History of education Books
Taylor & Francis Ltd Bullying Effective Strategies for Longterm Change
Book SynopsisBullying looks at how to develop strategies for maintaining effective action against bullying by one of the best-known authors in the field.Trade Review'an exploration of a complex issue, venturing beyond a simple introductory text to support incident management in schools by analysing the roots of bullying, the effects on the lives of victims, and suggesting achievable anti-bullying intervention designed to be effective the long-term.' - British Journal of Educational StudiesTable of Contents1. Introduction and Overview Section 1: Understanding Bullying 2. The Emergence of Bullying 3. The Social Basis of Bullying 4. How Much Bullying? Assessment and Measurement 5. The Experiences of Those who are Bullied Section 2: Towards Effective Intervention 6. Changing Cultures 7. Managing the Anti-bullying Project in School 8. Preventing and Responding to Bullying Behaviour 9. Researching Bullying - Where are we now? 10. Conclusions - the Limits of Current Knowledge
£39.99
Bloomsbury Publishing PLC Notre Dame High School Norwich
Table of ContentsPreface/ First Steps: Norwich 1864/ The House on St Catherine’s Hill/ The Early Schools/ 1926: The Girls’ High School/ Under Attack: The Second World War/ The 1950s and 1960s/ School in Transition: Sister Mary Cluderay/ Still Serving: Notre Dame Today/ Index
£7.99
LEGARE STREET PR History of the French Revolution
a huge range and FREE tracked UK delivery on ALL orders.
£24.26
£7.99
Bloomsbury Publishing PLC LGBTQ History in High School Classes in the
Book SynopsisFrom grassroots campaigns and activism to top-down initiatives for and against curricular reform, this open access book investigates the movement to integrate LGBTQ+ history into high school history courses in the USA. Stacie Brensilver Berman charts the development of the movement from the founding of the Gay, Lesbian and Straight Education Network (GLSEN) and the passing of the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act in California, to the resurgence of conservative thought after the 2016 election. Based on 13 interviews with high school teachers about integrating LGBTQ+ history in their classes, the author reveals the challenges inherent to K-12 curricular reform amid the reluctance of a conservative nation and many of its school systems to consider an alternative vision. The book offers the first detailed portrait of a prophetic minority of educators and activists championing a more inclusive and accurate vision of American history. The book includes a ForeworTrade ReviewNo topic is a more contentious curriculum issue than the subject of this book. Stacie Brensilver Berman brings to it fairness thorough research, and readability. An original and timely book. * Stephen J. Thornton, Professor of Social Studies Education, University of South Florida, USA *By narrating thirty years of challenges and triumphs in LGBTQ-inclusive history education policy and practice, Brensilver Berman also provides astute analysis to guide the future. As momentum builds for states supporting such education while others seek to legislate its outright ban, this is a timely book for us all. * Don Romesburg, Professor of Women's and Gender Studies, Sonoma State University, USA *Table of ContentsList of Figures Preface Foreword, Blanche Wiesen Cook and Robert Cohen Acknowledgements List of Abbreviations Introduction 1. Making History: The LGBTQ+ Movement’s Evolving Struggle for Acknowledgement and Inclusivity 2. Building a Model: LGBTQ+ History and Higher Education 3. Expanding Awareness: LGBTQ+ Content in Students’ Lives 4. Creating Community: LGBTQ+ Content in Social Studies Classes 5. Two Steps Forward: LGBTQ+ History Resources and the Obstacles They Face 6. The FAIR Act: A Legislative Victory for LGBTQ+ History Education 7. Victory Deferred?: Implementing LGBTQ+ Curriculum Laws 8. Compelled to Act: Teachers Who Include LGBTQ+ History 9. Innovations at the Grassroots Level: LGBTQ+ History in High School Classroom Instruction 10. Impact at the Grassroots: Challenges and Rewards in Teaching LGBTQ+ History Conclusion Bibliography Appendix A: List of Teacher Interviews Appendix B: List of Activist and Scholar Interviews Appendix C: Online Resources for Teaching LGBTQ History Index
£100.00
