History of education Books

Book SynopsisWritten by renowned British and American educational theorists, Marxism Against Postmodernism in Educational Theoryâa substantially revised edition of the original 1999 workâ examines the infusion of postmodernism and theories of postmodernity into educational theory, policy, and research.Trade ReviewThe importance of a work that grounds critical educational theory in its Marxist foundations and that constitutes an uncompromising socialist project dedicated to educating towards a just society, cannot be understated. This book will provocatively engage all scholars who consider the multiple roles of schooling in society. -- Jill Pinkey Pastrana, California State University, Long BeachThe scholarship is impressive. . . . It is a book which will certainly be of interest to any educators who want to build a society where socialism can flourish. * Journal Of In-Service Education *This book is an aid to thought, not just interpretation. Its central theme (that education is of necessity a political activity) is one that needs debate outside the walls of academia. * Times Educational Supplement *The essential message is that Marxism still matters, and this collection highlights the importance of this perspective in educational theory. The postmodern argument that metanarratives are now redundant should be rightly reassessed and this book is a vehicle for that reassessment. * Educational Research *There is undoubtedly a need for a contemporary rigorous Marxist-inspired critique of postmodernism and poststructuralism in educational settings and this book is certainly that. * British Journal of Educational Studies *By engaging rather than rejecting postmodern theory, Marxism Against Postmodernism critically assesses the value of recent theoretical production and offers interstices of hope for committed educators and public intellectuals. I applaud the book’s timeliness and its authors’ courage. -- Zeus Leonardo, Editor of Critical Pedagogy and Race, California State University, Long BeachQuite simply, this is a brilliant book. In an interesting succession of chapters, the authors of this text show where postmodernism falls short, and they offer the sort of analysis that promises to bring critical education back on track. . . . I urge readers to buy, read, and also use this book as the basis for discussion with students and colleagues. With it there is hope that before long we may be seeing a real turn toward the type of critical educational theorising that is so desperately needed to combat the neo-liberal policy assault that has been regressively transforming state education, on both sides of the Atlantic, for well over a decade. -- Paula Allman, University of NottinghamMarxism Against Postmodernism in Educational Theory is a compelling, insightful, and powerfully provocative book. Dave Hill, Mike Cole, Peter McLaren, and Glenn Rikowski have not only assembled a collection of essays which are theoretically rich, engaging, and committed to the ideals of democracy and social change, but they also clearly articulate the importance and urgency of incorporating a renewed Marxist perspective in the analysis of educational theory. -- Gustavo E. Fischman, Charter College of Education, California State University, Los AngelesThe issues raised by the authors and their eloquent arguments detailing Marxism?s enduring relevance will be of interest to activist scholars across the spectrum of academic disciplines. -- Valerie Scatamburlo-D'Annibale, University of WindsorFor those of us who still dare to envision a world liberated from the imperatives of capital and the brutalities of market-discipline, the individual and collective efforts of Glenn Rikowski, Mike Cole, Dave Hill, and Peter McLaren help us all sustain our cautious optimism for the future. Not only do they remind us that history and ideology have NOT come to a close, they also let us see how incredibly premature we would be to discard Marx as a source of insight into our contemporary condition. -- David Gabbard, East Carolina UniversityFor those who have insisted that Marx's work is still relevant in order to understand the problems and possibilities facing societies and schools during this historical period of recurrent 'gales of creative destruction,' this book represents the necessary reinforcements that arrive just in time. Marxism Against Postmodernism in Educational Theory can serve also as an introduction and catch-up course for those who have become interested recently in the usefulness of Marxist analyses. This well-argued, succinct, and aggressive work may cause 'lapsed Marxists' to reconsider their decisions; moreover, those who are responsible for the current capitalist 'gales' and their agents will recognize that this book poses serious challenges to their power and plans. -- Richard A. Brosio, University of Wisconsin, MilwaukeeA very effective antidote to the excesses of disembodied postmodernist discourse analyses of education. The authors clearly demonstrate the continuing pertinence of class relations for everyday life, political resistance, and a sustainable critical pedagogy against global capitalism. A 'must read' for those truly interested in educational equity. -- D W. Livingstone, Centre for the Study of Education and Work, University of TorontoBeyond simply resurrecting a modernist Marxism for the new millennium, the authors thoughtfully incorporate lessons we on the educational Left have learned from feminism, anti-racist theory and struggles, indigenous knowledge, and anti-homophobic theory and struggles, in pursuit of a new radicalism for these times of ultra-exploitation. -- Marc Pruyn, New Mexico State UniversityThis book demonstrates that Marxist theorists have indeed been touched by postmodernism. Marxism against Postmodernism , therefore, is an appropriate title for it is only through the dialectical process of thesis and antithesis that theory ups its game, and this book does up the game/gain of Marxist theory for contemporary educational problems. * Gender and Education, May 2009 *Table of ContentsPart 1 Introduction Chapter 2 Postmodernism in Educational Theory Chapter 3 Prelude: Marxist Educational Theory after Postmodernism Part 4 Postmodern Excess Chapter 5 Breaking Signifying Chains: A Marxist Position on Postmodernism Chapter 6 Structuring the Postmodern in Education Policy Chapter 7 'Resistance Postmodernism' — Progressive Politics or Rhetorical Left Posturing? Part 8 Human Resistance Against Postmodernism Chapter 9 Education, Capital, and the Transhuman Chapter 10 Youth, Training, and the Politics of 'Cool' Chapter 11 Marxism, Class Analysis, and Postmodernism Chapter 12 Racism, Postmodernism, and the Flight from Class Chapter 13 Women, Work, and the Family: or Why Postmodernism Cannot Explain the Links Part 14 Pedagogy, Reprise, and Conclusion Chapter 15 Recentering Class: Wither Postmodernism? Toward a Contraband Pedagogy Chapter 16 Postmodernism Adieu: Toward a Politics of Human Resistance

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Book SynopsisWritten by renowned British and American educational theorists, Marxism Against Postmodernism in Educational Theoryâa substantially revised edition of the original 1999 workâ examines the infusion of postmodernism and theories of postmodernity into educational theory, policy, and research.Trade ReviewThe importance of a work that grounds critical educational theory in its Marxist foundations and that constitutes an uncompromising socialist project dedicated to educating towards a just society, cannot be understated. This book will provocatively engage all scholars who consider the multiple roles of schooling in society. -- Jill Pinkey Pastrana, California State University, Long BeachThe scholarship is impressive. . . . It is a book which will certainly be of interest to any educators who want to build a society where socialism can flourish. * Journal Of In-Service Education *This book is an aid to thought, not just interpretation. Its central theme (that education is of necessity a political activity) is one that needs debate outside the walls of academia. * Times Educational Supplement *The essential message is that Marxism still matters, and this collection highlights the importance of this perspective in educational theory. The postmodern argument that metanarratives are now redundant should be rightly reassessed and this book is a vehicle for that reassessment. * Educational Research *There is undoubtedly a need for a contemporary rigorous Marxist-inspired critique of postmodernism and poststructuralism in educational settings and this book is certainly that. * British Journal of Educational Studies *By engaging rather than rejecting postmodern theory, Marxism Against Postmodernism critically assesses the value of recent theoretical production and offers interstices of hope for committed educators and public intellectuals. I applaud the book’s timeliness and its authors’ courage. -- Zeus Leonardo, Editor of Critical Pedagogy and Race, California State University, Long BeachQuite simply, this is a brilliant book. In an interesting succession of chapters, the authors of this text show where postmodernism falls short, and they offer the sort of analysis that promises to bring critical education back on track. . . . I urge readers to buy, read, and also use this book as the basis for discussion with students and colleagues. With it there is hope that before long we may be seeing a real turn toward the type of critical educational theorising that is so desperately needed to combat the neo-liberal policy assault that has been regressively transforming state education, on both sides of the Atlantic, for well over a decade. -- Paula Allman, University of NottinghamMarxism Against Postmodernism in Educational Theory is a compelling, insightful, and powerfully provocative book. Dave Hill, Mike Cole, Peter McLaren, and Glenn Rikowski have not only assembled a collection of essays which are theoretically rich, engaging, and committed to the ideals of democracy and social change, but they also clearly articulate the importance and urgency of incorporating a renewed Marxist perspective in the analysis of educational theory. -- Gustavo E. Fischman, Charter College of Education, California State University, Los AngelesThe issues raised by the authors and their eloquent arguments detailing Marxism?s enduring relevance will be of interest to activist scholars across the spectrum of academic disciplines. -- Valerie Scatamburlo-D'Annibale, University of WindsorFor those of us who still dare to envision a world liberated from the imperatives of capital and the brutalities of market-discipline, the individual and collective efforts of Glenn Rikowski, Mike Cole, Dave Hill, and Peter McLaren help us all sustain our cautious optimism for the future. Not only do they remind us that history and ideology have NOT come to a close, they also let us see how incredibly premature we would be to discard Marx as a source of insight into our contemporary condition. -- David Gabbard, East Carolina UniversityFor those who have insisted that Marx's work is still relevant in order to understand the problems and possibilities facing societies and schools during this historical period of recurrent 'gales of creative destruction,' this book represents the necessary reinforcements that arrive just in time. Marxism Against Postmodernism in Educational Theory can serve also as an introduction and catch-up course for those who have become interested recently in the usefulness of Marxist analyses. This well-argued, succinct, and aggressive work may cause 'lapsed Marxists' to reconsider their decisions; moreover, those who are responsible for the current capitalist 'gales' and their agents will recognize that this book poses serious challenges to their power and plans. -- Richard A. Brosio, University of Wisconsin, MilwaukeeA very effective antidote to the excesses of disembodied postmodernist discourse analyses of education. The authors clearly demonstrate the continuing pertinence of class relations for everyday life, political resistance, and a sustainable critical pedagogy against global capitalism. A 'must read' for those truly interested in educational equity. -- D W. Livingstone, Centre for the Study of Education and Work, University of TorontoBeyond simply resurrecting a modernist Marxism for the new millennium, the authors thoughtfully incorporate lessons we on the educational Left have learned from feminism, anti-racist theory and struggles, indigenous knowledge, and anti-homophobic theory and struggles, in pursuit of a new radicalism for these times of ultra-exploitation. -- Marc Pruyn, New Mexico State UniversityThis book demonstrates that Marxist theorists have indeed been touched by postmodernism. Marxism against Postmodernism , therefore, is an appropriate title for it is only through the dialectical process of thesis and antithesis that theory ups its game, and this book does up the game/gain of Marxist theory for contemporary educational problems. * Gender and Education, May 2009 *Table of ContentsPart 1 Introduction Chapter 2 Postmodernism in Educational Theory Chapter 3 Prelude: Marxist Educational Theory after Postmodernism Part 4 Postmodern Excess Chapter 5 Breaking Signifying Chains: A Marxist Position on Postmodernism Chapter 6 Structuring the Postmodern in Education Policy Chapter 7 'Resistance Postmodernism' — Progressive Politics or Rhetorical Left Posturing? Part 8 Human Resistance Against Postmodernism Chapter 9 Education, Capital, and the Transhuman Chapter 10 Youth, Training, and the Politics of 'Cool' Chapter 11 Marxism, Class Analysis, and Postmodernism Chapter 12 Racism, Postmodernism, and the Flight from Class Chapter 13 Women, Work, and the Family: or Why Postmodernism Cannot Explain the Links Part 14 Pedagogy, Reprise, and Conclusion Chapter 15 Recentering Class: Wither Postmodernism? Toward a Contraband Pedagogy Chapter 16 Postmodernism Adieu: Toward a Politics of Human Resistance

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Book SynopsisGendered Universities in Globalized Economies combines the best in theoretical analysis and practical research in an insightful survey of the organizational culture of the university in today's globalized world.Trade ReviewThe data and the author's analyses are extraordinarily detailed. Currie, Thiele and Harris examine numerous variables, each including multiple subcategories. Unlike other writers who merely describe problems, these authors go further to suggest remedies.... Gendered Universities in Globalized Economies is a smart book, and the research is robust. * Feminist Collections: A Quarterly Of Women's Studies Resources *This is a wonderful work on the changing nature of the twenty-first century university. . . . It is really inspiring! -- Richard Collier, University of Newcastle upon TyneTable of ContentsChapter 1 Introduction Part 2 The Anglo-American Context Chapter 3 Globalization and Higher Education Chapter 4 Gendered Universities Part 5 The Australian Study Chapter 6 Context of the Australian Study Chapter 7 Normalization of Male Working Styles Chapter 8 Anatomy of Power in Universities Chapter 9 View from the Top: Captain of the Ship Chapter 10 View from Below: Sacrifices and Success in Greedy Universities Chapter 11 Conclusion: A Critical and Conserving Agenda for Universities

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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

