History of education Books
University of California Press Strategies of Segregation
Book SynopsisTrade Review"Wherever this historiography [of education] moves next, scholars will do well to engage with the work of García." * History of Education *"Delves into political tensions within Oxnard, California, and illustrates the board of education’s decisions enacting segregation and thereby shaping the education of Mexicans and blacks . . . The work uncovers hidden histories of Mexican American and black struggles to end segregation, and it results in a very rich study." * American Historical Review *"Provides a meticulous, nuanced, and brilliant study of the complex layers behind the historical connections of educational and residential segregation." * Latino Studies *"Amid the racial reckoning and protests that have swept this country, Strategies of Segregation is a timely and invaluable contribution to California history, Chicano/a studies, and ethnic studies." * California History *Table of ContentsList of Illustrations ix Preface xi Acknowledgments xiii Introduction 1 1 • The White Architects of Mexican American Education 12 2 • Pernicious Deeds: Restrictive Covenants and Schools 39 3 • “Obsessed” with Segregating Mexican Students 55 4 • Ramona School and the Undereducation of Children in La Colonia 79 5 • A Common Cause Emerges for Mexican American and Black Organizers 100 6 • Challenging “a Systematic Scheme of Racial Segregation”: Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247
£21.25
University of California Press Education in Black and White
Book SynopsisHow Myles Horton and the Highlander Folk School catalyzed social justice and democratic education For too long, the story of life-changing teacher and activist Myles Horton has escaped the public spotlight. An inspiring and humble leader whose work influenced the civil rights movement, Horton helped thousands of marginalized people gain greater control over their lives. Born and raised in early twentieth-century Tennessee, Horton was appalled by the disrespect and discrimination that was heaped on poor peopleboth black and whitethroughout Appalachia. He resolved to create a place that would be available to all, where regular people could talk, learn from one another, and get to the heart of issues of class and race, and right and wrong. And so in 1932, Horton cofounded the Highlander Folk School, smack in the middle of Tennessee. The first biography of Myles Horton in twenty-five years, Education in Black and White focuses on the educational theories and strategies he first developed at Highlander to serve the interests of the poor, the marginalized, and the oppressed. His personal vision keenly influenced everyone from Rosa Parks and Martin Luther King, Jr., to Eleanor Roosevelt and Congressman John Lewis. Stephen Preskill chronicles how Horton gained influence as an advocate for organized labor, an activist for civil rights, a supporter of Appalachian self-empowerment, an architect of an international popular-education network, and a champion for direct democracy, showing how the example Horton set remains education's best hope for today.Trade Review"With Education in Black and White, Stephen Preskill revisits and revives the story of Myles Horton and Tennessee’s Highlander Center. . . . a lucidly written book." * Chapter 16 *"The most thorough study of Highlander and its founder to date." * Black Perspectives *"Stephen Preskill's Education in Black and White is a vital new addition to scholarship in the history of social movements in the United States." * Peace & Change *Table of ContentsPrologue: The Highlander Fire of 2019 Introduction 1. Beginnings 2. The Lessons of Ozone 3. Graduate Education and Denmark's Folk Schools 4. Highlander's Beginnings 5. Building a More Stable Highlander 6. Zilphia Horton and Highlander's "Singing Army" 7. Racial Equality within the Union Movement 8. The White Supremacist versus the Social Egalitarian 9. Mrs. Parks Goes to Highlander 10. The Citizenship School on Johns Island 11. Highlander and SNCC 12. From Civil Rights to Appalachia 13. Leadership and Research in Ivanhoe 14. Myles Horton, Internationalist 15. We Make the Road by Walking Epilogue Acknowledgments Notes Works Cited Index
£21.25
University of California Press Education in Ancient Rome
£47.45
University of California Press Blue Eyes Brown Eyes
Book SynopsisThe never-before-told true story of Jane Elliott and the Blue-Eyes, Brown-Eyes Experiment she made world-famous, using eye color to simulate racism. The day after Martin Luther King, Jr.'s assassination in 1968, Jane Elliott, a schoolteacher in rural Iowa, introduced to her all-white third-grade class a shocking experiment to demonstrate the scorching impact of racism. Elliott separated students into two groups. She instructed the brown-eyed children to heckle and berate the blue-eyed students, even to start fights with them. Without telling the children the experiment's purpose, Elliott demonstrated how easy it was to create abhorrent racist behavior based on students' eye color, not skin color. As a result, Elliott would go on to appear on Johnny Carson's Tonight Show, followed by a stormy White House conference, The Oprah Winfrey Show, and thousands of media events and diversity-training sessions worldwide, during which she employed the provocative experiment to induce racism. Was the experiment benign? Or was it a cruel, self-serving exercise in sadism? Did it work? Blue Eyes, Brown Eyes is a meticulously researched book that details for the first time Jane Elliott's jagged rise to stardom. It is an unflinching assessment of the incendiary experiment forever associated with Elliott, even though she was not the first to try it out. Blue Eyes, Brown Eyes offers an intimate portrait of the insular community where Elliott grew up and conducted the experiment on the town's children for more than a decade. The searing story is a cautionary tale that examines power and privilege in and out of the classroom. It also documents small-town White America's reflex reaction to the Civil Rights Movement of the 1970s and 1980s, as well as the subsequent meteoric rise of diversity training that flourishes today. All the while, Blue Eyes, Brown Eyes reveals the struggles that tormented a determined and righteous woman, today referred to as the Mother of Diversity Training, who was driven against all odds to succeed.Trade Review"A balanced view of both his abrasive subject and her notorious experiment. . . . A clear-eyed portrayal of a controversial woman." * Kirkus Reviews *"Intriguing and evenhanded . . . . What emerges is a rich and thought-provoking portrait of an unrepentant crusader who 'may have failed to consider fully the myriad consequences of her actions.' This immersive account offers a fresh perspective on the enduring struggle against racism." * Publishers Weekly *"Timely and timeless, Blue Eyes, Brown Eyes: A Cautionary Tale of Race and Brutality is a unique, informative, thoughtful and thought-provoking read that must be considered in this era of the Black Lives Matter movement and the increasing successful political movements to suppress the non-white voter." * Midwest Book Review *"Blue Eyes, Brown Eyes visits the unlikely place where seeds of racial reconciliation might have pierced the unyielding soil of consciousness." * Los Angeles Review of Books *"Through a controversial figure like Jane Elliot, Stephen Bloom shows the necessary discomfort of unlearning the social prejudices that have become so normal and natural to everyday life in America." * Society of U.S. Intellectual History *"Carefully constructed investigative account. . . . Skillfully and painstakingly, the author probes the experiment's origin story." * CHOICE *Table of ContentsAuthor’s Note: The Scab Prologue: The Tonight Show 1 • The Corn 2 • Dirty Little Bastards 3 • Pizzui 4 • Elysian Fields 5 • From Memphis to Riceville 6 • The Experiment 7 • "Did She Really?" 8 • "Here’s Johnny!" 9 • Back Home 10 • What Some of the Kids Said 11 • Rotarians 12 • Eye of the Storm 13 • The White House 14 • Trouble 15 • Blackboard Jungle 16 • Spooner 17 • A Blind Spot 18 • Class Reunion 19 • The Offer 20 • Unbound 21 • Oprah 22 • The Greater Good 23 • The Dogs Bark, but the Caravan Goes On Afterword: The Case of Robert Coles and Others Coda: Andy’s and the Ville Acknowledgments Notes Index
£21.60
MP-MEL Melbourne University Shifting the Boundaries The University of
Book Synopsis
£30.35
Random House USA Inc Teaching White Supremacy
Book Synopsis
£18.00
Diversified Publishing Original Sins
Book Synopsis
£25.59
Harvard University Press Scholarship and Freedom
Book SynopsisGeoffrey Galt Harpham argues that scholars play a unique role in liberal society, manifesting in refined form the freedoms it guarantees and demanding that it make good on those same guarantees. Far from ivory-tower intellectuals, scholars such as W. E. B. Du Bois and Linda Nochlin undertake the radical social act of questioning received wisdom.Trade ReviewGeoffrey Harpham outflanks those who believe that scholarship must resist political engagement and those who believe that politics cannot be avoided by scholars who live and work in the real world. Harpham argues persuasively that the scholar’s devotion to truth is itself a potent political act because it has the power to ‘clear the ground for a better set of arrangements based on truth.’ In short, the purer scholarship is, the more politically useful it will be. A bold and welcome thesis. -- Stanley Fish, author of The First: How to Think about Hate Speech, Campus Speech, Religious Speech, Fake News, Post-Truth, and Donald TrumpAn extraordinary paean to scholarship as an embattled Enlightenment ideal and as a practice devoted to the pursuit of reliable truths about human affairs, wherever that pursuit may lead. Harpham’s surprising argument is that scholarship inevitably leads to freedom—that independent thinking challenges calcified orthodoxies. His exempla, W. E. B. Du Bois, Bernard Lategan, and Linda Nochlin, give us ample reason to believe. A bracing book for dark times. -- Michael Bérubé, author of What’s Liberal about the Liberal Arts?A distinctive and powerful book. A sharp introduction, three well-wrought case studies, and an eloquent conclusion offer the reader a brilliant, polemical account of why scholarship in the humanities and social sciences still matters. -- Anthony Grafton, author of Inky Fingers: The Making of Books in Early Modern Europe
£21.56
Harvard University Press Off the Mark