Bloomsbury Publishing PLC Women Philosophers Volume II
Book SynopsisTackling the intellectual histories of the first twenty women to earn a PhD in philosophy in the United States, this book traces their career development and influence on American intellectual life. The case studies include Eliza Ritchie, Marietta Kies, Julia Gulliver, Anna Alice Cutler, Eliza Sunderland, and many more. Author Dorothy Rogers looks at the factors that led these women to pursue careers in academic philosophy, examines the ideas they developed, and evaluates the impact they had on the academic and social worlds they inhabited. Many of these women were active in professional academic circles, published in academic journals, and contributed to important philosophical discussions of the day: the question of free will, the nature of God in relation to self, and how to establish a just society. The most successful women earned their degrees at women-friendly institutions, yet a handful of them achieved professional distinction at institutions that refused to recogniTrade ReviewDorothy Rogers takes us on an unusual journey that starts in the 19th century. She sheds light on twenty-four women who completed their doctorates in philosophy at famous universities in America. We follow their tracks, at universities, colleges and professional networks. We learn about the ups and downs of the careers of famous scholars like Marietta Kies and Christine Ladd Franklin and how Mary Whiton Calkins became the first president of the APA. This is an essential volume for retracing the histories of women philosophers in the US. * Ruth Hagengruber, Head of Philosophy and Director of the Center for the History of Women Philosophers and Scientists, Paderborn University, Germany *This book provides an essential correction to the history of American philosophy by recovering the lives and philosophical contributions of American women who, against all odds, earned Ph.D.s in philosophy prior to 1920. It repairs the occlusion of women in philosophy by making these women and their ideas visible. * Judy Whipps, Emerita Professor of Integrative Studies and Philosophy, Grand Valley State University, USA *This work from Rogers provides an important and insightful addition to the growing body of literature widening the traditional philosophical canon and taking women in history from a variety of disciplines and backgrounds seriously as philosophers. As well as providing detailed accounts of various women philosophers in nineteenth century America, Rogers’ work constitutes a compelling argument for re-evaluating how we think about what a philosopher looks like and does; and that by widening our view of philosophy and philosophers we thereby open up the possibility of engaging with important and diverse thinkers hitherto overlooked. * Charlotte Alderwick, Associate Head of Department and Senior Lecturer in Philosophy, University of the West of England, UK *Table of Contents1. Introduction: Women and Early Academic Philosophy in America 2. Institutional Strength and Support: Women at Cornell [May Preston Slossen, Eliza Ritchie, Grace Neal Dolson, Ethel Gordon Muir, Ellen Bliss Talbot, Vida Frank Moore] 3. A Window of Opportunity: Women at Michigan [Marietta Kies, Caroline Miles Hill, Eliza Sunderland] 4. Beyond Philosophy: Women at Chicago [Ella Flagg Young, Clara Millerd, Anna Louise Strong, Matilda Castro, Rachel Caroline Eaton, Georgiana Simpson] 5. Isolated in the Ivy League, Prestige without Support: Women at Harvard and Yale [Mary Whiton Calkins, Ethel Puffer Howes, Eva B. Dykes; Anna Alice Cutler, Blanche Zehring, Clara Hitchcock] 6. Overcoming the Odds: Women on Their Own at Johns Hopkins, Smith, Bern, and the Sorbonne [Christine Ladd-Franklin, Julia Gulliver, Emma Rauschenbusch, Anna Julia Cooper] 7. Conclusion
£39.99
Bloomsbury Publishing PLC WorkingClass Kids and Visionary Educators in a Multiracial High School
£999.99
Michigan Publishing Services Dutch is Beautiful: Fifty Years of Dutch and Flemish Studies at the University of Michigan
Book SynopsisDutch is Beautiful tells the story of the fifty years of Dutch and Flemish Studies at the University of Michigan in Ann Arbor, Michigan, USA.
£20.99
PM Press Anarchist Education And The Modern School: A
Book SynopsisWas Ferrer a ferocious revolutionary, an ardently nonviolent pedagogue, or something else entirely?