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Book SynopsisWith Northern Ireland as her focal point, Margaret E. Smith examines how group narratives are used in the field of history education to address both future conflict prevention and post-conflict rebuilding. Smith explores how divided societies can use educational textbook reform to reconcile a narrative that treats shared group histories as mutually exclusive. Northern Ireland is an ideal case study, in part, because they have been working on revising history teaching in schools, museums, and local history societies since the 1970s. Learning from this process, Smith encourages us to acknowledge that societal change does not occur over nightSmith proposes a stage theory of incremental changeand a vision for building educational reform directly into brokered peace treaties. This synthetic approach recognizes how difficult it can be to work with groups that feel threatened by difference but also underscores the importance of finding practical ways to move two conflicted groups to a place where their mentalities can be intertwined into a joint story.Trade ReviewMargaret Smith is not stranger to Northern Ireland. Her field trips over many years bring a depth of insight and sensitivity to the controversies of history teaching in a divided society. Smith argues that partisan, cosmopolitan, and neo-pluralist approaches to history teaching fall short of the deeper engagement that is necessary as part of post-conflict peace building. She argues that a more active interculturalism will be required and her thesis is mirrored by the lack of progress in current political negotiations. Smith's book is a well-structured argument that the teaching of history in Northern Ireland can be part of the problem as well as part of the solution and her analysis has implications for the role of history teaching in other international conflicts. -- Alan Smith, University of UlsterHow do you teach history in a society where it provides the very stuff of political conflict and violence? Margaret Smith cogently examines controversy and commitment in the teaching of history in Northern Ireland, and dissects the various "wisdoms" that have been brought to bear on the problem. She challenges schools, teachers, and students to engage with contentious issues, the interdependence of past and present, and the emotional resonances of the past. This is not just a prescription for Northern Ireland for, as she rightly argues, the challenge for history teaching lies "at the frontier of discovery in places of diversity, right now." -- Anthony Gallagher, Queen's University BelfastMargaret Smith has written a systematic and comprehensive book that captures the complex issues embedded in teaching history in situations of intractable conflict. Her insightful analysis of Northern Ireland as a case-in-point is a rich source of data for those who aspire to understand the relationship between the teaching of history, peace making, and reconciliation. -- Hugh O'Doherty, Kennedy School of Government, Harvard UniversityIn a society riven by centuries of conflict whose impacts persist into the present, is it possible to educate young citizens "preoccupied with their own outlook to the place where they can include the outlook of the other in their worldview?" Margaret E. Smith explores this issue in a detailed, realistic, and hopeful survey of how educators in Northern Ireland have wrestled with it for many years. If any place in the world is a test case of the possible "yes" to the question, it is Northern Ireland. If historians and history teachers there can so answer, they will, as Smith says, have an "exportable commodity." Educators in the Balkans, Rwanda, and Camboida need this book, but so do Europeans and we Americans. -- Donald W. Shriver Jr., Union Theological Seminary, New YorkSmith offers an interesting, highly detailed case study of history teaching in conflict-ridden Northern Ireland, providing ample theoretical, historiographical, and pedagogical context for understanding the evolutionary process of curriculum reform. Historians, history teachers, and teacher educators will profit from her insights into the promises and problems of teaching for peace....Recommended. * CHOICE *Margaret Smith offers a comprehensive treatment of the important question of the role of education in peacebuilding link in general questions about history teaching to the specific case of Northern Ireland. What her analysis shows so well is that first, history education often reflects and reproduces differences and, second, that implementing change is not as simple as writing a new curriculum or teacher training. There are social institutions and long-term practices that make the institutionalization of change more difficult than is often understood. Despite the political complexity of the task, Smith makes it clear that the serious effort to change history teaching in Northern Ireland has been successful in important was that have implications for peacebuilding in other societies that are torn by identity conflicts. -- Marc Howard Ross, Bryn Mawr CollegeTable of ContentsChapter 1 Preface: Intervening in the Cycle of Conflict Part 2 The Broader Perspective Chapter 3 Nationalism and History Teaching Chapter 4 The Tenacious Hold of Historical Memory Part 5 Northern Ireland Chapter 6 A Brief History of the Northern Ireland Conflict Chapter 7 Narratives, Explanations, and Intervention Strategies Chapter 8 Education in Ireland and Northern Ireland: 1537-1972 Chapter 9 The Education System Responds to the Troubles Part 10 Partisan Prescriptions Chapter 11 Domination and Empowerment Part 12 Cosmopolitan Prescriptions Chapter 13 History as Process Chapter 14 The Common History Curriculum and its Discontents Chapter 15 Fragmenting Rigid Identifications Chapter 16 Education for Citizenship Part 17 Neo-Pluralist Prescriptions Chapter 18 Parity of Esteem Chapter 19 Frontier of Discovery

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Book SynopsisIn Academic Freedom in Hong Kong, Jan Currie, Carole J. Petersen, and Ka Ho Mok explore the unique situation in Hong Kong, a tiny jurisdiction in which there is active protection for the freedom of expression despite the close proximity and relationship with mainland China. Hong Kong scholars and intellectuals assume the responsibility of public critics, but this is not without an element of crisis. The authors draw upon interviews with academics and university administrators and examine two historical incidents that led to a strengthening of academic freedom, as well as the legal and political ramifications affecting the present and future. This book will interest East Asian scholars and academics in universities around the world where freedom of expression is threatened in this time of heightened security.Trade ReviewA challenge of having three authors in one book is maintaining a consistent voice. Currie, Petersen, and Mok navigate this challenge quite well. They also bring to light the distinctive and precarious life that scholars in Hong Kong Lead. Academic Freedom in Hong Kong is an important addition to the expanding literature on academic freedom and university life in developing nations. * Journal of Higher Education *Table of ContentsChapter 1 Academic Freedom as a Concept Chapter 2 Legitimacy Crises in Hong Kong Chapter 3 Robert Chung Affair Chapter 4 Article 23 and Protests Chapter 5 Perception of Academic Freedom Chapter 6 Practice of Academic Freedom Chapter 7 Preserving Academic Freedom

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Book SynopsisFocusing on the post war reconstruction of the education systems in Japan and Germany under U.S. military occupation after World War II, this book offers a comparative historical investigation of education reform policies in these two war ravaged and ideologically compromised countries. While in Japan large-scale reforms were undertaken swiftly after the end of the war, the U.S. zone in Germany maintained most of the traditional aspects of the German education system. Why did Japan so readily accept ideas and values developed in the allied countries while Germany resisted? Masako Shibata explores this question, arguing that the role of the university and the pattern of elite formation, which can be traced back to the period of the formation of Meiji Japan and the Kaiserreich, created the conditions for differing reactions from educational leaders in each country; this had a decisive impact on the proposed reforms. By examining these reactions through a sociological, cultural, and histoTrade ReviewThe volume is indeed fascinating and insightful . . . relevant and thought-provoking. -- Anni Baker, Wheaton College * H-German *Written in a comprehensive and accessible fashion. * The Journal of Japanese Studies *Shibata draws widely yet eclectically on government documents, memoirs, and contemporary newspaper accounts. . . . Recommended. Undergraduate collections. -- S.F. White, Mount St. Mary's University * CHOICE *Masako Shibata's book, Japan and Germany under the U.S. Occupation, is an excellent comparative analysis of post-war education reform in the two countries. Shibata uses crucial findings from Japanese resources and German newspapers of the era. Many historical facts are misconceived by historians, but Shibata uses her linguistic ability to establish her book as close to the essence of the true history. -- Gary H. Tsuchimochi, Hirosaki UniversityTable of ContentsChapter 1 List of Tables and Figures Chapter 2 Foreword Chapter 3 Chapter 1: Introduction Part 4 Part I Chapter 5 Chapter 2: State Formation, the State Education System, and Elite Formation in Meiji Japan Chapter 6 Chapter 3: State Formation, the State Education System, and Elite Formation in the German Kaiserreich Part 7 Part II Chapter 8 Chapter 4: The Occupation Reform in Japan, 1945-1952 Chapter 9 Chapter 5: The Occupation Reform in the US-Zone of Germany, 1945-1949 Part 10 Part III Chapter 11 Chapter 6: Conclusion 12 Appendix A: The Emperial Rescript on Education [1980] 13 Appendix B: Archival Documents 14 German Glossary 15 Japanese Glossary 16 Bibliography 17 Index 18 About the Author

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Book SynopsisEducational Roots of Political Crisis in Egypt explores Egypt's political, economic, social, and cultural leadership from the remarkable civilization of the past to the unique socialistic/capitalistic educational conglomerate of today.Trade ReviewThis new book treats an issue of vital importance to Egypt's future and offers a trenchant critique of the educational policies and procedures of the Egyptian government and of the oversight role played up to now by the United States government. -- Arthur Goldschmidt, Pennsylvania State UniversityTable of ContentsChapter 1 Preface Chapter 2 I. Roots of Modern Education Chapter 3 II. Early Religious Education Chapter 4 III. Mamluk and Ottoman Education Chapter 5 IV. British Occupation of Egypt 1882-1919/1957 Chapter 6 V. Nationalization 1920-1952 Chapter 7 VI. A Revolution that Socialized Education 1952-1970 Chapter 8 VII. The Open Door Educational Policy 1970-1983 Chapter 9 VIII. Reorganization of Public Education from 1975 to Present Chapter 10 IX. Educational Reform: United States of America and World Bank Funding 1974-2010 Chapter 11 X. Women, Education, and Politics Chapter 12 XI. Adult and Alternative Education Reforms 1920's to Present Chapter 13 XII. Tutoring in the 21st Century Chapter 14 XIII. Crisis in Educational Administration: Examples Taken from Pre-School and University Management Chapter 15 XIV. Results of Elementary and Secondary School Reorganizing 1980 to Present Chapter 16 XV. Conclusion: Crisis in Education in Contemporary Egypt

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Book SynopsisBefore the founding of the United States, enslaved Africans advocated literacy as a method of emancipation. During the Reconstruction period after the Civil War, blacks were at the forefront of the debates on the establishment of public schools in the South. In fact, a wealth of ideas about the role of education in American freedom and progress emerged from African American civic, political, and religious communities and was informed by the complexity of the Black experience in America. Education as Freedom: African American Educational Thought and Activism is a groundbreaking edited text that documents and reexamines African-American empirical, methodological, and theoretical contributions to knowledge-making, teaching, and learning and American education from the nineteenth through the twenty-first century, the most dynamic period of African-American educational thought and activism. African-American thought and activism regarding education burgeoned from traditional academic disciTrade ReviewFor African Americans, education has historically been a double-edged sword: it has been used both as a source of oppression and of liberation. In Education as Freedom, Anderson and Kharem lay out a set of strategies and a framework that can be used by educators, scholars, and activists to utilize education as the foundation for the freedom struggle in the twenty first century and beyond. This book is an insightful and inspiring resource. -- Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information StudiesTable of ContentsPart 1 Introduction. Education as Freedom: African American Educational Thought and Activism Part 2 Section I. From Bondage to Freedom: Early African American Educational Thought and Activism Chapter 3 Chapter 1. Medical Doctor, Integrationist, and Black Nationalist: Dr. James McCune Smith and the Dilemma of Antebellum Intellectual Black Activist Chapter 4 Chapter 2. John Mercer Langston and the Shaping of African American Education in the Nineteenth Century Chapter 5 Chapter 3. On Classical vs. Vocational Training: The Educational Ideas of Anna Julia Cooper and Nannie Helen Burroughs Part 6 Section II. This Skin I'm In: African American Identity and Education Chapter 7 Chapter 4. Womanist Conceptualizations of African-Centered Critical Multiculturalism: Creating New Possibilities of Thinking about Social Justice Chapter 8 Chapter 5. The Performance Gap: Stereotype Threat, Assessment, and the Education of African American Children Chapter 9 Chapter 6. Katherine Dunham: Decolonizing Dance Education Part 10 Section III. Advancing the Race: African American Education and Social Progress Chapter 11 Chapter 7. Live the Truth: Politics and Pedagogy in the African-American Movement for Freedom and Liberation Chapter 12 Chapter 8. Black Schools, White Schools: Derrick Bell, Race, and the Failure of the Integration Ideal in Brown Chapter 13 Chapter 9. Research for Liberation: DuBois, the Chicago School, and the Development of Black Emancipatory Action Research

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Book SynopsisBefore the founding of the United States, enslaved Africans advocated literacy as a method of emancipation. During the Reconstruction period after the Civil War, blacks were at the forefront of the debates on the establishment of public schools in the South. In fact, a wealth of ideas about the role of education in American freedom and progress emerged from African American civic, political, and religious communities and was informed by the complexity of the Black experience in America. Education as Freedom: African American Educational Thought and Activism is a groundbreaking edited text that documents and reexamines African-American empirical, methodological, and theoretical contributions to knowledge-making, teaching, and learning and American education from the nineteenth through the twenty-first century, the most dynamic period of African-American educational thought and activism. African-American thought and activism regarding education burgeoned from traditional academic disciTrade ReviewFor African Americans, education has historically been a double-edged sword: it has been used both as a source of oppression and of liberation. In Education as Freedom, Anderson and Kharem lay out a set of strategies and a framework that can be used by educators, scholars, and activists to utilize education as the foundation for the freedom struggle in the twenty first century and beyond. This book is an insightful and inspiring resource. -- Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information StudiesTable of ContentsPart 1 Introduction. Education as Freedom: African American Educational Thought and Activism Part 2 Section I. From Bondage to Freedom: Early African American Educational Thought and Activism Chapter 3 Chapter 1. Medical Doctor, Integrationist, and Black Nationalist: Dr. James McCune Smith and the Dilemma of Antebellum Intellectual Black Activist Chapter 4 Chapter 2. John Mercer Langston and the Shaping of African American Education in the Nineteenth Century Chapter 5 Chapter 3. On Classical vs. Vocational Training: The Educational Ideas of Anna Julia Cooper and Nannie Helen Burroughs Part 6 Section II. This Skin I'm In: African American Identity and Education Chapter 7 Chapter 4. Womanist Conceptualizations of African-Centered Critical Multiculturalism: Creating New Possibilities of Thinking about Social Justice Chapter 8 Chapter 5. The Performance Gap: Stereotype Threat, Assessment, and the Education of African American Children Chapter 9 Chapter 6. Katherine Dunham: Decolonizing Dance Education Part 10 Section III. Advancing the Race: African American Education and Social Progress Chapter 11 Chapter 7. Live the Truth: Politics and Pedagogy in the African-American Movement for Freedom and Liberation Chapter 12 Chapter 8. Black Schools, White Schools: Derrick Bell, Race, and the Failure of the Integration Ideal in Brown Chapter 13 Chapter 9. Research for Liberation: DuBois, the Chicago School, and the Development of Black Emancipatory Action Research