Book SynopsisSchooling has become less about learning and more about the scramble for good grades, high test scores, and spotless transcripts. No one is happy about this, least of all students. But what can be done? Off the Mark explains how we got into this predicament, why our reforms haven't worked, and how we can reorient our system to advance learning.Trade ReviewA probing history and analysis of our most pervasive but largely unchallenged assessment technologies: grades, tests, and transcripts…everyone would do well to read this book’s honest and layered picture of what we’re up against. -- Jeremy T. Murphy * Teachers College Record *A detailed and thoughtful critique of contemporary ‘assessment technologies’—grades, tests, and transcripts—and some suggestions for reform. -- Glenn C. Altschuler and David Wippman * Pittsburgh Post-Gazette *If you want to understand how tests, grades, and records of student performance end up eroding classroom learning, Off the Mark is the book to get. A remarkably useful guide for teachers, administrators, parents, and wannabe reformers, it explains not only how tests, grades, and transcripts have chipped away at classroom learning in the past, but also what some schools have done now to curb their effects. -- Larry Cuban, author of Confessions of a School ReformerVisitors from another planet would find themselves bewildered by the crazy-quilt set of assessments currently used in our educational system. The good news: No need to reinvent from scratch. Original and useful, Off the Mark provides food for thought and plans for action. -- Howard Gardner, coauthor of The Real World of College: What Higher Education Is and What It Can BeIn Off the Mark, Schneider and Hutt offer timely and tangible considerations for re-examining the information we rely on to support and measure success for students and schools. Whether you’re a teacher grappling with the question of how to provide effective feedback on learning progress to students and families or a family or community member troubled by the lack of dimension and perspective in our broken school rankings, this book is key to navigating a better way toward equitable, robust, asset-based assessment that will inform and support student success. -- Becky Pringle, President of the National Education AssociationOff the Mark is a timely account of the uses and misuses of standardized tests, grades, and transcripts. The authors offer several pragmatic ideas about how these deeply embedded measures can be revised to lessen their power. -- Diane Ravitch, author of Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools
£22.46
Harvard University Press The Intellectual Sword
Book SynopsisIn the early twentieth century, Harvard Law was on the brink of financial and scholarly ruin. Discriminatory, intellectually arid, and nearly broke, the school struggled through World War II. Bruce Kimball and Daniel Coquillette chronicle the downfall and dramatic restoration of HLS as arguably the world’s most influential law school.Trade ReviewA major work of scholarship—forceful, original, compelling, and highly readable. The stories of the administration of Harvard Law School, of the rise and fall of its deans and their many tribulations, make for high drama. And the school itself is of course one of the key institutions of higher education and the legal profession, not only for its own achievements and standing, but because of its enormous influence on other schools. -- Robert W. Gordon, Stanford Law School
£38.21
Princeton University Press A Larger Sense of Purpose
Book SynopsisTakes up topics of debate in higher education: What are the nature and objectives of a liberal education? What are the university's responsibilities for the moral education of students? This book contains essays on ethics, the academic curriculum, and the differences between private and public higher education.Trade Review"Shapiro clearly and persuasively enunciates his major theme—that universities have a responsibility for performing two important social functions. One is to serve existing society, and the other is to challenge it."—Charles T. Clotfelter, Duke University"This book reflects an effort by one of our most distinguished educational leaders to look beneath the surface of existing controversies and ask deeper questions about the role of the university in a modern liberal democracy. Shapiro's analysis is well tuned to the paradoxical character of the modern university as at once loyal servant and stubborn critic of the society that sustains it."—Michael McPherson, President, the Spencer Foundation, and former President of Macalaster CollegeTable of ContentsPrologue ix The University and Society 1 The Transformation of the Antebellum College From Right Thinking to Liberal Learning 40 Liberal Education, Liberal Democracy, and the Soul of the University 88 Some Ethical Dimensions of Scientific Progress 120 Bibliography 163 Index 175
£36.00
Princeton University Press The Source of the River The Social Origins of
Book SynopsisDocuments the benefits of affirmative action for minority students, their communities, and the nation at large. This book investigates the roots of minority underperformance in selective colleges and universities. It explains how such factors as neighborhood, family, peer group, and early schooling influence the academic performance of students.Trade Review"This is scholarship of the first order, a study that will influence thinking about our society for the next generation."--Jay Mathews, Washington Monthly "This is a beautifully written book. Each word is so carefully chosen and the style so limpid that the text is a pleasure to read... In short, this is a book that should be bought and read by every serious student of education."--Terence Kealey, The Times Higher Education Supplement "This is a very valuable contribution to the sociological study of access to American higher education by ethnic minorities. It also contains useful information for campus personnel and academic staff... [T]his is how social science should be written... This book is highly relevant to those academic staff concerned with meaningful access for all to higher education."--Gerald Postiglione, Educational ReviewTable of ContentsLIST OF TABLES AND FIGURES vii ACKNOWLEDGMENTS xi CHAPTER ONE: The Puzzle of Minority Underachievement 1 CHAPTER TWO: Sample and Methodology 20 CHAPTER THREE: Family Origins 46 CHAPTER FOUR: Neighborhood Background 70 CHAPTER FIVE: Prior Educational Experiences 87 CHAPTER SIX: The Social World of High School 109 CHAPTER SEVEN: Racial Identity and Attitudes 133 CHAPTER EIGHT: Pathways to Preparation 155 CHAPTER NINE: Sink or Swim: The First Semester 184 CHAPTER TEN: Lessons Learned 197 Appendix A.Survey of College Life and Experience: First-Wave Instrument 209 Appendix B.Construction of Social Scales 251 REFERENCES 269 INDEX 279
£29.75
Princeton University Press After Brown The Rise and Retreat of School
Book SynopsisThe United States Supreme Court's 1954 landmark decision, Brown v Board of Education, set into motion a process of desegregation that would transform American public schools. This book provides an assessment of how Brown's most visible effect, contact between students of different racial groups, has changed over the fifty years since the decision.Trade ReviewCo-Winner of the 2005 Gladys M. Kammerer Award, American Political Science Association "[A] richly instructive 'arithmetical history' of how educational integration waxed and then waned in the years after Brown."--David J. Garrow, The Nation "This is an important book, with thorough analysis supported by both historical and current data. Clotfelter's angle of vision measuring the lack of interracial contact, is both insightful and informative."--Library Journal "After Brown is an unusually comprehensive and well-documented analysis of trends in the last five decades in the levels of segregation in American education... It is the most current, most comprehensive reference work available today."--John R. Logan, American Journal of SociologyTable of ContentsList of Illustrations ix List of Tables xi Preface xv Introduction 1 Chapter One Walls Came Tumbling Down 13 Chapter Two The Legacies of Brown and Milliken 44 Chapter Three Residential Segregation and "White Flight" 75 Chapter Four The Private School Option 100 Chapter Five Inside Schools: Classrooms and School Activities 126 Chapter Six Higher Learning and the Color Line 148 Chapter Seven So What? 178 Methodological Appendix 201 Notes 217 References 245 Index 263
£28.80
Princeton University Press Too Hot to Handle A Global History ot Sex
Book SynopsisToo Hot to Handle is the first truly international history of sex education. As Jonathan Zimmerman shows, the controversial subject began in the West and spread steadily around the world over the past century. As people crossed borders, however, they joined hands to block sex education from most of their classrooms. Examining key players who supporTrade Review"Using extensive research backed by an impressive notes section, Zimmerman (Innocents Abroad: American Teachers in the American Century, 2009, etc.) untangles the complex history of how and why sex education was first introduced as a specific subject to be taught in schools and its subsequent rise and fall as a teachable course over the past 100 years."--Kirkus "A dense and detailed account of a still surprisingly contentious subject despite our increasingly liberal attitudes."--Lucy Scholes, The Independent "Zimmerman's well-documented research offers a history of brave and reasoned efforts - to inform without inciting prurience, to warn without explaining, to respect without offending - that have all failed to win consensus or even to achieve demonstrable results."--Choice "The book is an excellent source of information for the classroom in a diverse set of studies, such as history, education, human sexuality, gender studies, sociology, psychology and religious studies. Too Hot To Handle engages the reader and is a comfortable, yet interesting read."--Hennie Weiss, Metapsychology Online Reviews "Zimmerman's rich book is a history of schools and education as much as it is a history of sex. It brings a curiously fresh approach to accounts of sex education... A major new account of a topic that has received some considerable attention in past decades of historical scholarship."--Alison Bashford, Journal of American HistoryTable of ContentsACKNOWLEDGMENTS ix INTRODUCTION - THE CENTURY OF SCHOOL, AND THE CENTURY OF SEX 1 CHAPTER 1 THE BIRDS, THE BEES, AND THE GLOBE: THE ORIGINS OF SEX EDUCATION, 1898-1939 14 CHAPTER 2 A FAMILY OF MAN? SEX EDUCATION IN A COLD WAR WORLD, 1940-64 49 CHAPTER 3 SEX EDUCATION AND THE "SEXUAL REVOLUTION," 1965-83 80 CHAPTER 4 A RIGHT TO KNOWLEDGE? CULTURE, DIVERSITY, AND SEX EDUCATION IN THE AGE OF AIDS, 1984-2010 115 CONCLUSION - A MIRROR, NOT A SPEARHEAD: SEX EDUCATION AND THE LIMITS OF SCHOOL 144 NOTES 153 MANUSCRIPT COLLECTIONS 193 INDEX 197
£26.60
Princeton University Press Between Citizens and the State