£19.54
Scala Arts & Heritage Publishers Ltd St Catharine's College: 550 Years in the Making
Book SynopsisThis new official history of St Catharine’s College has been published in celebration of its 550th anniversary on the Feast of St Catharine, 25 November 2023. How did the College endure through periods of upheaval, financial insecurity and social change? How has the experience of studying, living and working at St Catharine’s changed over the centuries? Beautifully illustrated, this account chronicles the College’s foundation in 1473 and subsequent development as a welcoming, thriving and vibrant academic community of approximately 1,000 students, Fellows and staff located in the heart of Cambridge, supported by a network of 10,000 alumni around the world. This history – the first to be published by the College since 1997 – shines a light on moments and individuals overlooked by existing accounts, and celebrates the most recent achievements of the St Catharine’s community.Table of ContentsIntroduction Early years Humble beginnings Woodlark’s character and motivations Theology and philosophy alone The Barnardiston benefactions Saint and symbol The first College buildings Reformation and Renaissance Imprisonment, exile and execution Venerable verses John Gostlin Puritan protégés Civil War and Restoration The rebuilding The completion of the Chapel Science on the syllabus The Bangorian Controversy ‘The Decline’ The Ramsden Bequest Legacies of enslavement The Victorian age The Robinson Vote Merger with King’s? Rhythm and Blues To enclose or not to enclose The First World War and after The global impact of St Catharine’s alumni Hobson’s The 1930s The Second World War Post-war recovery A growing community Welcoming women – and a queen St Chad’s New heights New faces in Chapel Supporting current and future generations The College today Notes Acknowledgements
£11.66
The Lilliput Press Ltd Your Children Are Not Your Children: The Story of
Book SynopsisHEADFORT SCHOOL has always been an idiosyncratic place. Beginning as an ‘outpost of Empire’ at a time when that empire was locally destitute and internationally disintegrating, it prepared the sons of the landed classes for the ‘great public schools’. Weaving its way around the Headfort family and its successors as landlord, the School has traced a rapidly evolving educational ethos. It has managed to protect its individuality and excellence, whilst staunchly refusing to adopt any of the more illogical conclusions of a changing society. Your Children are not your Children is more than a book about a school. It treats such universal issues as co-education, competition, bad language, bullying and homesickness. It reveals the development of Headfort through portraits of the colourful characters on its staff, anecdotes of pupils from every era and accounts of their lurid pranks. The story is augmented by extracts from the ‘Headmaster’s Newsletter’, revealing his thinking about children and education at different stages of his 24-year headmastership, and his startling hatred of political correctness. Told in the inimitable style of Lingard Goulding, whose voice sums up so well the School he served, this book is an engaging account of a living community.
£27.00
Third Millennium Publishing Cambridge Engineering: The First 150 Years
Book SynopsisCambridge Engineering: The First 150 Years takes the reader on a journey that starts with the genesis of engineering as an academic discipline, leads to the creation of the Department in 1875, and looks forward to its plans for the 150th anniversary in 2025. The history is told through the extraordinary lives of engineering leaders, who fought through the initial derision of other disciplines to take the faculty from a workshop in a wooden hut to stand as the largest department in the University. The narrative comes right up to date with stories from the latest research and its positive impact on the world. Cambridge Engineering concludes with the vision for the future as the Department moves to its new state-of-the-art home at West Cambridge and takes a global lead in redefining the discipline. Richly illustrated with images from past and present, this hardback will appeal not only to alumni, but to anyone, old or young, who is ready to explore how engineering has changed the world and dream how it will drive further revolutions.
£34.00
John Catt Educational Ltd Powerful Schools: Schools as drivers of social
Book SynopsisPowerful Schools seeks to release the creative vision within all educators, and show how schools can lead the way in establishing structures and practices that will support young people to become productive members of a global society. If educators are liberated to recognise that the vast potential of schools need not be constrained by expectations about qualifications, curriculum, the length of the school day, or physical buildings, then their imagination soars, as does their capacity for invention. Powerful Schools is a blueprint, showing how each and every school can grow abundantly rich in opportunities for individuals to develop the skills to become more socially and globally mobile, actively supported by numerous people and organisations who are consciously working to engage them in making the most of these opportunities.Table of ContentsIntroduction: what is social and global mobility? Chapter 1: Mobility, Power and Schools: why are they important? Chapter 2: Dimensions of Powerful Schools: what does Powerful look like in practice? Chapter 3: Who is going to make this happen? Who are your stakeholders? Chapter 4: Planning for change Chapter 5: Motivations and contributions - why your stakeholders will get involved and what they can bring Chapter 6: How do you engage your stakeholders? Realms of powerful activity Chapter 7: Building the power: practical ideas to engage stakeholder groups Chapter 8: Bringing it all together - what do you do next?