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Book SynopsisBeyond the Gymnasium is the first systematic effort to examine the history of the body in modern Germany. By looking into medical dietetics, walking, dancing, gymnastics, cholera, and classrooms, Heikki Lempa reconstructs the ways the middle-class body became a source of political and social autonomy and a medium of social interaction. During the first two decades of the nineteenth century, German physicians defined the middle class body as qualitatively different from the lower class body. This belief was supported by a contemporary science known as dietetics. Lempa provides a comprehensive history and analysis of this science. Beyond the Gymnasium also analyzes the social implications of court dancing and gymnastics. In the eighteenth century, the French court dances set the standards of upper and middle class conduct. In the 1810s, the gymnastics movement challenged this tradition by propagating vigorous physical exercise and egalitarian social interaction. In 1819, the ban on gymnaTrade ReviewHeikki Lempa provides a close and detailed analysis of the rise of dietetics as an intellectual and social enterprise that affected many bodies in late-eighteenth and early-nineteenth century Germany in heterodox and heterogenous ways. Lempa's eye for historical detail and close reading aid the project tremendously, making Beyond the Gymnasium a very good resource for historians of the more empirical persuasion. * German Studies Review, October 2009 *Laban's work is a vivid example of the radically liberal yet religious dynamic that characterizes Lempa's discussion of eighteenth- and nineteenth-century dietetics * Dance Research Journal, Winter 2010 *Table of ContentsChapter 1 Introduction Part 1 Quest For Bodily Autonomy Chapter 3 Dietetics Chapter 4 Restoring the Balance Part 5 Practices of Bodily Education Chapter 6 Gymnastics Chapter 7 Dance Chapter 8 Walking Part 9 The Crises of the 1830s Chapter 10 Cholera Chapter 11 The Überbürdung Debate and Gymnasium Part 12 Conclusion

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Book SynopsisBeyond the Gymnasium is the first systematic effort to examine the history of the body in modern Germany. By looking into medical dietetics, walking, dancing, gymnastics, cholera, and classrooms, Heikki Lempa reconstructs the ways the middle-class body became a source of political and social autonomy and a medium of social interaction. During the first two decades of the nineteenth century, German physicians defined the middle class body as qualitatively different from the lower class body. This belief was supported by a contemporary science known as dietetics. Lempa provides a comprehensive history and analysis of this science. Beyond the Gymnasium also analyzes the social implications of court dancing and gymnastics. In the eighteenth century, the French court dances set the standards of upper and middle class conduct. In the 1810s, the gymnastics movement challenged this tradition by propagating vigorous physical exercise and egalitarian social interaction. In 1819, the ban on gymnaTrade ReviewHeikki Lempa provides a close and detailed analysis of the rise of dietetics as an intellectual and social enterprise that affected many bodies in late-eighteenth and early-nineteenth century Germany in heterodox and heterogenous ways. Lempa's eye for historical detail and close reading aid the project tremendously, making Beyond the Gymnasium a very good resource for historians of the more empirical persuasion. * German Studies Review, October 2009 *Laban's work is a vivid example of the radically liberal yet religious dynamic that characterizes Lempa's discussion of eighteenth- and nineteenth-century dietetics * Dance Research Journal, Winter 2010 *Table of ContentsChapter 1 Introduction Part 1 Quest For Bodily Autonomy Chapter 3 Dietetics Chapter 4 Restoring the Balance Part 5 Practices of Bodily Education Chapter 6 Gymnastics Chapter 7 Dance Chapter 8 Walking Part 9 The Crises of the 1830s Chapter 10 Cholera Chapter 11 The Überbürdung Debate and Gymnasium Part 12 Conclusion

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Book SynopsisTrade ReviewAs usual, Gabriel Moran has brought an extraordinary panoramic perspective to bear on the study of teaching. Since the words 'learning' and 'learner' have become almost idolized in educational discourse, it is more than timely for a thoughtful treatise exploring what it means to teach in the light of great historical writings related to the topic. An excellent follow-up to Showing How: The Act of Teaching (1997), it not only clarifies the notion of teaching, it sows the seeds for many important practical implications for teaching in various contexts. -- Graham Rossiter, Australian Catholic UniversityMoran's important book engages ideas of great educational commentators—from Plato to Wittgenstein—to draw the reader into an exploration of teaching. The wide-ranging discussion focuses in two central chapters on the question as to whether morality and religion can be taught. This is an excellent book by a remarkable educator, whose wisdom, knowledge, and insight permeate the whole text. -- Robert Jackson, Professor of Political Science, Florida State UniversitySpeaking of Teaching is clear, well-written, original, and refreshingly ambitious. -- Jonathan Zimmerman, New York UniversityTable of ContentsChapter 1 Introduction Chapter 2 Plato and His Students Chapter 3 Augustine despite Aquinas Chapter 4 Rousseau: Teaching Emile and Sophie Chapter 5 Dewey: Why So Misunderstood? Chapter 6 Can Morality Be Taught? Chapter 7 Can Religion Be Taught? Chapter 8 Wittgenstein: I'll Teach You Differences Chapter 9 Conclusion

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Book SynopsisSpeaking of Teaching: Lessons from History focuses on teaching as a fundamental act of all human beings, viewing the question of teaching through the lens of five famous thinkers and two contemporary problems. Moran argues that teaching is not given the attention that it deserves and proposes to situate school teaching in the context of many forms of teaching. Tracing the history of the idea of teaching from Socrates to Wittgenstein in the first several chapters, this book also examines the intricacies of teaching morality and religion, showcasing society''s ambivalence about teaching.Trade ReviewAs usual, Gabriel Moran has brought an extraordinary panoramic perspective to bear on the study of teaching. Since the words 'learning' and 'learner' have become almost idolized in educational discourse, it is more than timely for a thoughtful treatise exploring what it means to teach in the light of great historical writings related to the topic. An excellent follow-up to Showing How: The Act of Teaching (1997), it not only clarifies the notion of teaching, it sows the seeds for many important practical implications for teaching in various contexts. -- Graham Rossiter, Australian Catholic UniversityMoran's important book engages ideas of great educational commentators—from Plato to Wittgenstein—to draw the reader into an exploration of teaching. The wide-ranging discussion focuses in two central chapters on the question as to whether morality and religion can be taught. This is an excellent book by a remarkable educator, whose wisdom, knowledge, and insight permeate the whole text. -- Robert Jackson, Professor of Political Science, Florida State UniversitySpeaking of Teaching is clear, well-written, original, and refreshingly ambitious. -- Jonathan Zimmerman, New York UniversityTable of ContentsChapter 1 Introduction Chapter 2 Plato and His Students Chapter 3 Augustine despite Aquinas Chapter 4 Rousseau: Teaching Emile and Sophie Chapter 5 Dewey: Why So Misunderstood? Chapter 6 Can Morality Be Taught? Chapter 7 Can Religion Be Taught? Chapter 8 Wittgenstein: I'll Teach You Differences Chapter 9 Conclusion

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Book SynopsisTrade ReviewThe UnCivil University is one of those rare books that shines a light on a problem that many have been too blind to see or too ashamed to acknowledge—namely, the rise in anti-Semitism and anti-Israelism on the American college campus. Gary Tobin and his colleagues document this troubling development with meticulous care, showing how at many leading universities a small but aggressive minority has succeeded in sowing hatred for Israel and hostility toward Jewish students and faculty who dare to defend the only free and democratic state in the Middle East. This is a timely book, because the agents of bigotry and unreason on the campus have advanced very far toward their goal of closing down enlightened debate on the future of the Middle East. If they succeed, all of us—Jews and gentiles alike—who believe in the ideals of pluralism and rational discourse will be the losers. The publication of this volume represents an important step in restoring a civil and enlightened university. -- James Piereson, executive director, John M. Olin FoundationThe one-sided coercive atmosphere prevalent on so many of our campuses is depriving an entire generation of the kind of education they deserve. When it comes to social, political, religious, and ideological matters, the academy has too often shown a pronounced preference for only one perspective. As this important book makes clear, it is high time for all of us to insist that colleges promote a civil yet robust exchange of ideas—the very foundation of a liberal education. -- Anne D. Neal, president, American Council of Trustees and AlumniGary Tobin and his co-authors identify a pernicious trend on college campuses and devote their considerable analytical ability to finding ways to combat it. Anti-Semitism is a blight on any society; it has no place in civil discourse. As this book makes clear, much work remains before it is banished to history forever. -- Tom Lantos, Congressman, Democrat, San Francisco, San MateoIn this alarming, well-sourced analysis, researchers for the Institute for Jewish & Community Research find anti-Israel propagandists using the banner of academic freedom to intimidate, marginalize and indoctrinate....They include practical recommendations, clear-headed rebuttals to opposing arguments, interviews with varied students, and sober deliberation on the university’s responsibilities. * Publishers Weekly *Table of ContentsChapter 1 Foreword Chapter 2 Acknowledgments Chapter 3 Introduction (Revised Edition) Chapter 4 1. Something Amiss in Higher Education Chapter 5 2. Defining the Civil University Chapter 6 3. The Emergence of the Uncivil University Chapter 7 4. The Persistent Prejudice Chapter 8 5. Ideology and Propaganda Chapter 9 6. Uncivil Politics and Campus Misconduct Chapter 10 7. Reclaiming the Civil University Chapter 11 8. Conclusion (Revised Edition) Chapter 12 The Uncivil University Illustrated

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Book SynopsisIn the name of academic freedom, the core values of higher education_honest scholarship, unbiased research, and diversity of thought and person_have been corrupted by an academy more interested in preserving its privileges than in protecting its own integrity. The American university has lost its civility. Nowhere is this loss more apparent than in the rise of anti-Semitism and anti-Israelism on college campuses. This book documents the alarming rise in bigotry and bullying in the academy, using a range of evidence from first-hand accounts of intimidation of students by anti-Israel professors to anti-Semitic articles in student newspapers and marginalization of pro-Israel scholars. The UnCivil University exposes the unspoken world of double standards, bureaucratic paralysis, and abdication of leadership that not only allows but often supports a vocal minority of extremists on campus.Trade ReviewThe UnCivil University is one of those rare books that shines a light on a problem that many have been too blind to see or too ashamed to acknowledge—namely, the rise in anti-Semitism and anti-Israelism on the American college campus. Gary Tobin and his colleagues document this troubling development with meticulous care, showing how at many leading universities a small but aggressive minority has succeeded in sowing hatred for Israel and hostility toward Jewish students and faculty who dare to defend the only free and democratic state in the Middle East. This is a timely book, because the agents of bigotry and unreason on the campus have advanced very far toward their goal of closing down enlightened debate on the future of the Middle East. If they succeed, all of us—Jews and gentiles alike—who believe in the ideals of pluralism and rational discourse will be the losers. The publication of this volume represents an important step in restoring a civil and enlightened university. -- James Piereson, executive director, John M. Olin FoundationThe one-sided coercive atmosphere prevalent on so many of our campuses is depriving an entire generation of the kind of education they deserve. When it comes to social, political, religious, and ideological matters, the academy has too often shown a pronounced preference for only one perspective. As this important book makes clear, it is high time for all of us to insist that colleges promote a civil yet robust exchange of ideas—the very foundation of a liberal education. -- Anne D. Neal, president, American Council of Trustees and AlumniGary Tobin and his co-authors identify a pernicious trend on college campuses and devote their considerable analytical ability to finding ways to combat it. Anti-Semitism is a blight on any society; it has no place in civil discourse. As this book makes clear, much work remains before it is banished to history forever. -- Tom Lantos, Congressman, Democrat, San Francisco, San MateoIn this alarming, well-sourced analysis, researchers for the Institute for Jewish & Community Research find anti-Israel propagandists using the banner of academic freedom to intimidate, marginalize and indoctrinate....They include practical recommendations, clear-headed rebuttals to opposing arguments, interviews with varied students, and sober deliberation on the university’s responsibilities. * Publishers Weekly *Table of ContentsChapter 1 Foreword Chapter 2 Acknowledgments Chapter 3 Introduction (Revised Edition) Chapter 4 1. Something Amiss in Higher Education Chapter 5 2. Defining the Civil University Chapter 6 3. The Emergence of the Uncivil University Chapter 7 4. The Persistent Prejudice Chapter 8 5. Ideology and Propaganda Chapter 9 6. Uncivil Politics and Campus Misconduct Chapter 10 7. Reclaiming the Civil University Chapter 11 8. Conclusion (Revised Edition) Chapter 12 The Uncivil University Illustrated

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Book SynopsisInequity in Education represents the latest scholarship investigating issues of race, class, ethnicity, religion, gender, and national identity formation that influenced education in America throughout its history. Targeting sophisticated undergraduates along with graduate students and specialists, this exciting new collection will capitalize on the growing interest in the historical foundations of the problems facing our schools today. This collection of cutting-edge essays and primary source documents represents a variety of theoretical and methodological perspectives that will appeal to both social and cultural historians as well as those who teach education courses, including introductory surveys and foundations courses.Trade ReviewInequity in Education, without question, adds much to our understanding of the American educational history from the colonial period to the 1990s. This carefully crafted and meticulously researched volume is a very impressive book and a must read by anyone who is sincerely interested in a unique analysis of the quest of various segments of the American population to obtain a quality education. All parties involved in this venture, especially editors Meyers and Miller, should be greatly commended for such a powerful piece. -- Eric R. Jackson, Northern Kentucky UniversityTable of ContentsChapter 1 Introduction Chapter 2 Chapter 1. The Unequal Status of Children in American Educational History: Historiographical Reflections and Theoretical Possibilities Chapter 3 Chapter 2. The Cornerstone of the Republic: George Washington and the National University Chapter 4 Chapter 3. No Acknowledged Standard: The Female Seminary Curriculum of the Early Nineteenth Century Chapter 5 Chapter 4. The Training an Orphan Requires: Education in Nineteenth-Century New York City Orphan Asylums Chapter 6 Chapter 5. The Idea of Integration in the Age of Horace Mann Chapter 7 Chapter 6. The Race Problem and American Education in the Early Twentieth Century Chapter 8 Chapter 7. Vocational Education, Work Culture, and the Children of European Immigrants during the 1930s Chapter 9 Chapter 8. The "Separate but Equal" Schools of Monongalia County, West Virginia's Coal Mining Communities Chapter 10 Chapter 9. Christian Day Schools and the Transformation of Conservative Evangelical Protestant Educational Activism, 1962–1990 Chapter 11 Chapter 10. The Austin T. E. A. Party: Homeschooling Controversy in Texas, 1986–1994 Chapter 12 Chapter 11. Changing Visions for Jesuit High Schools in America: The Case of Campion Jesuit High School, 1965–1975 Chapter 13 Chapter 12. The National Education Association: Champion of Equality in Education or Roadblock to Change?

