounded in their local communities as lynchpins of social life and drivers of change. Exploring crucial questions around identity and belonging, poverty and aspiration, class and culture, behaviour and citizenship, it provides vital context for twenty-first century debates about education and society, showing how the same concerns were framed a century ago.Trade Review'Hester Barron puts the school back where it belongs, as the heart of communities, in the period when the primary school became the most significant and most appreciated state institution in most people's lives, a harbinger of later prized welfare-state institutions. The result is a vivid and eloquent social history of interwar London viewed through its children, their parents and their teachers.'Peter Mandler, Professor of Modern Cultural History, University of CambridgeThis fascinating study demonstrates just how many answers there can be to the question ‘what are schools for?’ and will be valuable to anyone with an interest in the history of childhood and education as well as those working on interwar Britain more broadly.The Journal of the Social History Society -- .Table of ContentsMap of Inner LondonIntroductionPart I School and community1 The school as a community2 The school in the communityPart II What were schools for?3 Preparing for the future4 Fighting poverty5 Brightening lives6 Making citizens7 Teaching morals8 A sense of placeConclusionBibliographyIndex

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Book SynopsisIs the American public school doing what we want it to do? Or, is what we want it to do in conflict with what society allows it to do? This book takes on issues central to understanding the complexities of the American public school experience. Readers are simultaneously taken into the historical and contemporary context of these issues through an honest and provocative approach that engages them into the real world of school. Chapters revolve around key issues such as religion, democracy, teachers, race, reform, pedagogy, efficiency, freedom, segregation, social class, exceptionality, gender, technology, and accountability.Paradoxes of the Public School promises to foster a thoughtful dialogue on the complexity of school and how best to improve it for the future. Teacher educators may find it useful to help develop teacher candidates’ understanding of the nature of school. However, anyone interested in the nature of school will find this book insightful, clear, and easy to follow. All readers will find this book to be cutting edge as it creatively fills a dire need for a compelling tale of school that is both informative and thought provoking.

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Book SynopsisThe higher education industry might seem like it’s booming, with over 200 million students in universities and colleges worldwide and funds flowing in like never before. But the truth is that these institutions have never been unhappier places to work. Corporate-style management, cost-cutting governments, mobilisations by angry students and strikes by a disgruntled workforce have taken their toll — in almost every country around the world. It’s no wonder that there is talk of ‘universities in crisis.’ But what should a ‘good university’ look like? In this inspiring new work, Raewyn Connell asks us to consider just that, challenging us to rethink the fundamentals of what universities do. Drawing on the examples offered by pioneering universities and educational reformers around the world, Connell outlines a practical vision for how our universities can become both more engaging and more productive places, driven by social good rather than profit, helping to build fairer societies.Trade ReviewIn The Good University Raewyn Connell provides a powerful and expansive critique of the current state of higher education. This lucid and important book makes clear that the global state of higher education is at a crossroads. * LSE Review of Books *A uniquely revealing global account of the actual work done by university workers, and a searing critique of the false promises made by current ideologies. A must read for those interested in progressive university reform. * D.W. Livingstone, author of The Education-Jobs Gap *Raewyn Connell’s case for the good university will resonate with the people who do the work to make good education and research happen, who care about the students and their colleagues and know their responsibility to the public who rightly expect so much of our universities. Her good university values the labour of all staff with decent, secure jobs. * Jeannie Rea, National Tertiary Education Union *One victim of Western modernity and corporate ambition is the university. Raewyn Connell convincingly demonstrates what many are sensing and others are ignoring: that knowledge for peace and joy is being overruled by competing knowledges of war and death. * Walter Mignolo, Duke University *Table of ContentsIntroduction 1. Making the Knowledge: Research Being a researcher The work of research The knowledge formation Research and truth 2. Learning and Teaching The work of learning The course being run The work of teaching 3. The Collective Intellectual: University Workers Intellectuals Operations workers Academic workers Sustainability crisis 4. The Global Economy of Knowledge Imperial science Making a world university system Making a worldwide workforce Multiple knowledge formations and Southern theory 5. Privilege Machines The dark side of the university Making advantage happen Breaching the walls Machine limits 6. The University Business The maelstrom What enterprise universities sell The managers Telling lies about universities Maelstrom reconsidered 7. Universities of Hope Histories of invention Contemporaries Struggle and joy: lessons of experience 8. The Good University The choice of futures Criteria for a good university... ...and a good university system Manifestos and visions Taking action