Book SynopsisThis book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political hiTrade ReviewWinner of the 2013 Outstanding Book Award, American Educational Research Association "Loss has succeeded in a very ambitious project, and shows the many ways that higher education serves as a key intermediary between state and citizen. I hope other academics will take up the challenge and build on his very good start."--Nancy L. Ruther, Times Higher Education "Loss offers a well-researched, important narrative of the escalating involvement of federal policy in U.S. higher education from WWI through the 1970s and of the remarkable social outcomes or effects thereof... Loss's book merits a place on university library shelves as well on the reading lists of courses on public policy and on the history of American higher education."--Choice "Between Citizens and the State provides an accurate and cogent perspective on movements in American society that have led members of government and higher education to clash, but also to collaborate. Loss provides new insights on a one-hundred-year relationship that has largely been neglected by scholars."--Hani Morgan, Journal of American History "Between Citizens and the State is an ambitious history of the politics of higher education in the twentieth century... Exploring the linkage between politics as it affected higher education and the development of the social sciences is one of the significant achievements of this book."--Nannerl O. Keohane, Perspectives on Politics "Admirably ambitious in scope and engagingly written... Loss argues that political leaders and educational elites worked together to create a partnership between higher education and the state over the course of the last century. While historians of science have recognized this, Loss's important contribution to the discussion is to focus not on the collaboration's goal of producing experts and expert knowledge but on the goal of creating democratic citizens."--Rebecca Lowen, American Historical Review "Loss' book does more than chronicle the relationship between the government and higher education; it highlights the significance of higher education's place in providing citizens a space to develop their voice, power, and political and personal identities. In doing so, it raises important questions... Between Citizen and State, is an insightful and engaging look at the notion of citizenship and the political relationship that helped shape the citizen of the 20th century."--Ann Allen, Journal of Philosophy of Education "Between Citizens and the State is well-written and effectively highlights the complex relationships between federal policy goals, the implementation of those policies by higher education organizations, and the outcomes of those efforts. The author does an excellent job of weaving details about politics and policy with the resulting impact on higher education and American society from World War I through the 1960s... Institutional research professionals who have interest in the history of the politics that contributed to the growth of higher education in the United States will enjoy reading Between Citizens and the State."--Gary Lowe, Association of Institutional Research Data and Decisions "What is the state's interest in an educated citizenry? Given Americans' historical aversion to strong central government, how has our government intervened in higher education in order to achieve that interest? How has state interest in higher education changed over time? Christopher Loss tackles these questions in his insightful survey of state interactions with higher education in the twentieth century."--Beryl Satter, Academe "Loss offers his readers an opportunity to take a long view, narrating in his own way many elements of higher education's history that have not often been told. He provides a critical and illuminating look at the role of higher education ... between the federal government and citizens."--Journal of Higher Education Outreach and Engagement "Loss deserves credit for moving beyond the usual benchmarks--the GI Bill of 1944, the National Defense Education Act of 1958, and the Higher Education Act of 1965--to illuminate a longer history of subtle governmental interventions in American higher education. His well-written study also demonstrates that time and again, students took whatever educational support governmental intervention allowed yet ignored the particular lessons of citizenship the government intended to impart. In the section on higher education from the 1960s onward, Loss ably details the uneven effects of Great Society measures meant to improve educational access."--Beryl Satter, American Association of University Professors "Institutional research professionals who have interest in the history of the politics that contributed to the growth of higher education in the United States will enjoy reading Between Citizens and the State."--Gary Lowe, Association of Institutional Research "Loss's account is relevant to state comprehensive universities as he focuses on how the university system shifted to meet the needs of the student which were at odds with what was expected from the state."--Liz Jacoby, Teacher-ScholarTable of ContentsList of Illustrations and Appendix Charts ix Acknowledgments xi Chapter 1: Introduction: The Politics of American Higher Education in the Twentieth Century 1 Part I: Bureaucracy Chapter 2: Reorganizing Higher Education in the Shadow of the Great War 19 Chapter 3: Building the New Deal Administrative State 53 Part II: Democracy Chapter 4: Educating Citizen-Soldiers in World War II 91 Chapter 5: Educating Global Citizens in the Cold War 121 Part III: Diversity Chapter 6: Higher Education Confronts the Rights Revolution 165 Chapter 7: Conclusion: The Private Marketplace of Identity in an Age of Diversity 214 Appendix: A: Graphical Portrait of American Higher Education in the Twentieth Century 235 Notes 239 Index 303
£25.50
Princeton University Press Heart Beats
Book SynopsisMany people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite in class. Heart Beats is the first book to examine how poetry recitation came to assume a central place in past curricular programs, and to investigateTrade ReviewWinner of the 2013 NAVSA Best Book of the Year Award, North American Victorian Studies Association "It's tempting to sentimentalize an era in which poetry--memorized, recited poetry--held so prominent a place in the culture. But its once-substantial role turns out to be a mixed and complicated tale, as thoroughly chronicled [by] Catherine Robson."--Brad Leithauser, NewYorker.com "Catherine Robson's extraordinary book, a feat of imagining as well as of scholarship, explores the memorization and reciting of poems in classrooms across England and America through substantial portions of the last two centuries."--William H. Pritchard, Weekly Standard "I hope that books like Catherine Robson's brilliant Heart Beats: Everyday Life and the Memorized Poem will mark a turning point in the history of our discipline. Written with a lightness of touch but a depth of commitment ... lively, fresh and insightful ... thoughtful and meticulous."--Chris Jones, Times Higher Education "Robson develops her arguments with a delicious range of references."--Julie Blake, English in Education "Robson does far more than give us the institutional history of verse memorization, though she does this fascinatingly well. She interrogates what performed memorization means for the study of poetry, reception, and canonization."--James Najarian, European Romantic Review "Heart Beats invites further research, and should have a significant impact on Victorian studies for some time to come."--Kirstie Blair, Tennyson Research Bulletin "[A]bsorbing, amazingly-detailed, and at times startling."--Mike Chasar, Poetry "For a wonderfully dispassionate guide to this debate, there is no better book ... Neither sentimentalist nor cynic, Robson traces the glory days of the memorised poem from the late 18th century to the Second World War."--C. P. Nield, Standpoint "[E]xpansive, imaginative, and consistently provocative work."--Jason R. Rudy, Victorian Studies "[T]he result of [Robson's] meticulousness is hardly modest; on the contrary, Heart Beats is a brilliantly original book that dares to raise riveting, if sometimes unanswerable, questions about long-forgotten children, half-remembered lessons, and the power of the memorized poem."--Angela Sorby, Modern Language QuarterlyTable of ContentsList of Figures ix Acknowledgments xi Introduction 1 PART I - THE MEMORIZED POEM IN BRITISH AND AMERICAN PUBLIC EDUCATION 33 PART II - CASE STUDIES 91 Felicia Hemans, "Casabianca" 91 Thomas Gray, "Elegy Written in a Country Churchyard" 123 Charles Wolfe, "The Burial of Sir John Moore after Corunna" 191 Afterword 219 Appendixes 235 Notes 243 Works Cited 273 Index 289
£23.80
Princeton University Press The School of Libanius in Late Antique Antioch
Book SynopsisTrade Review"In addition to providing insights into Libanius's achievements in Antioch, the author provides translations of 200 letters (most never before translated into English) that reflect vividly the practice of education and the world of the fourth century in the east. An invaluable contribution to the study of ancient education, this volume includes everything from Libanius's early successes in Constantinople to the challenge of student retention."--J. de Luce, Choice "Cribiore's new study of the school of Libanius offers a richly detailed view of the world of the late ancient classroom and the behind-the-scenes activities of one of its most famous teachers."--Craig A. Gibson, Classical World "This ... is a valuable--and extremely readable--contribution, which brings attention to underused and important evidence."--Gavin Kelly, Journal of Hellenic Studies "This is a work of outstanding scholarship, a thorough and lively account which I would not only recommend to classicists and ancient historians but to anyone with a broad interest for the history of education... Any review will do injustice to the book as a whole, which should be read and reread: undoubtedly the rich footnotes and bibliography will provide historians of childhood and youth with many new and unexpected facts."--Veronique Van Driessche, Les Etudes ClassiquesTable of ContentsPREFACE ix A NOTE ON REFERENCES AND ABBREVIATIONS xi INTRODUCTION 1 CHAPTER ONE: Libanius and Rhetoric in Antioch 13 CHAPTER TWO: Schools and Sophists in the Roman East 42 CHAPTER THREE: The Network 83 CHAPTER FOUR: Admission and Evaluation 111 CHAPTER FIVE: Teaching the Logoi 137 CHAPTER SIX: The Long and Short Paths to Rhetoric 174 CHAPTER SEVEN: After Rhetoric 197 CONCLUSION: Words and Silence 229 APPENDIX ONE: Dossiers of Students 233 APPENDIX TWO: Length of Students' Attendance 323 APPENDIX THREE: Concordance of Letters in Appendix One Translated INTO ENGLISH 329 SELECT BIBLIOGRAPHY 331 INDEX LOCORUM 347 GENERAL INDEX 355
£25.20
Princeton University Press Keep the Damned Women Out The Struggle for