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Book SynopsisThe education implementation process in China remains uncharted by researchers. The Implementation of Inclusive Education in Beijing: Exorcizing the Haunting Specter of Meritocracy puts forth a general theory on China's education programs, encompassing policy processes, actions, and interactions and grounded on the views of street-level bureaucrats in China. Kai Yu investigates these processes and presents teachers' reflections on the change process, as well as implementation stories from four Beijing schools. He reports on their attitudes, their beliefs, and their pedagogical practices for implementing the innovative education program. Yu argues that the imperatives of meritocratic ideology have undermined the detracking policy and its practice. The strength of a program of change rests not so much on the power of the ideas, purposes, and values as on the reinterpretation of the implementers based on their personal understandings of institution and practice.Trade ReviewProfessor Kai Yu richly elucidates this matter in a qualitative study that focuses on the dynamics of school reform in modern Beijing. He effectively employs the conceptualization of the 'street level bureaucrat' whose decisions affect what is and what is not realized. This conceptualization, which came out of examining the implementation of special education reform in one state in the United States over 40 years ago, proves to be equally useful in understanding why central goals for inclusive child-focused education in China and more specifically in Beijing have only been partially realized. . . .[I]t is an important book that nuances what we are learning about school change and deepens our understanding of how capacity, ideology, and local power limit the ability of central authorities to change schools. * Frontiers of Education in China *Dr. Yu details the political, historical, economic, and philosophical backdrop to meritocracy and inclusive education in Beijing and China. The case studies and the themes he addresses will resonate with education systems around the world. Dr. Yu shows how meritocracy and inclusive education intersect achievement, motivation, school structures, educational access, post-school opportunities, and the day-to-day lives of students, parents, and teachers. As Beijing and China navigate this landscape, so too do all education systems. The lessons learned and the policy and pedagogical ways forward that are identified in this book will have applicability well beyond China and well into the twenty-first century. -- Andrew J. Martin, University of New South WalesThis is an important book for educators, political scientists, sociologists, and policy makers. It provides valuable insights into the challenges of school reform in Beijing and China and offers understandings that are equally relevant to those who study or attempt to foster change in the U. S. and other countries. Professor Kai Yu’s examination of street-level implementation of education policy in four Beijing high schools provides important information regarding the challenges of implementing inclusive education policies when street-level bureaucrats respond to other drivers, while describing how some educators have been able to promote inclusive student-centered learning. -- David Osher, American Institutes for ResearchFor over a century, public education systems across the globe have pursued two overarching and at times conflicting goals: equity (closing gaps in educational opportunities and outcomes) and excellence (improving achievement). Professor Kai Yu’s fascinating book tells the dynamic history of the tug of war between these two goals in China through social history and four rich case studies. This incisive analysis of how meritocratic vs. social justice visions of education have evolved and are playing out in Beijing is a must read for scholars of education policy and practice in China. It is also highly informative of similar debates in the U.S. and around the world. -- J. Lawrence Aber, NYU SteinhardtTable of ContentsChapter One: The Haunting Specter Chapter Two: Key Issues Chapter Three: The Policy Chapter Four: Implementation Stories: Four Cases Chapter Five: The Implementers Chapter Six: Cross-case Analysis Chapter Seven: Inclusive Education in a Market Society: Remaking Meritocracy with Chinese Characteristics

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Book SynopsisThomas Paine described the American Revolution as educative. However, as examined in Brian W. Dotts' The Political Education of Democratus: Negotiating Civic Virtue during the Early Republic, what was learned was neither standardized nor uniform. The Federalists, for example, viewed the revolution as a triumph for representative government, but one intended to maintain many remnants of the colonial experience. Anti-Federalists saw a confirmation of representative government at the state and local levels and considered the revolution as authenticating Montesquieu's theories of republicanism. A third, more extreme interpretation of the revolution emerged from radical democrats who viewed the revolution as a fundamental break with mainstream thinking about republicanism. These radicals helped turn conventional understanding of representative government upside down, taking part in unconventional or extra-constitutional action during their negotiation of citizen virtue during the 1790s. MemTrade ReviewDotts (Univ. of Georgia) offers an interpretation of the views Americans held about citizenship education during the last years of the 18th century. In this well-researched, clearly written account, Dotts shows how the Democratic-Republican Societies, whose members included scientists, teachers, and artisans, emerged in response to the administrations of Washington and Adams. The members of these societies conceived of a republic more democratic than did the Federalists. The first chapter describes the ideas about education and politics prevalent in the late 18th century. The second considers the ideas of republicanism. The third compares the views of Tories, Whigs, and Radical Whigs in England. The fourth shows how the Radical Whig view infiltrated the colonies, and the fifth describes the ways Democratic-Republican Societies considered a democracy to be a plurality of interests moving toward the truth rather than a process seeking a prescribed goal. Interested readers might also consider Constituent Moments, by Jason Frank (CH, Sep'10, 48-0535), or Beyond the Founders, edited by Jeffrey L. Pasley, Andrew W. Robertson, and David Waldstreicher (2003). Summing Up: Recommended. * CHOICE *We live in an age dominated by political talk about accountability in education, based on standardized test score results. This book offers a welcome antidote to such insufficient babble. The possibility that public education is best thought of in regard to its place in the political discourse of Republicans like Thomas Jefferson is worthy of serious consideration. This volume offers the reader just that serious consideration. -- Wayne Urban, The University of AlabamaTable of ContentsChapter 1. Introduction: Ploughshares, Politics, and Pedagogy: The Negotiation of Democratic-Republicanism and the Loss of Civic Sentiment Chapter 2. Recovering Civic Republicanism: Ancient and Modern Chapter 3. The New Arcadia: “Set Our Cold Northern Island Burning” Chapter 4. Trans-Atlantic Ties: Radical Whig Political Ideals and American Practice Chapter 5. “Who are These, Poor, Groveling, Insignificant Democrats Who Dare Libel Us?”

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Book SynopsisThrough an empirical, multi-archival study of a transnational foundationthe Harvard-Yenching Institute (HYI) from the 1920s to the early 1950sthis book presents the story of transplanting Western/American humanities scholarship into Asia/China and addresses central questions in U.S.-China relations. This book focuses on the HYI's programs in teaching, research, and publication of Chinese humanities within China to the early 1950s and, to a lesser extent, its activities at Harvard that had close ties with its China side. Through the HYI story, the author examines in depth the cooperation, tensions, adaptation, and integration in the operation, management, and governance of the HYI's programs on both sides of the Pacific, and the complex multi-layered interactions between American educators and their Chinese partners, treating each side sympathetically but without losing sight of the big picture. As the first comprehensive study on the subject, the book adopts a concept of cultural engineering, which is defined as a conscious design to use cultural heritage to recreate culture in order to promote a society''s development, to look at key issues in a way which accounts for interactions and initiatives on both sides and shows the difficult path toward developing common interests without neglecting tensions and conflicts, thus going beyond the various one-sided historiographies which pit Chinese against Americans or nativist rejection of modernity against cultural imperialism. The HYI experience in China from the 1920s to the early 1950s resonates down to the present day in American relations with the world. The United States faces many similar challenges in the Middle East, Asia, Africa, and Latin America today as in revolutionary China of the 1920s to 1950s. Therefore, this study offers a window onto many issues relating to cross-cultural interactions today, especially between the United States and non-Western nations.Trade ReviewThis is the engaged and engaging story behind the Harvard-Yenching Institute’s high achievements in reconstructing China’s cultural heritage for the emerging Chinese nation. The story reveals American idealistic globalism and benevolent arrogance, Chinese intellectual creativity and political bickering in the face of war and revolution, and vivid personalities on both sides of the Pacific. -- Charles W. Hayford, visiting scholar, Department of History, Northwestern University; editor, Journal of American-East Asian RelationsBased on extensive archival research, this first detailed analysis of the Harvard-Yenching Institute offers new insights into the complex processes involved in transplanting Western scientific methodologies in humanities scholarship into China and simultaneously introducing knowledge of China to American universities. The remaking of the humanities in China, however, included the idea of ‘cultural engineering’ that would create a liberal culture that incorporated the ‘good elements’ of traditional culture. In addition to its careful analysis of the changing domestic and international forces that undermined the appeal of humanistic liberalism, the book assigns greater agency to the Chinese side and reveals internal conflicts among constituent parties over priorities, allocation of resources, and goals. As such, the book offers valuable insights into questions of national identity and efforts to export exchanges of new bodies of knowledge. -- Arthur Lewis Rosenbaum, Claremont McKenna CollegeTable of ContentsIntroduction: Understanding a Transnational Cultural Project Chapter 1: Creating a Transnational Institution (1924–1928) Chapter 2: The Project Successfully Launched (1928–1937) Chapter 3: Operating under Wartime Adversity (1937–1945) Chapter 4: Frustrated Dreams of Recovering Chinese humanities (1945–1949) Chapter 5: The End of an American Enterprise in China (1949–1951) Conclusion: The HYI’s Cultural Engineering as a Bridge between East and West

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Book SynopsisDwight D. Eisenhower's presidency of Columbia University (1948-1953) is among the least written about periods of his career. It is all but dismissed by historians as a mere interlude between his service as World War II's most celebrated general and his two terms as president of the United States. His Columbia tenure was marked by extended absences from campus and ongoing political speculation regarding a run for the White House in 1952. Eisenhower in Command at Columbia disputes the conventional wisdom that Eisenhower's Columbia presidency was unsuccessful. In fact, under his leadership, Columbia moved forward in several important areas. Eisenhower's tenure at Columbia was, nevertheless, difficult at times. His lack of both academic experience and a full understanding of academic culture diminished his capacity to lead and damaged his credibility with faculty. While the book brings historical perspective to Eisenhower's presidency of Columbia, its primary purpose is to analyze EisenhowTrade ReviewEisenhower in Command at Columbia shows how even successful leaders operating in complex ways, using multiple strategies to suit different emerging situations, can make missteps that create unfortunate circumstances. Clark shows how successful leaders are attuned to their contexts, operating within the culture and norms, and attentive to key constituencies. The book provides a cautionary tale for leaders to carefully understand institutional context, a problem that plagued Eisenhower’s presidency at Columbia. Leaders with humility, integrity, belief in the public good, and the ability to listen can often prevail even when they come to organizations and settings where they have little knowledge or understanding, but the chances are much lower. Eisenhower’s tenure at Columbia reveals that even the most capable leaders need to be aware of context. We should heed the lessons from history offered in this book, and apply them to our understanding of higher education leadership going forward. -- Adrianna J. Kezar, University of Southern CaliforniaDouglas Clark’s Eisenhower in Command at Columbia shows by example that the history of higher education in the United States is for the curious, not the faint hearted. Historian Clark has rescued from neglect and institutional amnesia the unusual yet important story of how a great national leader in one sphere (World War II military) fared as a selected leader in another, wholly different setting —the great American university. Far better than a mystery novel, Clark’s archival research and oral histories, combined with sound secondary sources for historical and national context, brings a long needed spotlight to illuminate the complexities of universities and their presidents. Best of all, his over-arching interpretation of presidential candidates, trustees, and university professors imbues his book with significance for all contemporary universities in their questing and sorting for leaders, past and present. -- John R. Thelin, University of KentuckyDouglas Clark has produced a clearly written and superb study of the Eisenhower years at Columbia University. The strength of Eisenhower in Command at Columbia is Clark’s brilliant analysis of the difficulties that may occur when a military vision of leadership encounters a highly charged academic environment. The work also provides an insightful portrayal of American higher education in the immediate postwar era. Scholars of both history and education will enjoy the perspectives offered in this book. -- Daniel A. Métraux, Mary Baldwin UniversityTable of ContentsIntroduction Chapter 1: The College Presidency: Historical Background and Career Path Chapter 2: Higher Education and Columbia University in the Post War Years Chapter 3: The Military Leader Chapter 4: In Command at Columbia: Leadership and Mission in Higher Education Chapter 5: The Presidential Selection Process at Columbia University Chapter 6: Carl Ackerman’s Conspiracy Theory Chapter 7: Accomplishments and Historical Assessments Chapter 8: Conclusion: Lessons for Higher Education Practitioners

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Book SynopsisTrade ReviewBullard’s most interesting contribution is her linkage of race, children, and social welfare. Concerned with the nation’s racial composition, reformers turned to poor white children and children of immigrants, attempting to civilize and mold them for citizenship…. The final chapter, on the Children’s Bureau, is the book’s strongest, with compelling sources and a clearer narrative. Bullard brings together the threads of race, nation, and childhood to demonstrate that the Children’s Bureau helped to ‘establish a nominal social citizenship’ for white American children. Here, too, Bullard clearly shows the role of social science in building racial distinctions into the mechanisms of the modern state…. [T]he book [is] approachable. Precisely because reformers like Riis and Addams are likely to be familiar names for students, individual chapters could stand alone in undergraduate courses. Bullard’s evenhanded insights enrich our understanding of social reform, particularly reformers’ motivations…. Scholars of race, childhood, and welfare will find interesting new insights into child welfare policy’s links with developments in social citizenship and the racialization of the modern American state. * Journal Of The History Of Childhood And Youth *This thought-provoking study of child welfare reformers in the early twentieth-century U.S. argues that racial difference, national identity, and imperialist assumptions both inspired reformers’ programs to improve the lives of the nation’s children and set limits on their notions of deserving childhood. While reformers integrated the children of European immigrants into their vision of the ideal child upon whose welfare the fate of the nation depended, they did so by drawing increasingly rigid boundaries between ‘whitened’ Americans, who could lay claim to the nation’s settler heritage, and racialized Others—African Americans, Asian Americans, Mexican Americans, and Native Americans—who did not fit into the national mythology of newcomers seeking (and finding) success in the New World. Civilizing the Child is a solidly researched and provocatively argued study that will be of interest to historians of social welfare and public policy, children and childhood, race and empire, and nineteenth- and twentieth-century America. -- Anya Jabour, University of MontanaTable of ContentsIntroduction Chapter One. Settling the Waifs: Charles Loring Brace, the Children’s Aid Society and Christian Expansion Chapter Two. Jacob Riis, Slum Tourism and Citizenship Chapter Three. Immigrant Neighborhoods, Settlement Houses and the Civilizing Mission Chapter Four. The Rights of American Children: Social Science, Citizenship and the Children’s Bureau Epilogue