£16.00
Two Rivers Press Before and After: Reminiscences of a Working Life
Book SynopsisIntended to 'relate my experiences to the background of my period and to portray incidents in the life of a woman born in the last quarter of the nineteenth century', Edith Morley's 1944 memoir, Before and After, was written a few years after retiring as the first female professor at an English university. Born into a middle-class Victorian family, she hated being a girl, but a forward-thinking home life and a good education enabled her to overcome prejudices and become Professor of English Language at University College, Reading, in 1908. An early feminist with a strong social conscience, she 'fought...with courage...and passionate sincerity for human rights and freedom.' Covering the vividly described setting of her late Victorian childhood, her student days with the increasing freedoms they brought, the early feminist movement, the growing pains of a new university and, much later, the traumas endured by refugees fleeing Nazi Germany, this absorbing memoir brings alive a very different era, one foundational to the freedoms we enjoy today.Trade Review“Before and After is a poignant first-person account by a pioneering feminist who struggled for recognition in her academic life, and her story will resonate with many female academics today.” THE reviewTable of ContentsChapter 1. Childhood backgroundChapter 2. Home lifeChapter 3. External conditionsChapter 4. Education and emancipationChapter 5. First years of professional workChapter 6. Other interestsChapter 7. Reading: College and UniversityChapter 8. Social and political activitiesChapter 9. The last chapterChapter 10.Epilogue
£999.99
John Catt Educational Ltd The Power of Character: Lessons from the
Book SynopsisIn this personal, thought-provoking and timely book, Dr Andrew Reay offers a clarion call to parents, educators and business leaders who are seeking to unlock the true potential of our next generation - their character - and ensure they really do flourish as human beings. For too long, government initiatives have turned our schools into cost-centred and target-driven organisations. The Power of Character offers the tools by which we can buck the trends of this old, outdated system, introducing new ideas to the classroom and new structures to the schooling system that can revolutionise the way we prepare our children for their future: a mandate for Education 2.0. Distilling vast amounts of scientific information into engrossing narratives, Reay's Six Elements of Character are translated through the work of behavioural scientists in the fields of human motivation, decision making, optimism, grit and mind-set to show how a new wave of educators are using these tools of science to peel back the mysteries of our very character.At its heart, this book challenges the reader to evaluate how we raise and educate our children, how we run our schools, how we lead our businesses and how we construct our social networks for the betterment of themselves and everyone around them.Trade Review"A fascinating book - thought provoking and stimulating," David Laws, Schools Minister, 2012-2015 "Passionately argued, superbly researched, and filled with real stories, The Power of Character will permanently change how we see what Martin Luther King once described as the true goal of education - and how you see this within yourself - the content of our very own character and the mandate for an Education 2.0". Sir Iain Hall "After a brutal and honest commentary on education in Britain over recent years, Dr Andrew Reay offers an alternative vision for the future with a step by step guide as to how we might achieve this. A rallying call to bring autonomy back to teachers and heads and bring an end to a 'quick fix' culture. An alternative to the obsessive focus on tests, intelligence and rankings, this book is challenging and thought provoking; exciting and inspiring in both its delivery and ideas." Tim Perris - Founder and Director of 'Imagine for Schools' "A very readable and wide-ranging account of how a school has synthesised research evidence around motivation with historical and contemporary socio-cultural influences, in pursuit of a broad education for its students - intelligence with character. Part biography, part historical review, part survey of evidence, part polemic and part a how-to guide for ambitious schools, this book will inform, entertain, stimulate, inspire, and occasionally exasperate in equal measure." Dr Barry J Hymer, Emeritus Professor of Psychology in Education, University of Cumbria
£16.00
Nifdi Press War Against the Schools' Academic Child Abuse
£17.50
Waldorf Publications The History of Waldorf Education Worldwide:
Book SynopsisIn 1919 the original Steiner-Waldorf school opened its doors, becoming the first of over 1000 Waldorf schools and kindergartens which now exist around the world.This comprehensive first volume from Nana Göbel, founder of Friends of Waldorf Education, explores the history of Waldorf education from its roots to the end of the Second World War.Göbel captures the mood of the early days of Waldorf education, sharing the vision and dedication of those who established the schools in the first half of the twentieth century. She details the remarkable and rapid appearance of Waldorf schools throughout Britain, Europe, and North America.Featuring over 150 photographs, this is a rich and inspiring account of the early days of this landmark new approach to education.