Book SynopsisAs the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma maTrade ReviewWinner of the 2017 PROSE Award in Education Practice, Association of American Publishers "A painstakingly detailed account of how coeducation came to Harvard, Yale, and Princeton, is an invaluable antidote to the amnesia that has come to envelop the subject. More than that, it is an important work of cultural history. It seems a truism to observe that so profound a change could not have occurred in a vacuum, and Malkiel takes full account of the social and political revolutions that were convulsing the country in the 1960s. But she digs deeper to show how, as the nation neared its end, the leaders of Yale and Princeton realized that the missions these institutions had long assigned themselves of producing the nation's leaders would soon be unsustainable in the absence of coeducation."--Linda Greenhouse, New York Review of Books "Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities."--Rachel Holmes, Times Literary Supplement "In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities... How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues ... about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."--Lenore Tiefer, Wall Street Journal "One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power... A superb, richly documented study."--Mary Evans, Times Higher Education "Fascinating... This hefty book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time. "--Carlos Lozada, Washington Post "A carefully researched and compelling narrative... This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America."--Library Journal, starred "Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'"---Harvard Magazine "In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."--Amelia Thompson-Deveaux, Princeton Alumni Weekly "It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."--Scott Jaschik, Inside Higher Ed "'Keep the Damned Women Out'... Or in some cases, the damned men."--Smith Alumni Quarterly "There are things you take for granted, until you learn how recently they came about or how tortuous their path. That's how I felt while reading Malkiel's history of how several elite U.S. universities--in particular, Yale, Princeton, Harvard and Dartmouth--finally offered full undergraduate education for women starting in the late 1960s and early 1970s."--Carlos Lozada, Washington Post "From enraged male alumni to topless female protesters, this book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates."--Jill Wrenn, Financial Times "[A] rich and compelling story"--Maggie Doherty, Chronicle Review "A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain ... [Malkiel] is a lucid, excellent scholar."--Kate Stimpson, Public BooksTable of ContentsList of Illustrations xi Preface xv Acknowledgments xxiii Introduction 1 Setting the Stage: The Turbulent 1960s 3 Part I The Ivy League: Harvard, Yale, and Princeton 2 Harvard-Radcliffe:"To Be Accepted by the Old and Beloved University" 31 3 Yale: "Girls Are People, Just Like You and Me" 54 4 Princeton: "Coeducation Is Inevitable" 81 5 Princeton: "A Penetrating Analysis of Far-Reaching Significance" 110 6 Yale: "Treat Yale as You Would a Good Woman" 136 7 Princeton: "The Admission of Women Will Make Princeton a Better University" 166 8 Harvard-Radcliffe: Negotiating the "Non-Merger Merger" 195 9 Princeton: "I Felt I Was in a Foreign Country" 214 10 Harvard-Radcliffe: Playing in the "Big Yard" with the Boys 245 11 Yale: Yale Is "Not Yet Coeducational" 268 12 Princeton: "We're All Coeds Now" 288 Part II The Seven Sisters: Vassar, Smith, and Wellesley 13 Vassar: "Separate Education for Women Has No Future" 309 14 Vassar: "Vassar for Men?" 328 15 Smith: "A Looming Problem Which Is Going to Have to Be Faced" 351 16 Smith: "Recommitting to Its Original, Pioneering Purpose" 371 17 Wellesley: "Should Wellesley Jump on the Bandwagon?" 390 18 Wellesley: "Having the Courage to Remain a Women's College" 412 Part III Revisiting the Ivies: Dartmouth 19 Dartmouth: "For God's Sake, for Everyone's Sake, Keep the Damned Women Out" 441 20 Dartmouth: "Our Cohogs" 464 Part IV The United Kingdom: Cambridge and Oxford 21 Cambridge: "Like Dropping a Hydrogen Bomb in the Middle of the University" 491 22 Cambridge: "A Tragic Break with Centuries of Tradition" 517 23 Oxford: "Our Crenellations Crumble, We Cannot Keep Them Out" 540 24 Oxford: As Revolutionary as "the Abolition of Celibacy among the Dons" 570 Part V Taking Stock 25 Epilogue 595 Manuscript Collections and Oral History Transcripts: Abbreviations 611 Interviews 622 Index 623
£27.00
Princeton University Press The History of American Higher Education
Book SynopsisTrade ReviewWinner of the 2015 AERA Division J Outstanding Publication Award, American Educational Research Association "An encyclopedic history of American colleges and universities... A well-researched, detailed tome."--Kirkus Reviews "'At Last!' Etta James does not usually come to mind when you're reviewing a scholarly book. Her 1960 signature song on vintage vinyl, 45 rpm, however, expressed my sentiment when I received Roger L. Geiger's new The History of American Higher Education: Learning and Culture From the Founding to World War II. Many of us in the field have been waiting for this big book... Important."--John R. Thelin, Chronicle Review "Geiger's History of American Higher Education is an excellent survey of this complex topic. It is a very valuable addition to the historical literature on American higher education."--Steven Diner, H-Net Reviews "Geiger has successfully written about a major part of the history of higher education in the United States. This book will be of interest to both scholars and general readers interested in the subject."--John Sandstrom, Library Journal "Geiger has written a magisterial, almost encyclopedic history of higher education in the U.S. from its beginnings in the 17th century until 1940... Well-written and filled with copious detail."--Choice "To say that Roger L. Geiger has done his homework would be an understatement... Mr. Geiger packs decades of research into one exhaustive tome that tracks the evolution of American higher education from the 17th Century to 1940... Skimming would be rather pointless given the learning opportunity that Mr. Geiger has carefully crafted here, one rich paragraph at a time."--Amy Lyons, Pittsburgh Post-Gazette "[A] remarkably rich and detailed history. Given Geiger's previous contributions to the field, this is the book that higher education historians have been looking forward to reading."--Charles Dorn, Journal of American History "This encyclopedic book is as readable as it is thorough, drawing upon voluminous monographs and articles. No pedantic study, it places the history of colleges and universities in the context of broader political, economic, and social trends, the author always showing a firm grasp of the general American narrative."--Justus D. Doenecke, Anglican and Episcopal HistoryTable of ContentsPREFACE ix PROLOGUE: UNIVERSITIES, CULTURE, CAREERS, AND KNOWLEDGE xiii 1THE FIRST CENTURY OF THE AMERICAN COLLEGE, 1636 -1740 Harvard College 1 Yale College 8 The College of William & Mary 11 Conflict and New Learning in the Early Colleges 15 The Embryonic American College 25 2COLONIAL COLLEGES, 1740 -1780 New Colleges for the Middle Colonies 33 Enlightened Colleges 48 College Enthusiasm, 1760-1775 57 Colonial College Students 76 3REPUBLICAN UNIVERSITIES Making Colleges Republican 92 Educational Aspirations in the Early Republic 102 New Colleges in the New Republic 109 4THE LOW STATE OF THE COLLEGES, 1800 -1820 The Problem with Students 125 The Second Great Awakening and the Colleges 132 The Rise of Professional Schools 143 Who Owns Colleges? 160 5RENAISSANCE OF THE COLLEGES, 1820 -1840 New Models for Colleges 175 The Yale Reports of 1828 187 Denominational Colleges I 193 Higher Education for Women 206 6REGIONAL DIVERGENCE AND SCIENTIFIC ADVANCEMENT, 1840 -1860 The Early Collegiate Era in the Northeast 215 Sectionalism and Higher Education in the South 229 Denominational Colleges II: Proliferation in the Upper Midwest 243 Science and the Antebellum College 256 7LAND GRANT COLLEGES AND THE PRACTICAL ARTS Premodern Institutions 270 The Colleges and the Civil War 277 The Morrill Land Grant Act of 1862 281 Land Grant Universities 287 Agricultural Colleges and A&Ms 298 Engineering and the Land Grant Colleges 306 8THE CREATION OF AMERICAN UNIVERSITIES The First Phase 316 The Academic Revolution 326 Research, Graduate Education, and the New Universities 338 The Great American Universities 348 Columbia College and the University of Pennsylvania 350 State Universities 354 9THE COLLEGIATE REVOLUTION The High Collegiate Era 365 High Schools, Colleges, and Professional Schools 380 Higher Education for Women, 1880-1915 394 Liberal Culture 408 10MASS HIGHER EDUCATION, 1915 -1940 World War I 423 Mass Higher Education 428 Shaping Elite Higher Education 446 Liberal Culture and the Curriculum 455 Advanced Education of African Americans 467 11THE STANDARD AMERICAN UNIVERSITY Philanthropic Foundations and the Standardization of Higher Education 479 Research Universities in the Golden Age and Beyond 491 Students and the Great Depression 507 American Higher Education in 1940 514 The American System of Higher Education 532 12CULTURE, CAREERS, AND KNOWLEDGE 539 INDEX 553
£25.20
Princeton University Press Too Hot to Handle A Global History of Sex
Book SynopsisTrade Review"Using extensive research backed by an impressive notes section, Zimmerman (Innocents Abroad: American Teachers in the American Century, 2009, etc.) untangles the complex history of how and why sex education was first introduced as a specific subject to be taught in schools and its subsequent rise and fall as a teachable course over the past 100 years."--Kirkus "A dense and detailed account of a still surprisingly contentious subject despite our increasingly liberal attitudes."--Lucy Scholes, The Independent "Zimmerman's well-documented research offers a history of brave and reasoned efforts - to inform without inciting prurience, to warn without explaining, to respect without offending - that have all failed to win consensus or even to achieve demonstrable results."--Choice "The book is an excellent source of information for the classroom in a diverse set of studies, such as history, education, human sexuality, gender studies, sociology, psychology and religious studies. Too Hot To Handle engages the reader and is a comfortable, yet interesting read."--Hennie Weiss, Metapsychology Online Reviews "Zimmerman's rich book is a history of schools and education as much as it is a history of sex. It brings a curiously fresh approach to accounts of sex education... A major new account of a topic that has received some considerable attention in past decades of historical scholarship."--Alison Bashford, Journal of American HistoryTable of ContentsACKNOWLEDGMENTS ix INTRODUCTION - THE CENTURY OF SCHOOL, AND THE CENTURY OF SEX 1 CHAPTER 1 THE BIRDS, THE BEES, AND THE GLOBE: THE ORIGINS OF SEX EDUCATION, 1898-1939 14 CHAPTER 2 A FAMILY OF MAN? SEX EDUCATION IN A COLD WAR WORLD, 1940-64 49 CHAPTER 3 SEX EDUCATION AND THE "SEXUAL REVOLUTION," 1965-83 80 CHAPTER 4 A RIGHT TO KNOWLEDGE? CULTURE, DIVERSITY, AND SEX EDUCATION IN THE AGE OF AIDS, 1984-2010 115 CONCLUSION - A MIRROR, NOT A SPEARHEAD: SEX EDUCATION AND THE LIMITS OF SCHOOL 144 NOTES 153 MANUSCRIPT COLLECTIONS 193 INDEX 197
£18.00
Princeton University Press American Higher Education since World War II
Book SynopsisTrade Review"A comprehensive historical account . . . well written, copiously footnoted and makes for an accessible read."---David Wheeler, Times Higher Education
£28.50
Princeton University Press Keep the Damned Women Out