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Book SynopsisTrade ReviewMaurice has crafted a carefully researched and complete study: while scholars will appreciate the source material included, students will find the text readable. This text will be cited in the future as a definitive work on the teacher in ancient Rome. -- William J. Dominik, University of OtagoMaurice provides the most thorough presentation of the ancient evidence for the role and practice of teachers in the Roman world. This is a valuable synthesis of the evidence, ably and clearly expounded. It will be of value to all interested in how the Romans educated children. Students of contemporary education will find much valuable comparative material. -- W. Martin Bloomer, University of Notre DameTable of ContentsChapter 1. The Terminology of Education: Magistri, Grammatici, Litteratores and More... Chapter 2. The Teacher and His School: the Professional in His Work Environment Chapter 3. Pedagogical Methods Chapter 4. Teaching of Slaves and Slave-Teachers: Slavery in Education Chapter 5. The Social Status of the Teacher Chapter 6. Education and Ideology Chapter 7. Afterword: Teachers Ancient and Modern: Some Brief Conclusions and Comparisons

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Book SynopsisOften overlooked in the infamous history of US internment during World War II is the plight of internee children. Drawn from personal interviews and multiple primary source materials, "Schools behind Barbed Wire" uncovers this chapter in American history.Trade ReviewBook of the week. Schools Behind Barbed Wire meticulously charts the short but varied histories of these three institutions [Japanese, German, and American schools], offering in the process a string of fascinating cameos highlighting how schools are culturally defined, and how they, in turn, shape and define the pupils who pass through them.... * Times Educational Supplement *Seldom is groundbreaking history written from the experiences of children, especially the German and Japanese children whose families were arrested and imprisoned as 'Enemy Aliens' during World War II. Dr. Riley's remarkable study of the Federal schools at the Crystal City Family Internment Camp analyzes the internal pressures of camp life, the contradictions between tradition and wartime patriotism, and the difficulties of teaching children about democracy behind barbed wire. Extremely well-written and based on interviews and original documents, Dr. Riley has brought the history of a little-known government education program out of the shadows of World War Two. -- Arnold Krammer, Texas A&M University; author of Undue Process: The Untold Story of America's German Internees and Nazi Prisoners of War in AmericaSchools behind Barbed Wire is a beautifully written, well-researched, and fascinating book about a previously forgotten topic. It should appeal to educators, to historians interested in the treatment of enemy aliens during the Second World War, and to people intrigued by the acculturation of racial minorities. It is also a refreshing contrast to the dismal story of the internment of Japanese-Americans. -- Bruce F. Pauley, University of Central Florida, author of From Prejudice to Persecution: A History of Austrian Anti-Semitism and other booksRecommended. * CHOICE *A useful addition to the literature on internment of enemy aliens. * American Historical Review *Karen Riley has helped us restore the memory of the complicated lives and educational experiences of people who were caught up in the effects of international conflicts. This richly detailed book deserves to be read by anyone who wants to understand what can happen to schooling in times of such conflicts. -- Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison; author, Book of the week. Schools Behind Barbed Wire meticulously charts the short but varied histories of these three institutions [Japanese, German, and American schools], offering in the process a string of fascinating cameos highlighting how schools are culturally defined, and how they, in turn, shape and define the pupils who pass through them. * Times Educational Supplement *Numerous interviews and extensive use of previously unexamined primary sources bring some pithty evidence to light about the experiences of a unique set of World War II detainees. * Journal of Southern History *Schools Behind Barbed Wire adds a remarkable chapter to World War II literature. . . . Anyone interested in civilian internment, education, and the south during World War II must read this important book. * Southern Historian *Table of ContentsChapter 1 Foreword Chapter 2 Foreword Chapter 3 Interrupted Lives Chapter 4 Day of Infamy and Beyond Chapter 5 From Migrant Camp to Internment Camp Chapter 6 An Onion Crate and a Box of Chalk Chapter 7 The German School: Deutschland über alles Chapter 8 The German School: Organization, Curriculum, and Teachers Chapter 9 Vocational Education, Box Kites, and Brahms Chapter 10 The Japanese Struggle for Control Chapter 11 The Japanese School and Curriculum: Yamato Damashii Chapter 12 Sports, Scouts, Kenkyu Kai, and Adult Education Chapter 13 The American Schools: Happy Days Are Here Again Chapter 14 The American Schools: Organization, Teachers, and Curriculum Chapter 15 School Days, School Days, Dear Old Golden Rule Days Chapter 16 Reflections and Epilogue

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Book SynopsisDuring an armed conflict or period of gross human rights violations, the first priority is a cessation of violence. For the cease-fire to be more than a lull in hostilities and atrocities, however, it must be accompanied by a plan for political transition and social reconstruction. Essential to this long-term reconciliation process is education reform that teaches future generations information repressed under dictatorial regimes and offers new representations of former enemies. In Teaching the Violent Past, Cole has gathered nine case studies exploring the use of history education to promote tolerance, inclusiveness, and critical thinking in nations around the world. Online Book Companion is available at: http://www.cceia.org/resources/for_educators_and_students/teaching_the_violent_past/index.htmlTrade ReviewCan high school history texts "facilitate nonviolent coexistence among people divided by the memory of pain and death"? These case studies from ten countries are rich in hopeful, cautious, mixed answers. High school history teachers should take courage from this book, for theirs is a mission not often publicly celebrated: their part in the healing of the wounds in our body politic. No country should boast that it has no such wounds. -- Donald W. Shriver, Jr., President Emeritus, Union Theological Seminary, and author of Honest Patriots: Loving A Country Enough to Remember Its MisdeedsThis outstanding new book provides the kind of concrete empirical detail so lacking in studies of political ethics. The authors reveal the role of history education as a means of supporting reconciliation and, importantly, undermining it. Cole's introductory essay locates the project in the multiple discourses to which this book will contribute, giving the volume conceptual and analytical coherence. Anyone interested in reconciliation, conflict resolution, and the relationship of politics to history education should own this book. -- Anthony F. Lang Jr., University of St. AndrewsFor anyone interested in transitional justice, national reconstruction after mass violence, or multicultural politics, Teaching the Violent Past is a source of insight and wisdom, grounded in compelling case studies of the struggles over teaching history in Germany, Japan, Canada, Spain, Northern Ireland, and Guatemala. It includes probing chapters examining ongoing debates over how Russia, North and South Korea, India and Pakistan should teach their young about the past so that neither national pride nor psychic wounds ends up fueling new violent conflicts. This book offers vital examples of efforts to engage students in critical confrontations with the complexity of the past. -- Martha Minow, Harvard Law School and author of Between Vengeance and Forgiveness: Facing History After Genocide and Mass ViolenceHistory educators, teacher educators, curriculum designers, textbook writers, and scholars of conflict and peace studies will benefit from these nine scholarly articles....Recommended. * CHOICE, July 2008 *Cole provides an indispensable set of readings for anyone interested in learning how teaching history in the schools relates to healing after violence. Through their gathered chapters, the authors show how any nation's future relates to what the next generation learns about its past. Cole's collection offers a powerful synthesis of multi-national points of view, which, taken together, show how schools can reshape collective national identities and influence reconciliation. -- Sarah Freedman, University of California at BerkeleyTable of ContentsChapter 1 Introduction: History Education and Sociopolitical Reconciliation Part 2 Part I: As Generations Pass: The Challenges of Long-Term Reconciliation in History Textbooks Chapter 3 Chapter One: The Trajectory of Reconciliation through History Education in Post-Unification Germany Chapter 4 Chapter Two: Teaching the Pacific War in Japanese Secondary Schools Chapter 5 Chapter Three: Canadian History Textbooks and the Portrayal of Canada's First Nations Part 6 Part II: Reconciliation in Process Chapter 7 Chapter Four: History Teaching and Reconciliation in Northern Ireland Chapter 8 Chapter Five: The Civil War and Franco Dictatorship in Spanish Secondary School History Textbooks Chapter 9 Chapter Six: Education and the Politics of History in Guatemala: Integrating "Memory of Silence" into the Curriculum? Part 10 Part III: Reconciliation Jeopardized, Undone or Not Yet Attained: Aspirational and Counter-Reconciliatory Cases Chapter 11 Chapter Seven: Secondary School History Texts: the Case of Russia Chapter 12 Chapter Eight: From Confrontation to Cooperation in the Two Koreas: The Role of History Education in Promoting Reconciliation Chapter 13 Chapter Nine: History Education and Reconciliation Issues In Contemporary India and Pakistan Chapter 14 Afterword

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Book SynopsisArgues that education in the States and Britain has been radically transformed, through efforts to create curricular standards, and through an emphasis on accountability measured by standardized tests, and efforts to introduce market competition and private services into educational systems.Trade ReviewIn this unusual book, David Hursh combines rich recollections of classroom teaching with trenchant analysis of the "real crisis" in education today-the neoliberal package of high stakes testing, accountability, markets and privatization. The result is a deeply disturbing but compelling and original book that puts democratic education back where it should be—at the center of discussions about schools and schooling. -- Marilyn Cochran-Smith, John E. Cawthorne Professor, Lynch School of Education, Boston CollegeDavid Hursh has given us the most compelling reason to challenge today's high stakes testing mania - to get back to the central responsibilities of teaching and learning. By moving from his own personal story of exploring the real meaning of schooling in a democracy, Hursh explores the impact of high stakes testing and draconian accountability measures in the widening circles of local, state, and international schooling. You must read this to understand the contours of this important debate. -- Gloria Ladson-Billings, Professor and Kellner Family Chair in Urban Education, University of Wisconsin-MadisonAs a practicing urban school principal, I found David Hursh's book to be direct and highly motivating. It challenges the current direction of public education, which most public educators have bought into 'hook, line and sinker,' and it enlightens readers regarding where to direct their efforts for change. Hursh's book should be read by every educator and citizen in the U.S. who is concerned about the quality of education our schools are providing. -- Dan Drmacich, principal, School Without Walls, Rochester City School District, Rochester, New YorkPart of what makes this book accessible is that Hursh roots much of his discussion in his own experiences as a working class youth and as a teacher in progressive schools. Avoiding jargon, he has assembled a rich array of evidence of the economic and social effects of neoliberalism, focusing on its consequences for education. He also details the many forms of damage caused by high-stakes testing, contrasting test-driven schooling with high-quality teaching and assessment practices. . . . He concludes with a call for teachers to reject the neoliberal framework and participate in wider political efforts to ensure both high quality schooling and other programs that support human and social needs... * Fairtest Examiner *This extensively documented history of a political movement and its implications for the classroom will enlighten teachers and other stakeholders in the educational system about the background, motivations, and possible consequences of today's movement toward high-stakes testing....The book's overall tone, style, and length will enable teachers to pack it on a short trip and come away with deep understanding. * Teacher Education Materials Project, (Te-Mat) *David Hursh's thoughtful book provides a clear and powerful analysis of the current crisis in education and of the dangers associated with so much of the currently accepted policy. -- Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison; author, Part of what makes this book accessible is that Hursh roots much of his discussion in his own experiences as a working class youth and as a teacher in progressive schools. Avoiding jargon, he has assembled a rich array of evidence of the economic and social effects of neoliberalism, focusing on its consequences for education. He also details the many forms of damage caused by high-stakes testing, contrasting test-driven schooling with high-quality teaching and assessment practices. . . . He concludes with a call for teachers to reject the neoliberal framework and participate in wider political efforts to ensure both high quality schooling and other programs that support human and social needs. * Fairtest Examiner *David Hursh has done what many before have tried and failed to do: without sacrificing complexity, he has woven the many disparate strands contributing to the current crisis in education—historical, philosophical, economic, political—into a seamless whole. Those who do not as yet understand why high stakes testing has been mandated despite its obvious harmful effects will, by the end of the book, have a deep and sophisticated understanding of the societal forces that have produced the perfect storm currently destroying teaching and learning in schools. This book is a tour de force that belongs in every educator’s library. -- Book SmartsTable of ContentsChapter 1 Situating the personal in the political Chapter 2 Demystifying education: Theorizing practice and practicing theory Chapter 3 Years of struggle and hope Chapter 4 Conflicting visions of schooling and teaching: The historical and political context Chapter 5 The rise of high-stakes testing at the state and federal levels: New York, Texas and No Child Left Behind Chapter 6 Chicago's Renaissance 2010: The reassertion of ruling-class power. Chapter 7 Imagining the future: Alternatives to high-stakes testing and neoliberalism