£25.50
de Gruyter 1805-1809
£277.50
Harrassowitz Mehrsprachigkeit Im Schulwesen Der Fruhen Neuzeit
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£68.48
Brill Schoningh Friedrich Fröbel Und Seine Spielpädagogik: Eine
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£53.20
Brill Schoningh Pädagogik, Kunst Und Kritischer Neuhumanismus:
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£999.99
Brill U Schoningh Padagogik Und Utopie: Historisch-Systematische
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£81.70
Steiner Franz Verlag Objects of Understanding
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£82.59
Steiner Franz Verlag Jahrbuch für Universitätsgeschichte 24 2021
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£55.80
Peter Lang AG Fritz Helling (1888-1973). Schriften, Reden und
Book SynopsisAls durch die Reformpädagogik geprägter politischer Pädagoge steht der Schwelmer Pädagoge und Schulreformer Fritz Helling (1888-1973) für eine Existenz im bewegtesten und spannendsten Jahrhundert der deutschen Geschichte. Helling war ein engagierter Teilnehmer am öffentlichen bildungs- und gesellschaftspolitischen Diskurs in der Bundesrepublik, plädierend für einen unauflösbaren Zusammenhang zwischen Pädagogik und Gesellschaft und folglich für eine pädagogisch-politische Lehrerexistenz. Davon zeugt sein z. T. bisher unveröffentlichtes Gesamtwerk. In drei Bänden werden die verstreut veröffentlichten Publikationen sowie die bisher nicht publizierten Schriften, Reden und Briefe Fritz Hellings historisch-kritisch aufgearbeitet und zusammengefasst. Seinen Texten werden Sekundärtexte gegenüber gestellt, die aufzeigen, in welchen Kontexten er gewirkt und sich geäußert hat und wie diese sein Werk bestimmt haben.
£88.02
Brill Educating the Catholic People: Religious Orders
Book SynopsisIn Educating the Catholic People, David Salomoni reconstructs the complex educational landscape that arose in sixteenth-century Italy and lasted until the French Revolution. Over three centuries, various religious orders, both male and female, took on the educational needs of cities and states on the Italian peninsula, renewing the traditional humanist pedagogy. Historians, however, have not attempted to produce a synthesis on this topic, focusing mainly on the pedagogical activities of the Jesuits and neglecting the contributions and innovations of other groups. This book addresses this historiographical gap, providing a new chapter in the comparative study of pre-modern education.Table of ContentsList of Maps Introduction 1 State of Research and Historiographical Problems 1 Educating the Modern Catholics?: Roots of Catholic Schools in Renaissance Italy (15th–16th cc.) 1 The Last Phase of Communal Education in Italy 1.1 Complexity of the Renaissance Communal School System 1.2 Weaknesses of the Renaissance Communal School System 2 The Catholicization of Italian Education 2 Historical Paths: The Definition of Pedagogical Identities (16th–17th cc.) 1 Male Religious Orders 1.1 An Educational Benchmark: The Jesuits 1.2 The Barnabites 1.3 The Somascans 1.4 The Piarists 1.5 The Theatines and the Servites 2 Female Religious Orders 2.1 The Ursulines 2.2 The Angelic Sisters and the Guastalla College 2.3 Rosa Venerini and Lucia Filippini: The Pious Teachers 3 Schools and Colleges: Processes of Settlement in Italy and Contiguous Areas 1 From Lombardy to the Kingdom of France 2 Schools for Northern Italy and Small Towns 3 A Congregation for the Large Cities 4 Between Central, Southern and Eastern Europe 5 The Franciscans between Continuity and Rupture 4 Different Types of Schools Operated by Religious Orders 1 Public Education Entrusted to Religious Orders and Secular Priests 1.1 Udine and the Barnabites: On the Outskirts of the Peninsula 1.2 Jesuits and Piarists in the Duchy of Modena: A Competition between Local Networks 1.3 Guastalla: A Multi-layered Religious Education for the Community 2 Episcopal Requests 2.1 The Somascans Between Schools and Diocesan Seminaries 3 Other Types of Schools Operated by Religious Orders 3.1 Barnabite Schools Established by Notables and Aristocrats 3.2 The Religious as Private Teachers 3.3 Women, Nuns, Teachers: The ‘Educandato’ of Saint Charles 5 The End of an Educational Season: The Schools of Religious Orders between Scientific and Political Revolutions (17th–18th cc.) 1 The Scientific Culture: Religious Orders on the Eve of Modernity 1.1 Famiano Michelini and the Galilean Piarists 1.2 Baranzano Redento 2 School Reforms in the Age of Enlightenment 2.1 The European Situation 2.2 The Situation in Italy: The Italian States and the Religious Orders 3 Conclusion Bibliography Index
£90.72
Springer Chinese Thoughts on Education A Historical Perspective Volume 1
Book SynopsisChapter 1 The Appearance and Evolution of Ancient Chinese Thoughts on Education.- Chapter 2 Main Characteristics of Ancient Chinese Thoughts on Education.- Chapter 3 The Theoretical Basis of Ancient Chinese Thoughts on Education.- Chapter 4 Ancient Chinese Thoughts on Moral Education.- Chapter 5 Ancient Chinese Thoughts on Teaching.- Chapter 6 Ancient Chinese Thoughts on the Teacher.- Chapter 7 The Imperial Chinese Examination and Ancient Chinese Education.- Chapter 8 Ancient Chinese Academies and Ancient Chinese Education.