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Book SynopsisThe British public school is an iconic institution, a training ground for the ruling elite and a symbol of national identity and tradition. But beyond the elegant architecture and evergreen playing fields is a turbulent history of teenage rebellion, sexual dissidence, and political radicalism. James Brooke-Smith wades into the wilder shores of public-school life over the last three hundred years in Gilded Youth. He uncovers armed mutinies in the late eighteenth century, a Victorian craze for flagellation, dandy-aesthetes of the 1920s, quasi-scientific discourse on masturbation, Communist scares in the 1930s, and the salacious tabloid scandals of the present day.Drawing on personal experience, extensive research, and public school representations in poetry, school slang, spy films, popular novels, and rock music, Brooke-Smith offers a fresh account of upper-class adolescence in Britain and the role of elite private education in shaping youth culture. He shows how this central British institution has inspired a counterculture of artists, intellectuals, and radicals — from Percy Shelley and George Orwell to Peter Gabriel and Richard Branson — who have rebelled against both the schools themselves and the wider society for which they stand.

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Book SynopsisArnold Marsh, son of Belfast tin-factory owner born in 1890, is best remembered as an educationist and headmaster of Newtown Quaker School in Waterford, Ireland. His life also saw him travel widely, leaving Canada to work in a gold mine in Northern Ontario, on railway construction in British Columbia, and in a lumber camp in Alaska where he met Scandinavians, Chinese and Japanese, Russians and a Finn who learned language after language so that he could read different versions of the Bible. There he encountered the racism experienced by native Alaskans treated as foreigners in their own country. In 1917, once war was declared in the United States, Marsh sailed from Alaska to California where he played an extra in the Douglas Fairbanks movie A Modern Musketeer. He was eventually ‘inducted’ into the US Army at Camp Lewis, Washington, and was sent to France to join the front line beset by Spanish Flu. After peace was declared, Marsh returned to Ireland where he cycled 1200 miles around Ireland on a ‘Grand Tour’. Returning to his first love, education, he got a job in the Friends School, Lisburn, becoming headmaster in 1926. At that time, he observed that Irish Protestants were pessimistic about their future, many sending their children to English schools. Numbers at Newtown had fallen to twenty pupils and the buildings were dilapidated. In sympathy with the new post-1916 independent Ireland, Marsh took immediate steps to improve the school’s conditions, and during his tenure, numbers grew to 300–400 pupils. His fresh ideas about multi-denominational education took inspiration from his own schooldays at Sidcot in England: ‘The masters were our friends. We could look up to them and enjoy their company. … I got a great deal out of being away for those years, doing other work and getting to know other people. With my students I discussed the whole social system, trying to get people to think things out afresh.’ He married the distinguished portrait painter Hilda Roberts and they, with their daughter Eithne, settled at the foot of the Dublin mountains in Woodtown Park during the late 1930s, building a community of like-minded tenants and idealists drawn from all over Europe. In his later years, he was inspired to write his memoir, illustrated with postcards, letters and photographs describing his journeys and adventures in North America, and his experiences as a headmaster. In 1976, a year before his death aged eighty-six, he was still splitting and sawing logs for the fire, recalling his early career as a lumberjack in Alaska those fateful years ago.

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Book SynopsisA new edition of a celebration of the world-wide contribution of one hundred Welsh men and women in fields of literature and the arts, politics and religion, philosophy and industry, pioneering and education, sport and entertainment. The original publication was published in 2001.

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Book SynopsisTelling the remarkable story of Harrop Fold School in Salford, from their unprecedented GBP2.5m debt to being featured in the BAFTA-award nominated Educating Manchester TV series. Drew Povey was one of the youngest Heads in the country when he was appointed aged 32 in 2010. Through sheer determination and strong, visionary leadership, Drew and his management team (including his two brothers) have wiped out the GBP600k a year deficit and are reducing the huge debt - while continuing to get standout results from pupils. Their book reveals the untold story of their struggles, and the unique leadership style that has seen a quite stunning turnaround in a school once labelled one of the worst in the country.

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