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Book SynopsisThis book examines the changes in educational policy in the U.S. and Britain over the last twenty-five years. Hursh argues that education in the States and Britain has been radically transformed, first through efforts to create curricular standards, more recently through an emphasis on accountability measured by standardized tests, and currently, efforts to introduce market competition and private services into educational systems. Hursh offers an alternative to the neoliberal conception of society and education complete with examples of parents who reject the current emphasis on individual success and schools that promote civic-mindedness.Trade ReviewIn this unusual book, David Hursh combines rich recollections of classroom teaching with trenchant analysis of the "real crisis" in education today-the neoliberal package of high stakes testing, accountability, markets and privatization. The result is a deeply disturbing but compelling and original book that puts democratic education back where it should be—at the center of discussions about schools and schooling. -- Marilyn Cochran-Smith, John E. Cawthorne Professor, Lynch School of Education, Boston CollegeDavid Hursh has given us the most compelling reason to challenge today's high stakes testing mania - to get back to the central responsibilities of teaching and learning. By moving from his own personal story of exploring the real meaning of schooling in a democracy, Hursh explores the impact of high stakes testing and draconian accountability measures in the widening circles of local, state, and international schooling. You must read this to understand the contours of this important debate. -- Gloria Ladson-Billings, Professor and Kellner Family Chair in Urban Education, University of Wisconsin-MadisonAs a practicing urban school principal, I found David Hursh's book to be direct and highly motivating. It challenges the current direction of public education, which most public educators have bought into 'hook, line and sinker,' and it enlightens readers regarding where to direct their efforts for change. Hursh's book should be read by every educator and citizen in the U.S. who is concerned about the quality of education our schools are providing. -- Dan Drmacich, principal, School Without Walls, Rochester City School District, Rochester, New YorkPart of what makes this book accessible is that Hursh roots much of his discussion in his own experiences as a working class youth and as a teacher in progressive schools. Avoiding jargon, he has assembled a rich array of evidence of the economic and social effects of neoliberalism, focusing on its consequences for education. He also details the many forms of damage caused by high-stakes testing, contrasting test-driven schooling with high-quality teaching and assessment practices. . . . He concludes with a call for teachers to reject the neoliberal framework and participate in wider political efforts to ensure both high quality schooling and other programs that support human and social needs... * Fairtest Examiner *This extensively documented history of a political movement and its implications for the classroom will enlighten teachers and other stakeholders in the educational system about the background, motivations, and possible consequences of today's movement toward high-stakes testing....The book's overall tone, style, and length will enable teachers to pack it on a short trip and come away with deep understanding. * Teacher Education Materials Project, (Te-Mat) *David Hursh's thoughtful book provides a clear and powerful analysis of the current crisis in education and of the dangers associated with so much of the currently accepted policy. -- Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison; author, Part of what makes this book accessible is that Hursh roots much of his discussion in his own experiences as a working class youth and as a teacher in progressive schools. Avoiding jargon, he has assembled a rich array of evidence of the economic and social effects of neoliberalism, focusing on its consequences for education. He also details the many forms of damage caused by high-stakes testing, contrasting test-driven schooling with high-quality teaching and assessment practices. . . . He concludes with a call for teachers to reject the neoliberal framework and participate in wider political efforts to ensure both high quality schooling and other programs that support human and social needs. * Fairtest Examiner *David Hursh has done what many before have tried and failed to do: without sacrificing complexity, he has woven the many disparate strands contributing to the current crisis in education—historical, philosophical, economic, political—into a seamless whole. Those who do not as yet understand why high stakes testing has been mandated despite its obvious harmful effects will, by the end of the book, have a deep and sophisticated understanding of the societal forces that have produced the perfect storm currently destroying teaching and learning in schools. This book is a tour de force that belongs in every educator’s library. -- Book SmartsTable of ContentsChapter 1 Situating the personal in the political Chapter 2 Demystifying education: Theorizing practice and practicing theory Chapter 3 Years of struggle and hope Chapter 4 Conflicting visions of schooling and teaching: The historical and political context Chapter 5 The rise of high-stakes testing at the state and federal levels: New York, Texas and No Child Left Behind Chapter 6 Chicago's Renaissance 2010: The reassertion of ruling-class power. Chapter 7 Imagining the future: Alternatives to high-stakes testing and neoliberalism

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Book SynopsisA record of the daily life at the school as it was in 2002, this book charts its progress from its pre-war origins to its fiftieth anniversary in 2002. It is useful to those who have attended the school and also to those interested in the development of English primary education over the second half of the twentieth century.

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Book SynopsisHistory and archaeology education is highly valued among modern societies that seek to educate their youth about the past. Yet these areas have been_for the most part_slow to employ the latest advances in education theory and practice. Former classroom teacher and science education specialist M. Elaine Davis presents an informed and useful text that demonstrates the importance of contemporary learning theory and educational research to the development of effective programs in both formal and informal history and archaeology education. Chapters cover teaching and history education theory, and apply this to various case studies and program examples. This text will prove a much-valued tool for school teachers, museum educators, archaeologists, and historians_challenging and aiding educators to assess and improve their respective programs.Trade ReviewThe creation and re-creation of history is fundamental to human beings—both individually and collectively. Elaine Davis reveals to us just how profound is the process of constructing history by bringing together contemporary theory and practice from the fields of history, archaeology, and education. More importantly, this significant book portrays a new and more enlightened way for us to teach 'history' in a variety of settings—a way that honors the student as the agent of his or her own historical reality. -- Terry Roberts, Director, National Paideia CenterDr. Elaine Davis's book provides evidence of the need for a paradigm shift in the study of history and archaeology education. It should be read by anyone who is involved in the business of history—archaeologists, teachers, interpreters, museum educators, historians—as well as anyone else who considers him or herself a student of history. -- Dr. Susan D. Renoe, University of Missouri-ColumbiaElaine Davis is a highly respected archaeology educator who understands both the worlds of educators and archaeologists. How Students Understand the Past: From Theory to Practice offers fascinating case studies of both research about learning and educational in-school and out-of school programs, all informed by contemporary learning theory, instructional methodology, and Dr. Davis' personal experiences. For Davis, history encompasses the entire human past that should be studied through oral traditions, archaeology, and written records, a perspective essential for integrating the teaching of archaeology and history. A 'must read' for teachers and teacher educators, for museum and heritage specialists, for archaeologists and historians, or anyone developing an educational program whose goal is the teaching and understanding of the past. -- Ruth O. Selig, Editor, AnthroNotes®History is created by the people who interpret the past. How and why could it possibly be boring? To investigate, Dr. Davis examined how history is taught, how it is perceived by students, and how students learn. For those wishing to go beyond presenting history toward the goal of helping students discover the past, this volume is a must read. -- Carol J. Ellick, Director of Public Programs, SRI Foundation, Chair of the Society for American Archaeology, Public Education CommitteeTable of ContentsPart 1 Introduction Part 2 Part I: Teaching and Learning History Chapter 3 Chapter One: History Matters Chapter 4 Chapter Two: Thinking Our Way into the Past Part 5 Part II Constructing the Past: A Case Study from Southwestern Colorado Chapter 6 Chapter Three: A Sense of Place Chapter 7 Chapter Four: The Research Design and Project Parameters: Teachers, Students, and Curriculum Chapter 8 Chapter Five: Pieces of the Past Chapter 9 Chapter Six: Making Meaning of the Past Part 10 Part III: Teaching A History That Matters Chapter 11 Chapter Seven: Constructing Pedagogy: Applying Research to Practice Chapter 12 Chapter Eight: History as a Dialogic Practice: Sharing Authority for Constructing the Past Chapter 13 Chapter Nine: Understanding Understanding: Some Tools for Qualitative Inquiry Part 14 Appendices Chapter 15 Data List Chapter 16 Interview Guide Chapter 17 Student Questionnaire Part 18 References Part 19 Index Part 20 About the Author

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Book SynopsisHistory and archaeology education is highly valued among modern societies that seek to educate their youth about the past. Yet these areas have been_for the most part_slow to employ the latest advances in education theory and practice. Former classroom teacher and science education specialist M. Elaine Davis presents an informed and useful text that demonstrates the importance of contemporary learning theory and educational research to the development of effective programs in both formal and informal history and archaeology education. Chapters cover teaching and history education theory, and apply this to various case studies and program examples. This text will prove a much-valued tool for school teachers, museum educators, archaeologists, and historians_challenging and aiding educators to assess and improve their respective programs.Trade ReviewThe creation and re-creation of history is fundamental to human beings—both individually and collectively. Elaine Davis reveals to us just how profound is the process of constructing history by bringing together contemporary theory and practice from the fields of history, archaeology, and education. More importantly, this significant book portrays a new and more enlightened way for us to teach 'history' in a variety of settings—a way that honors the student as the agent of his or her own historical reality. -- Terry Roberts, Director, National Paideia CenterDr. Elaine Davis's book provides evidence of the need for a paradigm shift in the study of history and archaeology education. It should be read by anyone who is involved in the business of history—archaeologists, teachers, interpreters, museum educators, historians—as well as anyone else who considers him or herself a student of history. -- Dr. Susan D. Renoe, University of Missouri-ColumbiaElaine Davis is a highly respected archaeology educator who understands both the worlds of educators and archaeologists. How Students Understand the Past: From Theory to Practice offers fascinating case studies of both research about learning and educational in-school and out-of school programs, all informed by contemporary learning theory, instructional methodology, and Dr. Davis' personal experiences. For Davis, history encompasses the entire human past that should be studied through oral traditions, archaeology, and written records, a perspective essential for integrating the teaching of archaeology and history. A 'must read' for teachers and teacher educators, for museum and heritage specialists, for archaeologists and historians, or anyone developing an educational program whose goal is the teaching and understanding of the past. -- Ruth O. Selig, Editor, AnthroNotes®History is created by the people who interpret the past. How and why could it possibly be boring? To investigate, Dr. Davis examined how history is taught, how it is perceived by students, and how students learn. For those wishing to go beyond presenting history toward the goal of helping students discover the past, this volume is a must read. -- Carol J. Ellick, Director of Public Programs, SRI Foundation, Chair of the Society for American Archaeology, Public Education CommitteeTable of ContentsPart 1 Introduction Part 2 Part I: Teaching and Learning History Chapter 3 Chapter One: History Matters Chapter 4 Chapter Two: Thinking Our Way into the Past Part 5 Part II Constructing the Past: A Case Study from Southwestern Colorado Chapter 6 Chapter Three: A Sense of Place Chapter 7 Chapter Four: The Research Design and Project Parameters: Teachers, Students, and Curriculum Chapter 8 Chapter Five: Pieces of the Past Chapter 9 Chapter Six: Making Meaning of the Past Part 10 Part III: Teaching A History That Matters Chapter 11 Chapter Seven: Constructing Pedagogy: Applying Research to Practice Chapter 12 Chapter Eight: History as a Dialogic Practice: Sharing Authority for Constructing the Past Chapter 13 Chapter Nine: Understanding Understanding: Some Tools for Qualitative Inquiry Part 14 Appendices Chapter 15 Data List Chapter 16 Interview Guide Chapter 17 Student Questionnaire Part 18 References Part 19 Index Part 20 About the Author

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Book SynopsisIncluding reflections on teaching oral history, this book offers suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards.Trade ReviewThis is the practical oral history guide that we've long needed. Those new to the field, educators, and even experienced practitioners will find much here to help bring in-class projects to the next level. -- Thomas Saylor, Concordia UniversityThis powerful and practical book brings together history, context, and clear examples of how oral historians work. Preparing the Next Generation of Oral Historians takes students out of the classroom and into their own communities, to learn by listening that the nation's history is the story of its people. I can think of no greater gift to offer. -- Doug Selwyn, Antioch University Seattle Center for Programs in EducationIn sum, Lanman and Wendling's Preparing the Next Generation of Oral Historians is the practical oral history guide that we've long needed. The specific examples outlined and discussed throughout the book, the careful attention to assessment and the meeting of standards, and the well-concieved and well-written individual pieces make this the new standard in the field. Those new to the field, educators, and even experienced practitioners, will find much here to take first steps or to help bring in-class projects to the next level. Strongly recommended. * Teaching History: A Journal of Methods *Alessandro Portelli, in his insightful introduction to this volume, states that 'oral history is not just multi- but meta-disciplinary, not just a sum of separate scholarly and intellectual skills but a new synthesis of those skills.' Lanman and Wendling's new anthology is, likewise, a synthesis of approaches, presenting rich materials addressing issues in oral history education from testing to ethics, from kindergarten to college. This is a complete overview of an exciting field, overflowing with useful resources and valuable experience. -- Amy Starecheski, Columbia University Oral History Research OfficeTable of ContentsPart 1 Foreword Part 2 Introduction Part 3 Part I: Foundations of Oral History Education Chapter 4 Introduction: Foundation of Oral History Education Chapter 5 Chapter 1: Foxfire and the Foxfire Approach: Excerpts from the Publications of the Foxfire Fund, Inc. Chapter 6 Chapter 2: Stud's Place in Oral History Education Chapter 7 Chapter 3: Voices of Experience: Oral History in the Classroom Chapter 8 Chapter 4: The Oral History Experience: A Model for the Use of Oral History in Education Chapter 9 Chapter 5: Remembering Virginia Sloan: Teacher-Student Collaborations in Oral History Projects Chapter 10 Chapter 6: Oral History: From Sound to Print and Back Again Chapter 11 Chapter 7: Meeting Standards Chapter 12 Chapter 8: Fits and Starts: Oral History Education at the Idaho Oral History Center Chapter 13 Chapter 9: Public Oral History: Reflections on Educating Citizen-Historians Chapter 14 Chapter 10: Excerpts from Oral History and the Law: Teaching Considerations and Institutional Review Boards & the Law Part 15 Part II: Oral History in Elementary Schools Chapter 16 Introduction: Oral History in Elementary Schools Chapter 17 Chapter 11: Oral History Projects in the Elementary Social Studies Classroom Chapter 18 Chapter 12: Creating Contexts for Studying History with Students Learning English Chapter 19 Chapter 13: From the Ashes: Making Meaning, Meeting Standards Chapter 20 Chapter 14: Family Stories and Memorabilia: Oral History Projects in Elementary Schools Chapter 21 Chapter 15: Connecting the Past to the Present for Students with Special Needs Chapter 22 Chapter 16: The Young, the Old, and Something New : Sixth Graders Learn from Alzheimer Elderly Chapter 23 Chapter 17: Oral History in Elementary Schools: Program and Project Vignettes Part 24 Part III: Oral History in Secondary Schools Chapter 25 Introduction: Oral History in Secondary Schools Chapter 26 Chapter 18: Putting the Actors Back on Stage: Oral History in the Secondary School Classroom Chapter 27 Chapter 19: Teaching Students How to Be Historians: An Oral History Project for the Secondary Classroom Chapter 28 Chapter 20: "Long, Long Ago": Recipe for a Middle School Oral History Program Chapter 29 Chapter 21: The Grade Eight Gifted and Talented Oral History Program: Baltimore County Public Schools Chapter 30 Chapter 22: Turbulent Times: Grade Eleven Unit Overview Chapter 31 Chapter 23: The Family in the Fifties: Hope, Fear, and Rock 'n' Roll Chapter 32 Chapter 24: Oral History in Secondary Schools: Program and Project Vignettes Part 33 Part IV: Oral History in Colleges and Universities Chapter 34 Introduction: Oral History in Colleges and Universities Chapter 35 Chapter 25: Oral History: Authentic Task Learning for the College Classroom Chapter 36 Chapter 26: Oral History in the Undergraduate Classroom: Getting Students into History Chapter 37 Chapter 27: Values and Methods in the Classroom Transformation of Oral History Chapter 38 Chapter 28: Bringing the Life Stories of Women into the Classroom through Oral Histories and Autobiographical Texts Chapter 39 Chapter 29: All the Worlds a Stage: Oral History Performance in the Classroom Chapter 40 Chapter 30: Turning Tragedy into Theater: The September 11th Testimony Project Chapter 41 Chapter 31: Sierra College's "Standing Guard" Japanese American Internment Oral History Project: Oral History as an Engine to the Power of Education Chapter 42 Chapter 32: Preparing the Next Generation of Educational Administrators: An Application of Philosophy, Theory, and Pedagogy in "Real-World" Settings Chapter 43 Chapter 33: Destroyer Escorts of World War II—"The Little Warship that Could" Chapter 44 Chapter 34: Interviewing Radical Elders Chapter 45 Chapter 35: Learning Oral History: Reflections on a Graduate School Education Chapter 46 Chapter 36: Oral History in Colleges and Universities: Program and Project Vignettes Part 47 Part V: Resources for the Oral History Educator Chapter 48 Introduction: Resources for the Oral History Educator Chapter 49 A Collection of Thought Questions: Compiled for the Articles Published in Preparing the Next Generation of Oral Historians: An Anthology of Oral History Education Chapter 50 Sample Syllabus Chapter 51 A Bibliography of Oral History Education Chapter 52 Principles and Standards of the Oral History Association