£89.99
Springer Chinese Thoughts on Education A Historical Perspective Volume 2
Book SynopsisPart 1 The Modern Section.- Chapter 1 The Interaction and Integration of Chinese and Western Thoughts on Education.- Chapter 2 Modern Chinese Thoughts on Westernization Education.- Chapter 3 Modern Chinese Thoughts on Modernization Education.- Chapter 4 Modern Chinese Thoughts on Personalized Education.- Chapter 5 Modern Chinese Thoughts on Populace Education.- Chapter 6 Modern Chinese Thoughts on Rural Education.- Chapter 7 Modern Chinese Thoughts on Life Education.- Part 2 The Contemporary Section.- Chapter 8 Evolution of Contemporary Chinese Education.- Chapter 9 The Founding Period of Contemporary Chinese Thoughts on Education (1949-1956).- Chapter 10 The Exploratory Period of Contemporary Chinese Thoughts on Education (1957-1963).- Chapter 11 The Chaotic Period of Contemporary Chinese Thoughts on Education (1964-1976).- Chapter 12 The Reconstruction Period of Contemporary Chinese Thoughts on Education (1977-1990).- Chapter 13 The Advancing Period of Contemporary Chinese Thoughts on Education (1991- ).- Chapter 14 The Basic Theories of Contemporary Chinese Education.- Chapter 15 Contemporary Chinese Thoughts on Teaching.- Chapter 16 Contemporary Chinese Thoughts on Moral Education.- Chapter 17 Chinese Educational Science in the 21st Century.- Afterword.
£89.99
The University of Chicago Press The New Math
Book SynopsisAn era of sweeping cultural change in America, the postwar years saw the rise of beatniks and hippies, the birth of feminism, and the release of the first video game. This book examines the rise and fall of the new math as a marker of the period's political and social ferment.Trade Review"Phillips's exposition of what the new math meant and how, in practice, it was taught are definite strengths of his book. He reveals unexpected dimensions of the controversy it generated. Its champions in the classroom put more stress on forming free, rational citizens than on raising the level of technical competence in America, while the opposition came not only from defenders of rote learning, but equally from mathematicians who focused on the instrumental value of mathematics for science and technology." (Theodore M. Porter, University of California, Los Angeles)"
£76.00
The University of Chicago Press The New Math
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£18.58
The University of Chicago Press The Lost Black Scholar
Book SynopsisThe story of Alison Davis, one of the first black anthropologists and the first black tenured professor, a pioneer whose work—in part because it was so multifarious—has been all but forgotten.
£32.30
The University of Chicago Press Homeschooling
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£24.00
The University of Chicago Press The Importance of Being Urban Designing the
Book SynopsisFrom the 1890s through World War II, the greatest hopes of American progressive reformers lay not in the government, the markets, or other seats of power but in urban school districts and classrooms. The Importance of Being Urban focuses on four western school systemsin Denver, Oakland, Portland, and Seattleand their efforts to reconfigure public education in the face of rapid industrialization and the perceived perils [GDA1]of the modern city. In an era of accelerated immigration, shifting economic foundations, and widespread municipal shake-ups, reformers argued that the urban school district could provide the broad blend of social, cultural, and educational services needed to prepare students for twentieth-century life. These school districts were a crucial force not only in orchestrating educational change, but in delivering on the promise of democracy. David A. Gamson's book provides eye-opening views of the histories of American education, urban politics, and the Progressive Era.