Book SynopsisTrade Review"Winner of the 2017 PROSE Award in Education Practice, Association of American Publishers""One of Times Higher Education’s Books of the Year 2017 (chosen by John Bowers)""An important work of cultural history. . . . Malkiel writes with an insider's knowledge of her own institution and from a historian's meticulous reconstruction of what happened at the others."---Linda Greenhouse, New York Review of Books"Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities that were bastions run by men for men who felt anything on a scale of muddled incomprehension to active aggression at the notion of gender equality."---Rachel Holmes, Times Literary Supplement"In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities. . . . How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues . . . about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."---Lenore Tiefer, Wall Street Journal"One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power. . . . A superb, richly documented study."---Mary Evans, Times Higher Education"As well as examining the interplay of interests, egos and bureaucratic structures, Malkiel also shows that sexual politics gave a heightened charge to proceedings. For many people, the character – even the soul – of these institutions seemed to be at stake."---Helen McCarthy, London Review of Books"Fascinating. . . . [This] book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time."---Carlos Lozada, Washington Post"A carefully researched and compelling narrative. . . . This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America." * Library Journal *"Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'" * -Harvard Magazine *"In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."---Amelia Thompson-Deveaux, Princeton Alumni Weekly"It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."---Scott Jaschik, Inside Higher Ed"'Keep the Damned Women Out'. . . . Or in some cases, the damned men." * Smith Alumni Quarterly *"This book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates. . . . [A] lively account."---Jill Wrenn, Financial Times"[A] rich and compelling story"---Maggie Doherty, Chronicle Review"A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain . . . [Malkiel] is a lucid, excellent scholar."---Kate Stimpson, Public Books"Malkiel pursued a prodigious and impressive amount of research to produce this volume. . . . This study makes a major contribution to our understanding of how administrative personnel and structures interacted with trustee, alumni, faculty, and student constituents at American universities."---Mary Ann Dzuback, History of Education Quarterly"A magisterial study of the 1960s move towards coeducation on both sides of the Atlantic."---John Bowers, Times Higher Education"A passionate investigation of the process of integrating women into Ivy League education. . . . The book will be indispensable to those who in the future pursue research on higher education or on these specific institutions. It is an epic book on an epic topic that is well worth studying."---Christine D. Myers, Historical Studies in Education
£22.50
Princeton University Press The Campus Color Line
Book SynopsisTrade Review"Winner of the ASHE Outstanding Book Award, Association for the Study of Higher Education""Winner of the AESA Critics’ Choice Book Award, American Educational Studies Association""Winner of the Frederic W. Ness Book Award, Association of American Colleges & Universities""Winner of the HES Outstanding Book Award, History of Education Society""Winner of the Outstanding Publication Award, American Educational Research Association""This extensively researched, well-written examination of racism, integration, and violence in the postsecondary environment is a major contribution to the field of higher education."---Jacqueline Snider, Library Journal"In this intensely researched narrative, Cole focuses on one institutional president—as a member of the wider community of presidents—per chapter and examines how he or she worked within the circumstances of their colleges. Perhaps most importantly, the author explores the silent networks of Black college presidents whose efforts slipped under the radar." * Kirkus Reviews *"The Campus Color Line is enlightening for advanced students and scholars interested in the study of higher education history." * Choice Reviews *"Cole artfully makes the case that higher education played a central role in shaping one of the most significant social movements in American history. . . . The Campus Color Line is essential not just for filling this gap in the historical literature or because it shows another way that universities influence society. It is essential because it challenges those of us in higher education, both educators and administrators, to be mindful of our actions and, above all else, to do more."---Lucian Bessmer, Harvard Educational Review"A brilliant and richly detailed study. . . . Cole’s ambitious collection of intimate and masterfully researched institutional histories make The Campus Color Line a must-read for upper-level undergraduate courses or graduate students examining the legacy of student activism and social movements, or the history of education."---Jelani M. Favors, History of Education Quarterly"Cole’s ability to connect college presidential challenges, racial turmoil, and political climate make this work groundbreaking. This is especially insightful since Cole takes the approach of focusing his work on the dominant white community which had their own way of working against the desegregation within the confines of American society."---Jesse R. Ford & Kaleb L. Briscoe, Teachers College Record"The Campus Color Line should be required reading for academics or anyone interested in how issues of racial justice became enmeshed in higher education."---E. Masghati, Ph.D., International Social Science Review"Eddie R. Cole brilliantly narrates the untold stories of America's college leaders and their many contributions toward the decolonization of higher education. . . . Cole’s book is a testament to the difficulty of these challenges faced by leaders, and it offers a guide for how to overcome them—if a leader knows how to pay close attention to our past and aims not to repeat the mistakes in the future."---Mary F. Howard-Hamilton & Kelsey Bogard, Journal of College Student Development "Cole’s lucid and pragmatic description of networks of power in the 1950s and 60s provides current scholars, administrators, and students a useful road map for effecting social change today."---Abigail Fagan, Amerikastudien/American Studies
£21.00
Princeton University Press The Campus Color Line
Book SynopsisThe remarkable history of how college presidents shaped the struggle for racial equalitySome of America's most pressing civil rights issues-desegregation, equal educational and employment opportunities, housing discrimination, and free speech-have been closely intertwined with higher education institutions. Although it is commonly known that coTrade Review"Winner of the ASHE Outstanding Book Award, Association for the Study of Higher Education""Winner of the AESA Critics’ Choice Book Award, American Educational Studies Association""Winner of the Frederic W. Ness Book Award, Association of American Colleges & Universities""Winner of the HES Outstanding Book Award, History of Education Society""Winner of the Outstanding Publication Award, American Educational Research Association""This extensively researched, well-written examination of racism, integration, and violence in the postsecondary environment is a major contribution to the field of higher education."---Jacqueline Snider, Library Journal"In this intensely researched narrative, Cole focuses on one institutional president—as a member of the wider community of presidents—per chapter and examines how he or she worked within the circumstances of their colleges. Perhaps most importantly, the author explores the silent networks of Black college presidents whose efforts slipped under the radar." * Kirkus Reviews *"The Campus Color Line is enlightening for advanced students and scholars interested in the study of higher education history." * Choice Reviews *"Cole artfully makes the case that higher education played a central role in shaping one of the most significant social movements in American history. . . . The Campus Color Line is essential not just for filling this gap in the historical literature or because it shows another way that universities influence society. It is essential because it challenges those of us in higher education, both educators and administrators, to be mindful of our actions and, above all else, to do more."---Lucian Bessmer, Harvard Educational Review"A brilliant and richly detailed study. . . . Cole’s ambitious collection of intimate and masterfully researched institutional histories make The Campus Color Line a must-read for upper-level undergraduate courses or graduate students examining the legacy of student activism and social movements, or the history of education."---Jelani M. Favors, History of Education Quarterly"Cole’s ability to connect college presidential challenges, racial turmoil, and political climate make this work groundbreaking. This is especially insightful since Cole takes the approach of focusing his work on the dominant white community which had their own way of working against the desegregation within the confines of American society."---Jesse R. Ford & Kaleb L. Briscoe, Teachers College Record"The Campus Color Line should be required reading for academics or anyone interested in how issues of racial justice became enmeshed in higher education."---E. Masghati, Ph.D., International Social Science Review"Eddie R. Cole brilliantly narrates the untold stories of America's college leaders and their many contributions toward the decolonization of higher education. . . . Cole’s book is a testament to the difficulty of these challenges faced by leaders, and it offers a guide for how to overcome them—if a leader knows how to pay close attention to our past and aims not to repeat the mistakes in the future."---Mary F. Howard-Hamilton & Kelsey Bogard, Journal of College Student Development "Cole’s lucid and pragmatic description of networks of power in the 1950s and 60s provides current scholars, administrators, and students a useful road map for effecting social change today."---Abigail Fagan, Amerikastudien/American Studies
£16.19
Princeton University Press American Higher Education since World War II
Book Synopsis
£19.80
Princeton University Press College