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Book SynopsisPreparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. The anthology opens with chapters on the fundamentals of oral history and its place in the classroom, but its heart lies in nearly two dozen insightful personal essays by educators who have successfully incorporated oral history into their own teaching. Filled with step by step descriptions and positive student feedback, these chapters offers practical suggestions on creating curricula, engaging students, gathering community support, and meeting educational standards. Lanman and Wendling open each chapter with thoughtful questions that guide readers, whether unfamiliar with oral history or seeking to refine their approach, in applying the examples to their own classrooms. The bibliography of further resources at the anthology''s close provides interested educators with all the information necessary to transform their lessons and show their students'' history''s power as a living force within their own lives and communities.Trade ReviewThis is the practical oral history guide that we've long needed. Those new to the field, educators, and even experienced practitioners will find much here to help bring in-class projects to the next level. -- Thomas Saylor, Concordia UniversityThis powerful and practical book brings together history, context, and clear examples of how oral historians work. Preparing the Next Generation of Oral Historians takes students out of the classroom and into their own communities, to learn by listening that the nation's history is the story of its people. I can think of no greater gift to offer. -- Doug Selwyn, Antioch University Seattle Center for Programs in EducationIn sum, Lanman and Wendling's Preparing the Next Generation of Oral Historians is the practical oral history guide that we've long needed. The specific examples outlined and discussed throughout the book, the careful attention to assessment and the meeting of standards, and the well-concieved and well-written individual pieces make this the new standard in the field. Those new to the field, educators, and even experienced practitioners, will find much here to take first steps or to help bring in-class projects to the next level. Strongly recommended. * Teaching History: A Journal of Methods *Alessandro Portelli, in his insightful introduction to this volume, states that 'oral history is not just multi- but meta-disciplinary, not just a sum of separate scholarly and intellectual skills but a new synthesis of those skills.' Lanman and Wendling's new anthology is, likewise, a synthesis of approaches, presenting rich materials addressing issues in oral history education from testing to ethics, from kindergarten to college. This is a complete overview of an exciting field, overflowing with useful resources and valuable experience. -- Amy Starecheski, Columbia University Oral History Research OfficeTable of ContentsPart 1 Foreword Part 2 Introduction Part 3 Part I: Foundations of Oral History Education Chapter 4 Introduction: Foundation of Oral History Education Chapter 5 Chapter 1: Foxfire and the Foxfire Approach: Excerpts from the Publications of the Foxfire Fund, Inc. Chapter 6 Chapter 2: Stud's Place in Oral History Education Chapter 7 Chapter 3: Voices of Experience: Oral History in the Classroom Chapter 8 Chapter 4: The Oral History Experience: A Model for the Use of Oral History in Education Chapter 9 Chapter 5: Remembering Virginia Sloan: Teacher-Student Collaborations in Oral History Projects Chapter 10 Chapter 6: Oral History: From Sound to Print and Back Again Chapter 11 Chapter 7: Meeting Standards Chapter 12 Chapter 8: Fits and Starts: Oral History Education at the Idaho Oral History Center Chapter 13 Chapter 9: Public Oral History: Reflections on Educating Citizen-Historians Chapter 14 Chapter 10: Excerpts from Oral History and the Law: Teaching Considerations and Institutional Review Boards & the Law Part 15 Part II: Oral History in Elementary Schools Chapter 16 Introduction: Oral History in Elementary Schools Chapter 17 Chapter 11: Oral History Projects in the Elementary Social Studies Classroom Chapter 18 Chapter 12: Creating Contexts for Studying History with Students Learning English Chapter 19 Chapter 13: From the Ashes: Making Meaning, Meeting Standards Chapter 20 Chapter 14: Family Stories and Memorabilia: Oral History Projects in Elementary Schools Chapter 21 Chapter 15: Connecting the Past to the Present for Students with Special Needs Chapter 22 Chapter 16: The Young, the Old, and Something New : Sixth Graders Learn from Alzheimer Elderly Chapter 23 Chapter 17: Oral History in Elementary Schools: Program and Project Vignettes Part 24 Part III: Oral History in Secondary Schools Chapter 25 Introduction: Oral History in Secondary Schools Chapter 26 Chapter 18: Putting the Actors Back on Stage: Oral History in the Secondary School Classroom Chapter 27 Chapter 19: Teaching Students How to Be Historians: An Oral History Project for the Secondary Classroom Chapter 28 Chapter 20: "Long, Long Ago": Recipe for a Middle School Oral History Program Chapter 29 Chapter 21: The Grade Eight Gifted and Talented Oral History Program: Baltimore County Public Schools Chapter 30 Chapter 22: Turbulent Times: Grade Eleven Unit Overview Chapter 31 Chapter 23: The Family in the Fifties: Hope, Fear, and Rock 'n' Roll Chapter 32 Chapter 24: Oral History in Secondary Schools: Program and Project Vignettes Part 33 Part IV: Oral History in Colleges and Universities Chapter 34 Introduction: Oral History in Colleges and Universities Chapter 35 Chapter 25: Oral History: Authentic Task Learning for the College Classroom Chapter 36 Chapter 26: Oral History in the Undergraduate Classroom: Getting Students into History Chapter 37 Chapter 27: Values and Methods in the Classroom Transformation of Oral History Chapter 38 Chapter 28: Bringing the Life Stories of Women into the Classroom through Oral Histories and Autobiographical Texts Chapter 39 Chapter 29: All the Worlds a Stage: Oral History Performance in the Classroom Chapter 40 Chapter 30: Turning Tragedy into Theater: The September 11th Testimony Project Chapter 41 Chapter 31: Sierra College's "Standing Guard" Japanese American Internment Oral History Project: Oral History as an Engine to the Power of Education Chapter 42 Chapter 32: Preparing the Next Generation of Educational Administrators: An Application of Philosophy, Theory, and Pedagogy in "Real-World" Settings Chapter 43 Chapter 33: Destroyer Escorts of World War II—"The Little Warship that Could" Chapter 44 Chapter 34: Interviewing Radical Elders Chapter 45 Chapter 35: Learning Oral History: Reflections on a Graduate School Education Chapter 46 Chapter 36: Oral History in Colleges and Universities: Program and Project Vignettes Part 47 Part V: Resources for the Oral History Educator Chapter 48 Introduction: Resources for the Oral History Educator Chapter 49 A Collection of Thought Questions: Compiled for the Articles Published in Preparing the Next Generation of Oral Historians: An Anthology of Oral History Education Chapter 50 Sample Syllabus Chapter 51 A Bibliography of Oral History Education Chapter 52 Principles and Standards of the Oral History Association

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Book SynopsisTrade Review...raises so many important questions about the legends surrounding Antioch College. * The Antioch Review *Herr does an excellent job of setting the stage...by tracing the history of Antioch as well as the evolution of manual labor as a part of higher education. * History of Education Quarterly *Herr does an excellent job of setting the stage...by tracing the history of Antioch as well as the evolution of manual labor as a part of higher education. * History of Education Quarterly *...raises so many important questions about the legends surrounding Antioch College. * The Antioch Review *

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Book SynopsisThe Place of Confluent Education in the Human Potential Movement relates the twenty-seven year Confluent Education Program at the University of California-Santa Barbara to the broad Human Potential Movement, in which the program is considered to be deeply embedded.Table of ContentsChapter 1 Introduction Chapter 2 The UCSB Confluent Education Program Chapter 3 The Origins of Confluent Education Chapter 4 A Critique of Confluent Education Chapter 5 The Legacy of Confluent Education Chapter 6 Summary and Interpretation Chapter 7 References Chapter 8 Name Index Chapter 9 Subject Index

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Book SynopsisA History of Mathematics Education during the Twentieth Century describes the history of mathematics education in the United States with conceptual themes concerning philosophy, mathematics content, teacher education, pedagogy, and assessment. Each decade of the twentieth century is analyzed using historical documents, within the context of the aforementioned themes, to create a concise history of mathematical reform as it relates to history within the United States. Finally, conclusions are drawn as to which reform movements are similar and different throughout the centurydepicting which aspects of reform can be seen again. Mathematics education tends to swing on a pendulum from traditional education including teacher-directed instruction with an emphasis on computation skills to reform education, including student-directed instruction with an emphasis on problem solving. All decades are analyzed to see where they were on the pendulum and what aspects may have contributed to the current reform movements led by the Standards movement.Table of ContentsPart 1 Preface Chapter 2 Introduction Chapter 3 1900–1910 Chapter 4 1910–1920 Chapter 5 1920–1930 Chapter 6 1930–1940 Chapter 7 1940–1950 Chapter 8 1950–1960 Chapter 9 1960–1970 Chapter 10 1970–1980 Chapter 11 1980–1990 Chapter 12 1990–2000 Chapter 13 Conclusions Chapter 14 Connections Part 15 Endnotes Part 16 Index Part 17 About the Author

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Book SynopsisTable of ContentsPart 1 Foreword Part 2 Preface Chapter 3 Diversity, Protest, and Racism in Education Chapter 4 Education for Freedom Chapter 5 The Controversy around Black History Chapter 6 Racism in School Chapter 7 Protesting Racism and Inequality: Student Leaders Speak Out Chapter 8 Conclusion Part 9 Bibliography Part 10 Index

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Book SynopsisMakiguchi and Gandhi explores ideas about Japanese educator Tsunesaburo Makiguchi (1871-1944) and Indian political leader Mahatma Gandhi (1869-1948) as examples of inspiration for large mass movements in the 20th century. Based on research done in Japan, India, Hawai''i, and the United Kingdom, this book breaks new ground by examining and theorizing the fate of dissident thinkers and raises the question often asked by both Gandihan and Soka scholars alike- were they truly radical thinkers?Table of ContentsChapter 1 Glossary of Japanese Terms Chapter 2 Glossary of Indian (Mostly Hindi or Sanskrit Terms) Chapter 3 Preface Chapter 4 1. Introduction Chapter 5 Existing Studies Chapter 6 Source, Methods, and Structure Research Chapter 7 The Central Arguments Chapter 8 2. The Historical Context of Tsunesaburo Makiguchi and Mahatma Gandhi Chapter 9 The Historical Context of Tsunesaburo Makiguchi (1871-1944) Chapter 10 The Historical Context of M.K. Gandhi (1869-1948) Chapter 11 3. An Evaluation of Makiguchi and Gandhi's Personal Histories Chapter 12 Overview Chapter 14 The Personal History of Makiguchi Chapter 15 The Personal History of Gandhi Chapter 16 Notes Chapter 17 4. A Critique of Makiguchi and Gandhi's Values Chapter 18 Makiguchi's Notion of Values—His Educational and Political Aspirations Chapter 19 Gandhi's Notion of Values—His Educational and Political Aspirations Chapter 20 Notes Chapter 21 5. An Exposition of Changing Values in Japan and India Chapter 22 Overview Chapter 23 Makiguchi and the Changing Values in Japan 50 years onwards Chapter 24 Gandhi and the Changing Values in India 50 Years onwards Chapter 25 Notes Chapter 26 6. Makiguchi's Values within the Soka Schools Documents Chapter 27 Overview Chapter 28 Content Analysis of the Soka Schools Documents Chapter 29 The Shift from Makiguchi's Soka Education Pedagogy to Ikeda's Soka Education Chapter 30 The Presence of Makiguchi and his Values in the Soka Schools—A Critical Study Chapter 31 The Presence of Makiguchi and his Values in Japan—An Analytical Study Chapter 32 Conclusion Chapter 32 Notes Chapter 33 7. Gandhi's Values in a Selected Gandhian Institution in Present Day India Chapter 34 Overview Chapter 35 The Institutionalization of Gandhian and Soka Values Chapter 36 The Presence of Gandhi and his Values in India—An Analytical Study Chapter 37 Conclusion Chapter 38 Notes Chapter 39 8. Conclusion Chapter 40 Overview of Preceding Chapters Chapter 41 The Need for Political Education Chapter 42 The Educational Aspirations of Makiguchi and Gandhi Chapter 43 The Present Political Implications of Makiguchi's and Gandhi's Values Chapter 44 The Paradox of Educational Aspirations and Political Engagement Chapter 45 The Implications for Citizenship Education Chapter 46 Reviewing Values for Education in the 21st Century Chapter 47 Notes Chapter 48 Bibliography Chapter 49 Appendices

