History of education Books

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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