Book SynopsisTrade Review"At a time when many are trying to reduce the college years to a training period for economic competition, Delbanco reminds readers of the ideal of democratic education. . . . The American college is too important 'to be permitted to give up on its own ideals,' Delbanco writes. He has underscored these ideals by tracing their history. Like a great teacher, he has inspired us to try to live up to them."---Michael S. Roth, New York Times Book Review"The book does have a thesis, but it is not thesis-ridden. It seeks to persuade not by driving a stake into the opponent's position or even paying much attention to it, but by offering us examples of the experience it celebrates. Delbanco's is not an argument for, but a display of, the value of a liberal arts education."---Stanley Fish, New York Times"A lucid, fair, and well-informed account of the problems, and it offers a full-throated defense of the idea that you don't go to college just to get a job. Delbanco's brevity, wit, and curiosity about the past and its lessons for the present give his book a humanity all too rare in the literature on universities."---Anthony Grafton, New York Review of Books"[I]nsightful and rewarding. . . . Delbanco's evocation of these nineteenth-century precedents is of central importance, for they allow him to demonstrate that liberal education, far from being an elite indulgence, is inseparable from our nation's most cherished and deeply rooted democratic precepts. In the face of today's hyper-accelerated, ultra-competitive global society, the preservation of opportunities for self-development and autonomous reflection is a value we underestimate at our peril."---Richard Wolin, The Nation"Has the democratic ideal of a classical education, open to rich and poor alike, become a thing of the past? That's the scenario proposed by esteemed literary scholar Delbanco in this engaging assessment of how American higher education has lost its way. . . . He makes a strong case that the purely materialist approach to education assures that the disparity between rich and poor students only widens, with 'merit-based' financial aid and scholarships all going disproportionately to students from families with money. . . . This is an impassioned call for a corrupt system to heal itself." * Kirkus Reviews *"To renew higher education in an age of secular pluralism, Delbanco summons his colleagues to a defense of the university's role in fostering humane and democratic impulses. . . . Delbanco's agenda for reform--curricular, pedagogical, financial, and technological--will stimulate a much-needed national dialogue."---Bryce Christensen, Booklist"Delbanco explores American higher education in a manner befitting a scholar of Melville and the Puritans, with a humanist's belief in lessons from history and in asking what the right thing is to do. . . . College has always been a microcosm of society, so a book about it is also about how we're doing as a country."---Clare Malone, American Prospect"A thoughtful and insightful look at American college's exceptionalism and pitfalls. . . . Whether you're in college, thinking about college or just paying for it, it's a good read to help better understand one of America's oldest and finest institutions. And if we want it to stay that way, we all better get schooled about it."---Kacie Flynn, Vox Magazine, Missourian"The 'Was' part is an illuminating reminder of the Puritan origin of early colleges, such as Harvard and Princeton, where only wealthy males needed apply and where religion, literature and philosophy dominated the curricula. The 'Is' section considers the prohibitive cost, the woefully underprepared applicants, the self-centered teachers and the dominance of research over instruction of undergraduates at today's colleges. Obviously the 'Should Be' is Delbanco's motive in this effort. . . . He dreams of the day when college teachers are back in the classrooms, working collaboratively to bring their youngsters into this new century."---Kathleen Daley, Newark Star Ledger"Recommended for academic and general audiences as a thoughtful, literate, and gracefully written reminder of what higher education needs to be."---Elizabeth R. Hayford, Library Journal"[College] will give a lot of pleasure to anyone who cares about undergraduate education. It offers a fascinating history of the creation and growth of US colleges and universities, some sombre reflections on the tension between the desire of many universities to be known as great research institutions and the needs of their undergraduates, and some angry thoughts about the way in which elite education reinforces economic inequality. . . . Delbanco writes with the exasperated energy of a radical assistant professor half his age, and displays an unforced affection for undergraduate students that is deeply engaging and permeates the book with an infectious optimism about the possibilities of liberal education in spite of all the obstacles that he lists."---Alan Ryan, Times Higher Education"Refreshingly, Delbanco's examination of what college was doesn't turn into a longing backward look. . . . This book is a result of what Delbanco says is two decades of visiting more than 100 colleges of all types, from community colleges to the undergraduate divisions of research universities. It is also the product of extensive reading: He seems to have digested every self-flagellating and self-congratulating essay, every cri de coeur and jeremiad about higher ed that has been produced since scholars sat down together in collegium."---Sebastian Stockman, Kansas City Star"This is a brief, well-researched book, and an insightful account of the factors that shape the current higher educational landscape."---Dennis O'Brien, Commonweal"[An] eloquent book--a combination of jeremiad, elegy and call to arms."---Alan Cate, Cleveland Plain Dealer"In College, [Delbanco] looks to the lengthy and dynamic history of higher education in America as a lens through which to examine its current crises and unsettled future."---Serena Golden, Inside Higher Ed"'Every year the teacher gets older while the students stay the same age.' This has always been true, but Delbanco's observation has a poignant weight today when college is always justified as being for something, whether for the economy, or for democracy, or for social mobility, and not as a place that exists as a community asking questions together, trying to unify knowledge to make sense of our lives--in short, as a place where we pursue the truth."---Angus Kennedy, Spiked Review of Books"Andrew Delbanco does a marvelous job tracing the evolution of one of the most treasured institutions in the United States, 'college,' in terms of the ideal of such an institution and the challenges it is facing. . . . Delbanco's book would be a great one for students and scholars in the fields of educational philosophy, history of education, educational policy, and other related fields. It would also be a good read for anyone who is interested in the development of higher education in the United States."---Shouping Hu, Teachers College Record"What commends [t]his book is its richness of reference and its willingness to charge colleges and universities with lapses that should sow insomnia among administrators."---James Morris, Wilson Quarterly"College: What It Was, Is, and Should Be gives a clear picture of all the forces, both within and outside the university, working against the liberal arts."---Joseph Epstein, Weekly Standard"Andrew Delbanco's recent book is to be praised, for it reminds us that college should be about character formation and not a surrender to a customer service mentality that inflates accomplishments to please future employers, placate doting parents and repair fragile egos. . . . Enlightening."---Robert J. Parmach, America magazine"Well researched, succinct, and eloquently written, this little book should be in every library in every institution of higher learning. It would be an appropriate book for all new faculty members so that they can quickly come to understand the professional situation they are now in. . . . Delbanco's intention is to avoid writing a jeremiad, elegy, funeral dirge, or call to arms. He has succeeded. His realistic account of the current state of affairs is indeed sobering." * Choice *"Delbanco provides a fresh historical argument for why it's important to keep liberal learning in the picture for as many students as possible, and he offers some suggestions for how colleges might do that."---Mary Taylor Huber, Change"This isn't just a plea for the humanities to keep its place at the table, though College is certainly that. Nor is Delbanco exactly making an argument for the liberal arts as the medium through which new, socially critical ideas can take hold and be propagated, a la Dewey--despite his clear belief that an education that has not produced an accountable, critical mind has failed. Rather, he's concerned about the deeply anti-democratic implications of what is happening--the undoing of Emerson's vision of scholarship and serious discussion coming down from the ivory tower and joining the fray, rather than polishing the manners of a happy few. . . . Delbanco does a fine job at making his case for liberal education as a public good that should be preserved and fostered; his concern about how social inequality undermines democratic cultural values strikes me as utterly justified."---Scott McLemee, Democracy"[T]he book reaches its objectives. Its research base is impeccable, as is its expository form. It deserves a place in every college and university library, and not just in the U.S."---William Bruneau, CAUT Bulletin"College offers much valuable analysis, as when Delbanco lays out three common understandings of the purposes of college today. . . . [T]his fine-grained, literate argument for why teaching students 'how to think and how to choose' ought to be at the heart of a college education deserves careful thought and consideration, on and off campus."---Ben Wildavsky, Strategy Matters"Andrew Delbanco offers an eloquent and persuasive argument for the importance of a liberal arts education. At a time when others are challenging the so-called economic viability of a college diploma . . . Delbanco seeks to remind us of the enduring existential value of higher education; of its ability to enrich experience, deepen intellectual ability, and enhance one's own humanity."---Robin Tatu, Prism"Andrew Delbanco has given us a first rate account of the history and present state of the American college. . . . He comes across as a fine teacher, one of the best. I have recommended his classes, solely on the basis of this book, to a young man starting soon at Columbia. And I recommend this book to all who have been to any college or will go someday. This is a fine book."---Geoffrey M. Vaughan, Society"I strongly recommend this book if you are interested in a discussion of the history of undergraduate education in the United States."---Michael Joseph Brown, Teaching Technology and Religion"Delbanco is lovely at historical context. . . . He makes a plea for the great intangibles of a college education."---Katharine Whittemore, Boston Globe
£14.39
Princeton University Press Wisdoms Workshop The Rise of the Modern