£41.80
The University of Chicago Press A Perfect Mess
Book SynopsisRead the news about America's colleges and universitiesrising student debt, affirmative action debates, and conflicts between faculty and administratorsand it's clear that higher education in this country is a total mess. But as David F. Labaree reminds us in this book, it's always been that way. And that's exactly why it has become the most successful and sought-after source of learning in the world. Detailing American higher education's unusual struggle for survival in a free market that never guaranteed its place in societya fact that seemed to doom it in its early days in the nineteenth centuryhe tells a lively story of the entrepreneurial spirit that drove American higher education to become the best. And the best it is: today America's universities and colleges produce the most scholarship, earn the most Nobel prizes, hold the largest endowments, and attract the most esteemed students and scholars from around the world. But this was not an inevitability. Weakly funded by the state, American schools in their early years had to rely on student tuition and alumni donations in order to survive. This gave them tremendous autonomy to seek out sources of financial support and pursue unconventional opportunities to ensure their success. As Labaree shows, by striving as much as possible to meet social needs and fulfill individual ambitions, they developed a broad base of political and financial support that, grounded by large undergraduate programs, allowed for the most cutting-edge research and advanced graduate study ever conducted. As a result, American higher education eventually managed to combine a unique mix of the populist, the practical, and the elite in a single complex system. The answers to today's problems in higher education are not easy, but as this book shows, they shouldn't be: no single person or institution can determine higher education's future. It is something that faculty, administrators, and studentsadapting to society's needswill determine together, just as they have always done.
£18.00
The University of Chicago Press Bankers in the Ivory Tower
Book SynopsisExposes the intimate relationship between big finance and higher education inequality in America.Trade Review"The book is a vivid reminder of how rich, exclusive and small the US Ivy League universities are. . . . But the book shows, too, the importance of universities. They can be a means of entrenching privilege or of spreading opportunity. A well-designed system for funding universities can be a crucial driver of social mobility. But in the US it is not working well." * Financial World *"This thoroughly researched, scholarly case study systemically examines the present higher education system. Eaton identifies the disparate players involved and examines their interactions . . . Eaton also offers a way to reimagine the current system that would realign it with its traditional values. He has provided a valuable public service in developing and presenting this thoughtful, well-researched analysis. Highly recommended." * Choice *"A timely book. . . [that] analyzes the decades-long, intricate relationship between higher education leaders and financiers." * Journal of Urban Affairs *"Eaton offers an empirically sound and rigorous analysis of how higher education relates to high finance." * Social Forces *"Bankers in the Ivory Tower offers a fascinating and data-driven investigation on how finance is transforming higher education in America for the worse. Instead of an engine of opportunity, it is becoming fuel for inequality with snowballing endowments for the top, student debt replacing public funding for the middle, and for-profit predation for the bottom. A must read." -- Emmanuel Saez, University of California, Berkeley, Chancellor's Professor of Tax Policy and Public Finance"Until now, no one has connected the dots between ever-more-rarified Ivy walls, the expansion of predatory for-profit institutions, and the financialization of the US economy. With impeccable research, Eaton brilliantly shows that what happens at the top and what happens at the bottom (not to mention in the middle) are more closely connected than you think—and that the common thread is high finance." -- Elizabeth Popp Berman, University of Michigan, associate professor of organizational studies“Many have criticized spending choices at colleges and universities and blamed them for both the rising cost of higher education and the corresponding, corrosive spread of student debt. But Eaton identifies the complex relationships that tie financial elites to these highly selective schools, which they and other wealthy families disproportionately attend. Financiers both advise and often help govern universities, guiding them to operate more like profit-seeking businesses, and financiers also function as intermediaries in the provision of student debt. The argument of the book makes the overrepresentation of socioeconomically privileged students on the nation’s most selective campuses look unsurprising and indeed, almost inevitable.” -- Jonathan Glater, University of California, Berkeley, professor of law“As elite colleges marvel at how sharply their multibillion-dollar endowments have risen from year to year, they fail to make the connection with the rise in for-profit colleges sinking students into high debt and low salaries. By following the investors, the hedge funds, the college governing boards, and the students whose lives they trample, Eaton shows how the financial oligarchy that descends from and upholds the Ivory Tower