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Book SynopsisThis book is a collection of articles on different aspects of university education in China since the late nineteenth century, addressing how far the ideal of modern university education, which has gradually been developed in the West since the age of European Enlightenment, was adopted or transformed by Chinese universities.Trade ReviewEducation has been the foundation of the East Asian economic miracle. At present, China's universities produce more engineering graduates per annum than the United States. However, important elements of the Chinese idea of higher education came from the West. A team of Chinese scholars has now produced an interesting volume examining Chinese universities since the late nineteenth century. It should be of interest not only to experts in modern Chinese history, but indeed to all who appreciate the role of education in the value system and development of China in the modern era. This scholarly book is based on solid research into both Chinese and Western source materials, and represents a considerable contribution to the study of the history of educationin China.. -- Joseph Y.S. Cheng, chair professor, Contemporary China Research Project, City University of Hong KongTransmitting the Ideals of the Enlightenment: Chinese Universities since the Late Nineteenth Century is a timely work. In an era when universities are questioning their priorities and dealing with such concepts as cost effectiveness and economy of scale, the eight papers of this book take a look backward at the development and goals of Chinese universities during the late nineteenth and twentieth centuries. Scholars and academic administrators alike will benefit from reading these thoughtful and stimulating essays. -- Jessie G. Lutz, emeritus professor of history, Rutgers University, New JerseyEducation has been the foundation of the East Asian economic miracle. At present, China's universities produce more engineering graduates per annum than the United States. However, important elements of the Chinese idea of higher education came from the West. A team of Chinese scholars has now produced an interesting volume examining Chinese universities since the late nineteenth century. It should be of interest not only to experts in modern Chinese history, but indeed to all who appreciate the role of education in the value system and development of China in the modern era. This scholarly book is based on solid research into both Chinese and Western source materials, and represents a considerable contribution to the study of the history of education in China. -- Joseph Y.S. Cheng, chair professor, Contemporary China Research Project, City University of Hong KongOverall, one would have to say the collection... introduces new data, and it is both interesting and informative. * Journal of Asian History *Table of ContentsChapter 1 Preface Chapter 2 Chapter 1: Introduction Chapter 3 Chapter 2: The Chinese Idea of University, 1866-1895 Chapter 4 Chapter 3: The German Intellectual Tradition, Cai Yuanpei and the Founding of Peking University Chapter 5 Chapter 4: The Formation of Qinghua Alumni's Networks in National Southeast University, 1918-1928 Chapter 6 Chapter 5: Revolution and Enlightenment: The Rise of Biomedical Education in China, 1910-1950 Chapter 7 Chapter 6: Higher Education and Research Culture in Hong Kong: With Special Reference to Medical Education, Research and Professionalism, 1880s-1980s Chapter 8 Chapter 7: Whose Rationality? Whose Enlightenment? - Missionary Scholars, Modern Universities and the Dialectical Moments in the Emergence of Philosophy and Religious Studies in Twentieth Century China Chapter 9 Chapter 8: A Historical Review and Reflection on the Confucian 'Great Learning' and its Contemporary Implications for Higher Education

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Book SynopsisThis book is a collection of articles on different aspects of university education in China since the late nineteenth century, addressing how far the ideal of modern university education, which has gradually been developed in the West since the age of European Enlightenment, was adopted or transformed by Chinese universities.Trade ReviewEducation has been the foundation of the East Asian economic miracle. At present, China's universities produce more engineering graduates per annum than the United States. However, important elements of the Chinese idea of higher education came from the West. A team of Chinese scholars has now produced an interesting volume examining Chinese universities since the late nineteenth century. It should be of interest not only to experts in modern Chinese history, but indeed to all who appreciate the role of education in the value system and development of China in the modern era. This scholarly book is based on solid research into both Chinese and Western source materials, and represents a considerable contribution to the study of the history of educationin China.. -- Joseph Y.S. Cheng, chair professor, Contemporary China Research Project, City University of Hong KongTransmitting the Ideals of the Enlightenment: Chinese Universities since the Late Nineteenth Century is a timely work. In an era when universities are questioning their priorities and dealing with such concepts as cost effectiveness and economy of scale, the eight papers of this book take a look backward at the development and goals of Chinese universities during the late nineteenth and twentieth centuries. Scholars and academic administrators alike will benefit from reading these thoughtful and stimulating essays. -- Jessie G. Lutz, emeritus professor of history, Rutgers University, New JerseyEducation has been the foundation of the East Asian economic miracle. At present, China's universities produce more engineering graduates per annum than the United States. However, important elements of the Chinese idea of higher education came from the West. A team of Chinese scholars has now produced an interesting volume examining Chinese universities since the late nineteenth century. It should be of interest not only to experts in modern Chinese history, but indeed to all who appreciate the role of education in the value system and development of China in the modern era. This scholarly book is based on solid research into both Chinese and Western source materials, and represents a considerable contribution to the study of the history of education in China. -- Joseph Y.S. Cheng, chair professor, Contemporary China Research Project, City University of Hong KongOverall, one would have to say the collection... introduces new data, and it is both interesting and informative. * Journal of Asian History *Table of ContentsChapter 1 Preface Chapter 2 Chapter 1: Introduction Chapter 3 Chapter 2: The Chinese Idea of University, 1866-1895 Chapter 4 Chapter 3: The German Intellectual Tradition, Cai Yuanpei and the Founding of Peking University Chapter 5 Chapter 4: The Formation of Qinghua Alumni's Networks in National Southeast University, 1918-1928 Chapter 6 Chapter 5: Revolution and Enlightenment: The Rise of Biomedical Education in China, 1910-1950 Chapter 7 Chapter 6: Higher Education and Research Culture in Hong Kong: With Special Reference to Medical Education, Research and Professionalism, 1880s-1980s Chapter 8 Chapter 7: Whose Rationality? Whose Enlightenment? - Missionary Scholars, Modern Universities and the Dialectical Moments in the Emergence of Philosophy and Religious Studies in Twentieth Century China Chapter 9 Chapter 8: A Historical Review and Reflection on the Confucian 'Great Learning' and its Contemporary Implications for Higher Education

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Book SynopsisThis book explores the Prince Edward County's school closings. For five years (1959-1964), African American students coped with the absence of public schooling. Their efforts led to the case Davis v. the County School Board of Prince Edward County, consolidated with Brown v. Board of Education of Topeka, Kansas.

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Book SynopsisThis book explores the Prince Edward County's school closings. For five years (1959-1964), African American students coped with the absence of public schooling. Their efforts led to the case Davis v. the County School Board of Prince Edward County, consolidated with Brown v. Board of Education of Topeka, Kansas.

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Book SynopsisThis instructional guide engages participants in the teaching and learning process by structuring opportunities to discuss racial segregation, Jim Crow laws, and select restraints faced by African Americans. Teachers will find rubrics for key assessments and direct associations to the Virginia State Department of Education Standards.Table of ContentsChapter 1 "Grassroots Schools" and Training Centers in the Prospect District of Prince Edward County, Virginia, 1959-1964 Chapter 2 We Will Move: The Kennedy Administration and Restoring Public Education to Prince Edward County, Virginia Chapter 3 Farmville, 1963: The Long Hot Summer Chapter 4 Black Resilience vs. White Resistance in Prince Edward County Chapter 5 Northerners in a Jim Crow World: Queens College Summer Experience Chapter 6 A Lecture from the Children of the "Lost-generation" of Students from Prince Edward County, Virginia Chapter 7 Reflections of African American Parents, Teachers, and Students in Prince Edward County, Virginia, 1959-1964 Chapter 8 Instructional Companion Guide Appendix Chapter 9 Reflective Journal Chapter 10 Letter to Parents and Guardians

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Book SynopsisBehind the Iron Curtain: A Teacher's Guide to East Germany and Cold War Activities discusses teaching Cold War activities through an East German perspective. The book is comprised of eight chapters that examine various pedagogical approaches and historical background associated with East Germany's role throughout the Cold War. Topics in this book include multiple methods of differentiated instruction, the beginnings of East Germany, the creation of the Ministry for State Security, the Berlin Wall, youth and education, a planned economy, life and society of East Germans, and the events that led to the fall of communism. The heart of this book includes eighteen lessons associated with life behind the Iron Curtain.Table of ContentsList of Tables List of Figures Preface and Introduction Acknowledgments Chapter 1: Instruction and Planning Chapter 2: The Making of the East German State Chapter 3: The Enemy from Within: The Formation of the STASI Chapter 4: The Berlin Wall: Divide and Rule Chapter 5: Becoming a Good Socialist: Youth and Education Chapter 6: The Planned Economy that Didn’t have a Plan Chapter 7: Life and Society in East Germany Chapter 8: The Fall of East Germany References Index

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Book SynopsisUnsung Heroes of the Civil Rights Movement and Thereafter offers students the opportunity to learn more about important and often overlooked figures of the Civil Rights Movement. Featured figures include the Saint Augustine Four, Iren Morgan Kirkaldy, Stokely Carmichael, Jackie and Rachel Robinson, and Emmett Till.Trade ReviewThis is an outstanding book. Not only does it cover historical aspects of history, but also, the psychological aspects of it. -- Jonathan Livingston, Associate Professor of PsychologyThis book is a powerful and inspirational narrative of the struggles of African American unsung heroes whose stories are told in an enlightening, engaging way. It reminds us that in our own suffering the spirit endures. -- Alisa Taliaferro, Assistant Professor of Educational Leadership, North Carolina Central UniversityThe book is awesome! -- Amir Jones, 7th grade studentMy son loves history. He is a rising 4th grader. Teachers who read this book can enhance their history of African Americans’ contributions to our nation. -- Philip Carey, MBA/MAC, Business OwnerMy co-workers were amazed to find out about other contributors to the Civil Rights Movement. -- Anndrea D. Carey, Family Nurse PractitionerTable of ContentsForeword By Jonathan N. Livingston, Ph.D. Introduction Chapter I: Irene Morgan Kirkaldy: Freedom, Bravery and Justice By Dorothy Hines, Ph.D. Candidate Chapter II: Emmett Till: Young, Innocent and Vulnerable By Dorothy M. Singleton, Ph.D. Chapter III: The Saint Augustine Four: Living Life on the Edge By Nancy Reese-Durham, Ph.D. Clarence E. Davis, Ph.D. Dorothy M. Singleton, Ph.D. Chapter IV: Stokely Carmichael: The Rise of “Black Power” By Clarence E. Davis, Ph.D. Nancy Reese-Durham, Ph.D. April Holbrook, M.Ed. Chapter V: Jackie and Rachel Robinson: Continuing the Legacy By Brenda Martin, Ph.D. Clarence E. Davis, Ph.D. Summary About the Editor

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Book SynopsisThis memoir recounts the life of Gertrude Pollitt, a social worker, psychotherapist, psychoanalyst, and educator. Born in Vienna to a loving and cultured Jewish family, Pollitt narrowly escaped the clutches of the Nazi Regime and fled to London. After the war, she relocated to Germany to help children whose lives had been shattered. Pollitt recalls her journey from displaced immigrant to successful therapist in her own words, describing her personal challenges, her patients, and her professional development. Children of Separation and Loss is a stirring testament to the power of perseverance and the determination to survive crippling emotional losses.Trade ReviewDr. Pollitt is an extraordinary woman. She started out helping people in dire need and has continued to do so all her life. She continues her private practice, which has always included patients suffering from severe psychopathology. -- Bertram P. Karon, PhD., ABPP, professor of psychology emeritus, Michigan State UniversityDr. Gertrude Pollitt has written a fascinating description of her life. Although she has endured many hardships, the overall effect of her story is positive and uplifting. No challenge seems to have been too great for her to tackle and succeed in solving. -- Richard D. Chessick, Professor Emeritus of Psychiatry and Behavioral Sciences, Northwestern UniversityDr. Pollitt’s experience is unique among all the stories of survival that I have heard while working closely with dozens of survivors. A must-read for historians, students, and scholars of World War II. -- Matthew Sackel, formerly the librarian at the Illinois Holocaust Museum & Education Center in Skokie, IllinoisA rare memoir by a courageous woman with a gift for healing children traumatized by war as well as those emotionally hurt in America. -- Fraidie Martz, clinical social worker and author of Open Your Hearts: The Story of the Jewish War Orphans in CanadaTable of ContentsAcknowledgements Prologue 1. Childhood in Vienna 2. Vienna Before the Nazis 3. Anschluss 4. On My Own in London 5. Back to School 6. Germany 7. Camp Aschau 8. Back in London 9. Chicago 10. Glencoe 11. The Center for Psychoanalytic Study 12. Highland Park Epilogue Appendix Selected Bibliography

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Book SynopsisThis work is the first to examine the educational philosophy of Elijah Muhammad, the patriarch of the Nation of Islam and a pivotal leader in America's history.Trade ReviewWith deep insight and thought the author, Abul Pitre, very skillfully takes the reader on an exciting enlightening intellectual roller coaster ride with stops at The Leadership of Elijah Muhammad; Knowledge as Power; The Critical Educator; Elijah Muhammad: The Teacher; Education for a New World; Islam, Diversity, and The New World; Education, and The Role of Teachers. -- Dr. Abdulalim ShabazzIt was Elijah Muhammad’s “personal approach to teaching” that lives on today, Pitre teaches, not only in mosques but also wherever students study this book, a book that represents an enactment of critical Black pedagogy, like Elijah Muhammad, inviting us to work from within. -- Dr. William F. Pinar, Canada Research Chair-University of British ColumbiaLet us turn the pages of Dr. Pitre’s wonderful book to view the past, present, and future worlds with the illumination of God’s Divine Light in Making All Things New. -- Tynnetta Muhammad, a wife and student of The Most Honorable Elijah MuhammadTable of ContentsTitle page Opening Commentary Foreword Series Foreword Second Edition Foreword Preface Acknowledgments Introduction Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Chapter Six Chapter Seven Epilogue Reference Appendix

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