Book SynopsisTrade Review"One of Choice's Outstanding Academic Titles for 2016""Honorable Mention for the 2017 PROSE Award in Education Theory, Association of American Publishers""In this time of anti-intellectualism--whether technocratic or populist--we don't need more smug disruptors. We need more hopeful builders. They will remind us of the democratic aspirations of pragmatic liberal education while recalling that the ambitions of our finest universities help fulfill the dreams of our best selves as a people."---Michael Roth, Wall Street Journal"Authoritative, panoramic. . . . A thoroughly researched and vigorous history of an institution that has 'gained new vigor and proliferated progeny not only in the United States but around the globe.'" * Kirkus *"At a time in which colleges and universities have come under sustained attack . . . it may well be useful to explain to those outside the academy how American institutions became preeminent and why they continue to play an essential role at the center of modernity's infrastructure. In Wisdom's Workshop, Axtell does just that. Drawing on the vast literature on higher education, he provides an informative and engaging . . . account of the evolution of the research university, from its origins in England, Italy, and France in the Middle Ages to the emergence of the ‘multiversity' in the United States in the last half century."---Glenn Altschuler, Huffington Post"This is an enjoyable and well-informed account of some of the most significant universities in the world."---David Willetts, Times Higher Education"In his new book . . . Wisdom's Workshop: The Rise of the Modern University . . . [James] Axtell traces the U.S. university system all the way back to its Medieval roots. It turns out universities have changed quite a bit in the last eight centuries, both in form and function, adapting to their times. And some shifts are just as radical as the ones we face today."---Byrd Pinkerton, NPR"No one seeking a newsy update of American higher education can ignore this book. . . . Wisdom's Workshop is readable and worthy."---Edwin Yoder, Weekly Standard"James Axtell, one of the field's most authoritative historians, provides this handsome addition to the growing literature on the U.S. university. . . . This book deserves to be read by specialists and generalists alike." * Choice *"James Axtell adds to his prodigious scholarly output with yet another outstanding publication. A pleasurable and informative guide to whatever he chooses to discuss, his latest work is true to form and is justly praised by those well-acquainted with his subject and its sources."---Sheldon Rothblatt, History of Universities
£21.25
James Clarke & Co Ltd The Story of Charlotte Mason 18421923
Book SynopsisCharlotte Mason (1842-1923), orphaned and poor at the age of sixteen, nonetheless developed into an inspiring and original educational reformer of the late-nineteenth and early-twentieth century, a period of great intellectual vitality and cultural change. Enabled through the help of friends and colleagues she founded the Parents'' National Educational Union (PNEU) in 1887 and established the ''The House of Education'', the Teacher Training College for women in Ambleside in 1892. The clarity and coherence of her applied philosophy of education established the foundation for a simple, stimulating and deeply satisfying enjoyment of learning for children of all ages in countless homes and schools in Britain and the world.In her biography, Essex Cholmondeley draws on her own experiences of Mason''s teaching, as well as her extensive literary output, to unfold her life and work. Whilst she and Elsie Kitching lacked full details of Mason''s family history, a warm and lively personality emergTrade ReviewThis is an important book about an increasingly recognised Victorian educator whose rich precepts remain full of vitality and relevance, even within the changed conditions of the present century. Jason Fletcher, Headmaster, Heritage School, Cambridge Essex Cholmondeley's work offers just the sort of introduction to Charlotte Mason's life that the discerning, relational reader welcomes as they seek to uncover the source and influences behind her enduring philosophy of education. Based extensively on primary sources and decades of insight by Mason's close colleagues, this biography continues to be a mainstay resource of information and inspiration for those seeking to more deeply understand Mason's design for education. Dr Deani Van Pelt, Charlotte Mason Institute There are six volumes and numerous pamphlets and articles describing Charlotte Mason's philosophy and model, yet few accounts of her personal life and work. Filled with anecdotes and stories, this volume helps complete the picture begun by the painter Fred Yates - offering the reader a better understanding of the person behind the philosophy and thus connecting them personally to Mason's lifework. Dr Jack Beckman, Professor of Education, Covenant College, Georgia The Story of Charlotte Mason is an introduction and a tribute to the life and work of a once almost forgotten educator. Yet, in an interesting way she has remained alive, vibrant, and relevant into the twenty-first century. Mason's principles are so basic to the human being that many will be relevant for centuries to come. She saw education through a relational lens, and The Story of Charlotte Mason gives the reader that relational story by providing much context from the people who knew her best through their work with her. The Story of Charlotte Mason is a must read for anyone who wants a thorough understanding of Mason in her times. J. Carroll Smith, EdD, Retired Assistant Professor of Education and Founder of the Charlotte Mason Institute
£18.29
Manchester University Press Making Socialists
Book SynopsisMaking Socialists combines a biographical study of a (nowadays) virtually unknown woman with an original exploration of several major themes in late nineteenth and early twentieth century political and educational history. -- .Table of ContentsList of illustrationsAbbreviationsAcknowledgements Introduction – biography and history 1. Being Mary2. Rebel communities3. Labour politics in London4. Rethinking Socialism and education5. Education and class struggle6. The Disinherited Child and the Politics of Voice7. Bebel House and the Political Education of Working Women8. Revolutionary politics and World War One9. Reflections, connections and utopian visionsBibliographyAppendix 1 - The Daltry family treeAppendix 2 - The Adams family treeAppendix 3 – Mary Bridges Adams, time-lineAppendix 4 – Biographical notesIndex
£76.50
Manchester University Press Making Socialists Mary Bridges Adams and the
Book SynopsisMaking Socialists combines a biographical study of a (nowadays) virtually unknown woman with an original exploration of several major themes in late nineteenth and early twentieth century political and educational history.Table of ContentsIntroduction – biography and history1. Being Mary2. Rebel communities3. Labour politics in London4. Rethinking socialism and education5. Education and class struggle6. The disinherited child and the politics of voice7. Bebel house and the political education of working women8. Revolutionary politics and World War One9. Reflections, connections and utopian visionsBibliographyAppendix 1 - The Daltry family treeAppendix 2 - The Adams family treeAppendix 3 – Mary Bridges Adams, time-lineAppendix 4 – Biographical notesIndex
£18.99
LUP - Voltaire Foundation LId233al p233dagogique en France au XVIIIe
Book SynopsisTable of ContentsIntroductionI L’éducation chrétienne et la méthode (1715 – 1746)II Les voies de la connaissance: l’homme au coeur de l’éducation (1746 – 1762)III L’éducation nationale (1762 – 1788)Conclusion Liste des ouvrages citésIndex
£95.65
LUP - Voltaire Foundation Le Discours p233dagogique f233minin au temps des
Book SynopsisEn se fondant sur un corpus d’une vingtaine d’ouvrages, Sonia Cherrad démontre le rôle déterminant joué par le discours de ces femmes dans la réflexion sur l’éducation au XVIIIe siècle.Ce discours est formé des voix d’auteurs connues comme Mmes Le Prince de Beaumont, d’Epinay et de Genlis;Trade ReviewReviews ‘En traitant, de façon exhaustive et lucide, les divers enjeux d’ouvrages éducatifs qui visaient à améliorer le statut des femmes des élites sans pour autant boulverser le statu quo social, Cherrad met à la disposition d’étudiants et chercheurs venant d’horizons divers (lettres, histoire culturelle, histoire de l’éducation) des outils ouvrant de nouvelles voies de recherche.’ French StudiesTable of ContentsIntroduction I La naissance d’un discours pédagogique féminin1. Ecrire sur l’éducation2. Les dialogues 3. Les contes avec merveilleux insérés dans les dialogues4. Les formes brèves morales insérées dans les dialogues II Les modèles éducatifs5. La remise en cause des schémas éducatifs traditionnels 6. Une éducation des LumièresIII Les savoirs féminins des Lumières7. Les premiers apprentissages8. Contre l’oisiveté et pour l’agrément9. Le renouvellement des enseignements traditionnels10. Les sciences, des connaissances nouvellesIV Les fictions au miroir de la société des Lumières11. Le discours social12. L’éducation des princes et des princesses13. Les éducatrices et la politique14. L’économieConclusionBibliographieIndex
£95.65
Arcadia Publishing Columbia State Community College Tennessees First
Book Synopsis
£19.99
Arcadia Publishing Inc. The Citadel and the South Carolina Corps of
Book Synopsis
£19.99
Arcadia Publishing State University of New York at Canton College
Book Synopsis
£19.99
Arcadia Publishing Inc. Georgian Court University Campus History
Book Synopsis
£19.99
Arcadia Publishing Columbia University and Morningside Heights
Book Synopsis
£19.99
Arcadia Publishing Oglethorpe University Campus History
Book Synopsis
£19.99
Arcadia Publishing The Art Institute of Fort Lauderdale 19682008
Book Synopsis
£19.99
Arcadia Publishing York College of Pennsylvania Campus History
Book Synopsis
£19.99
Arcadia Publishing University of Richmond Campus History
Book Synopsis
£19.99
Arcadia Publishing University of Wyoming Campus History
Book Synopsis
£19.99
Research & Education Association Apr European History Crash Course Book Online
Book Synopsis
£14.20
Rlpg/Galleys The Politics of Race and Schooling
Book SynopsisAccess to fair and free public education is one of the cornerstones of American democracy. Yet, in many parts of the country, this ideal has only been realized in the twentieth century. As Thomas O''Brien argues, access to education in the state of Georgia has historically been restricted along the lines of race, class, and region. Black, poor, and rural students fared extremely poorly in the Jim Crow-era Georgia public school system as politically powerful groups fought to maintain a two-tier educational structure that favored their own children over those from the disadvantaged, voiceless majority. O''Brien shows that even after 1961, when opponents of segregation managed to open the doors of Atlanta''s top public schools to minority students, the vast majority of Georgia''s public schoolchildren continued to receive barely adequate or substandard education at the hands of local and state authorities. This is an important and timely contribution to an ongoing debate about the shamefully uneven quality of public education in this country, the historic roots of the problem and the difficulties standing in the way of reform.Trade ReviewA carefully researched and thoughtfully composed effort. [O'Brien's] judicial use of oral history interviews adds vibrancy. * Georgia Historical Quarterly *
£90.00
Lexington Books Out of the Revolution
Book SynopsisThe introduction of Black studies programs into institutions of higher education was a direct response to the mandate for change at all levels that characterized the civil rights movement and the social rebellions of the 1950s and 1960s. In Out of the Revolution, Delores P. Aldridge and Carlene Young collect thirty-one of the nation''s top scholars to provide a complete reference for understanding the impetus for, the development of, and future considerations for the discipline of Africana studies. Topics addressed include epistemological considerations; humanistic perspectives; the role of bureaucracy and the academic institution; the social, psychological, political, and economic dimensions; the position of black women in the field; and how the discipline has empowered the black student. This invaluable resource for educators and students alike concludes with a look at graduates in Africana studies and their careers and a discussion of the future of the field.Trade ReviewThis timely and critically important collection...should be required reading by all Africana studies departments, administrators, and any other academic unit that wishes to understand this dynamic field and its own relationship to it. -- Diedre L. Badejo, Kent State UniversityOut of the Revolution will become required reading as a main textbook for survey courses and as a resource for upper-division courses in Africana Studies and Africology. This outstanding book—unique for its treatment of the intersection of race,gender, and class—is a major advancement for the field.... -- Anthony J. Lemelle Jr., University of Wisconsin-MilwaukeeOut of the Revolution will become required reading as a main textbook for survey courses and as a resource for upper-division courses in Africana Studies and Africology. This outstanding book—unique for its treatment of the intersection of race, gender, and class—is a major advancement for the field. -- Anthony J. Lemelle Jr., University of Wisconsin-MilwaukeeTable of ContentsPart 1 Introduction Chapter 2 Historical Development and Introduction to the Academy Part 3 Theoretical and Philosophical Issues Chapter 4 The Field and Function of Black Studies: The First Two Decades Chapter 5 Paradigms in Black Studies Chapter 6 Epistemological Considerations in Afro-American Studies Chapter 7 Africana Studies and Epistemology Part 8 Development and Institutionalization: The Twentieth Century Chapter 9 Black Studies, Student Activism, and the Academy Chapter 10 Africana Studies at Tennessee State University: Traditions and Diversity Chapter 11 The Early Years of Three Major Professional Black Studies Organizations Chapter 12 The Academy as an Institution: Bureaucracy and Black Studies Chapter 13 Education in a Multicultural Society: The Role of Black Studies Part 14 Black Women and Africana Studies Chapter 15 Black Woman, Feminism, and Black Studies Chapter 16 The Missing Link: Women in Black/Africana Studies Chapter 17 Towards Integrating Africana Women into Africana Studies Part 18 Social, Psychological, Political, and Economic Dimensions in Africana Studies Chapter 19 Power and Group Identity Among African Americans: A Socio-Psychological Analysis Chapter 20 In the Wake of Destruction: Ujamaa Circle Process Therapy and Black Family Healing Chapter 21 Para-Apartheid: The Origins of a Construct for Understanding Organizing of the Black Ghetto Part 22 Africana Studies in the Diaspora Chapter 23 The Role of Traditional Black Colleges in Black Studies Chapter 24 The Status of Africana/African Brazilian Studies at Selected Universities in Brazil Chapter 25 The Afro-Mexican: A History Relatively Untouched Part 26 Humanistic Perspectives in Africana Studies Chapter 27 Toward an Understanding of the Black Image in the Visual Arts Chapter 28 African American Humanism in an Age of Africana Studies Chapter 29 African American Folklore and the Diaspora Chapter 30 Africanism in African-American Music Chapter 31 Black Theology, Black Churches, and Black Women Chapter 32 Black Theology and the Black Woman Part 33 Africana/Black Studies as an Agent of Empowerment for Student Development Chapter 34 Political Philosophy and African Americans in Pursuit of Equality Chapter 35 African-American Studies in Libraries: Collection Development and Management Priorities Chapter 36 Public Education and African American Studies Chapter 37 Stopouts: African American Participation in Adult Education Chapter 38 Computers and Black Studies: Toward the Cognitive Revolution Part 39 Africana/Black Studies in American Higher Education: Yesterday and Today Chapter 40 Status of Africana Studies in Higher Education Part 41 Prospectus on the Future Chapter 42 Graduates and Careers Chapter 43 Trends and Prognosis Chapter 44 Summary and Conclusion
£131.40
Lexington Books Decade of Denial A Snapshot of America in the
Book SynopsisThis is an essential book for serious readers of American cultural history seeking to understand the evolution of modern 'manners' and 'morals'.Trade ReviewIt is high time that we had any book of this nature from Herbert London. His outstanding record as an academic, as an aspirant public official, and now as head of his enormously influential foundation betokened the need to hear him explicate his ideas, which he has done here so successfully and eloquently. -- William F. Buckley Jr., National ReviewHerb London's explication of the damage done to American culture through the 1990s is provocative, as it well should be. How are we to regenerate our spiritually broken culture other than by returning to the characteristics that made our nation great - optimism, merit, and virtue? We owe it to our children and their children's children to reflect on the damage done and where we need to be going both as a nation and as a culture. -- General Alexander M. Haig, Jr. (USA Ret.), Former Secretary of State, NATO Commander, and White House Chief of StaffTable of ContentsChapter 1 Media Chapter 2 Hollywood, TV, and Cultural Icons Chapter 3 Sports Chapter 4 "Lower" Education Chapter 5 "Higher" Education Chapter 6 Science Chapter 7 Morality Chapter 8 Cultural Fall - Deep Chapter 9 Cultural Fall - Deeper
£115.90
Lexington Books The State Literacy and Popular Education in Chile
Book SynopsisThe popular education and adult literacy movements in Chile have historically represented competing paths toward a literate society: one born and nurtured through bitter nineteenth-century labor struggles, the other a compensatory effort by the modern state to limit the political potential of literacy. Robert Austin''s book explores the contest between the state and popular education in three paradigmatic Latin American regimes: that of Eduardo Frei Montalva (Christian Democrat, 1964-70), Salvador Allende (Socialist, 1970-73) and Augusto Pinochet (Dictator, 1973-90). Robert Austin''s engaging narrative captures the relationship between the Chilean state, formal and non-formal literacy, and popular education, from the demise of liberal capitalism to the consolidation of neoliberalism. This remarkable investigation of the dynamic link between the historical process, literacy, and pedagogy celebrates popular education''s victory in securing the inclusion, and subsequent empowerment, of women and ethnic minorities. The State, Literacy, and Popular Education in Chile, 1964-1990 will be of great interest to political scientists, cultural historians, and scholars of education.Trade ReviewRobert [Austin] has structured what is, probably, the most complete work written on Chile in the field. -- Gabriel Salazar, Universidad de ChileRobert Austin has produced a fascinating analysis of the development of education policies in a Third World nation, and how the problem of illiteracy was overcome and why. This remarkable investigative achievement will be of special interest to cultural historians, political scientists, and those interested in education policies in Latin America. -- Graham E.L. Holton, Institute of Latin American Studies, La Trobe University, Bundoora, Victoria, Australia * Journal of Iberian and Latin American Studies *This substantial volume constitutes an enourmous challenge both to Latin Americanists and to those who seek points of comparision in the analysis of historical processes. * Hispanic American Historical Review *The State, Literacy, and Popular Education in Chile, 1964-1990 is different and challenging, and as such will invigorate the study of the history of adult and popular education in Latin America. -- Asunción Lavrin, Arizona State University * From The Foreword *Table of ContentsChapter 1 The Political Economy of Chile: From Independence to Estado Docente, 1810-1920 Chapter 2 Popular Education from Estado Docente to Estado de Compromiso, 1920-1964 Chapter 3 Literacy and the Model "Alliance" State, 1964-1970 Chapter 4 Popular Education and Popular Struggle, 1964-1970 Chapter 5 Popular Unity, Popular Education, and Literacy, 1970-1973 Chapter 6 Mobilization, Literacy Texts, and Freirian Praxis, 1970-1973 Chapter 7 Neoliberal versus Popular Literacy, 1973-1980 Chapter 8 Adult Literacy, Education Reform, and "Tucanes," 1980-1989 Chapter 9 Foreign Interests: Re-articulating National and Transnational Literacy, 1974-1989 Chapter 10 Conclusions: Towards a Political Economy of Popular Education
£126.00
Lexington Books Democracys Midwife
Book SynopsisThe philosopher-educator John Dewey wrote that ''Democracy has to be born anew every generation, and education is its midwife.'' In an America where every votethough considered equallycounts for very little, Democracy''s Midwife offers the vision of a new kind of democratic system: a deliberative democracy energized by an educated citizenry. Jack Crittenden''s excellent new study looks behind the modern democratic rhetoric to reveal a system of government that excludes citizens from participating directly in decision-making. The book combines a thorough examination of the theoretical underpinnings of democratic education with radical solutions for the overhaul of a system of civic education dating back to the Founding Fathers. Democracy''s Midwife is both a denunciation of an education system that has failed to prepare future citizens for participation in public life and a timely blueprint for the creation of a civic-minded electorate prepared for the responsibility of self-government.Trade ReviewEducators and policymakers who care about the state of our democracy should read this book. -- Alexander W. Astin, Allan M. Cartter Professor Emeritus at the University of California, Los Angeles and Founding Director of the Higher Education RCrittenden offers a lively, readable, and persuasive defence of democratic deliberation as a competence to be taught in schools, as a model of direct participation, and as a core ideal for liberal democracy -- Simone ChambersCrittenden presents an insightful critique of the role of the state and the citizenry in promoting and preserving a system of popular rule. * CHOICE *Three topics of compelling interest among democratic theorists in recent years have been the role and locus of deliberation in public decisionmaking, the nature and imperatives of personal autonomy, and the tasks of civic education. In Democracy's Midwife Jack Crittenden weaves these several concerns into a provocative argument with significant policy dimensions that should greatly interest political theorists and educators alike. -- Thomas A. Spragens, Jr., Professor of political science, Duke UniversityTable of ContentsChapter 1 The Rise of Liberal Democracy Chapter 2 Liberalism and Autonomy Chapter 3 Autonomy and Deliberative Democracy Chapter 4 Civic Education Chapter 5 Critical Thinking: The Core Across the Curriculum Chapter 6 Reform Schools: Implementing the Democratic Curriculum
£36.00