has taken the public out of our public goods. A sobering and fact-filled account with an unexpected glimpse into the possible.” -- Frederick F Wherry, The Townsend Martin, Class of 1917 Professor of Sociology at Princeton University"A sobering look at how a generation of bankers transformed higher education, generating massive endowments for elite schools—and leaving a legacy of scarcity and debt for everyone else. Carefully researched and forcefully argued, Bankers in the Ivory Tower is essential reading for anyone who cares about higher education, school loans, or the social life of finance." -- Sarah Quinn, University of Wisconsin, associate professor of sociologyTable of ContentsAcknowledgments 1. Universities and the Social Circuitry of Finance 2. Our New Financial Oligarchy 3. Bankers to the Rescue: The Political Turn to Student Debt 4. The Top: How Universities Became Hedge Funds 5. The Bottom: A Wall Street Takeover of For-Profit Colleges 6. The Middle: A Hidden Squeeze on Public Universities 7. Reimagining (Higher Education) Finance from Below Methodological Appendix: A Comparative, Qualitative, and Quantitative Study of Elites Notes References Index
£22.80
The University of Chicago Press Structuring Inequality
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£76.00
John Wiley & Sons Dyslexia A History
Book SynopsisThis first comprehensive history of dyslexia charts a journey that begins with Victorian medicine and continues to dyslexia becoming the most globally recognized specific learning difficulty. Philip Kirby and Margaret Snowling use a historical lens to explain current debates around dyslexia, and to reflect on the place of literacy in society.Trade Review"Kirby and Snowling tackle this issue by broadening the definition of dyslexia, bypassing the either-or binary of medical vs. social models of disability, instead contending that it embraces both. Moreover, they provide a rich historical foundation, recalling when the term dyslexia was coined in the late 19th century in reference to ‘word blindness,’ meaning the inability to recognize words. Not only is dyslexia a learning difficulty that affects fluency in reading and spelling, but it impacts phonological awareness, visual memory, and verbal processing speed across intellectual abilities. This highly readable, fact-filled book will support parents, families, professionals, students, researchers, and those with dyslexia. Recommended, all readers." Choice“This is an enlightening and absorbing introduction to a crucial concept within the history of learning difficulties, charting its origins, pathways, meanings, contestations, successes and, most importantly, the obstructions and challenges it places in the lives of those who experience it.” History of Education“Dyslexic people, including myself, as well as anyone else concerned with the question of how best to comprehend this situated character of reading in literate times will benefit greatly from Dyslexia: A History.” Historical Studies in Education/Revue d’histoire de l’éducation
£91.80
Columbia University Press A College of Her Own
Book SynopsisA College of Her Own offers a comprehensive and lively narrative of Barnard from its beginnings to the present day. Through the stories of presidents and leading figures as well as students and faculty, Robert McCaughey recounts Barnard’s history and development.Trade ReviewIf one measure of a college’s impact on American life is the writers and artists it has produced, then what to say about Barnard College, whose alumnae include Zora Neale Hurston, Ntozake Shange, Anna Quindlen, Erica Jong, Laurie Anderson, Suzanne Vega, Delia Ephron, Greta Gerwig, Jhumpa Lahiri, Twyla Tharp, Mary Gordon, and Joan Rivers—and thousands more? Robert McCaughey’s A College of Her Own tells the complex, inspiring story of a singular institution whose alumnae changed the world. -- Jennifer Finney Boylan, Barnard CollegeMcCaughey combines his knowledge as a historian of American higher education with his deep personal experience at Barnard and Columbia to provide a richly textured account of Barnard College and its role as one of America’s leading women’s colleges and preeminent liberal arts colleges. -- Ellen V. Futter, president of the American Museum of Natural History and former president of Barnard CollegeA College of Her Own is an exemplary institutional history and contribution to NYC social history. Indeed, it is one of the most thorough and engaging accounts of a liberal arts college. McCaughey provides a masterful depiction of the segmented social hierarchies of the city and their complex interactions with those who attended the college, those who ran it, and those who supported it. -- Roger L. Geiger, author of American Higher Education Since World War II: A HistoryA College of Her Own gives us a deeply researched, vividly written, bracingly candid account. McCaughey shows how a small, chronically undercapitalized, mostly Protestant college for women came to leverage its affiliation with one of America’s greatest research universities and to embrace the religious, racial, and ethnic heterogeneity of its urban location to become the most selective women’s college in America. -- Rosalind Rosenberg, author of Changing the Subject: How the Women of Columbia Shaped the Way We Think About Sex and PoliticsTable of ContentsPreface Acknowledgements1. “What’s a New York Girl to Do?”2. East Side, West Side: A Tale of Two Cities3. Becoming Barnard4. Who’s Afraid of Virginia Gilderesleeve?5. Barnard in the Twenties6. Lean Times: Depression, War, and Other Distractions7. The McIntosh Era8. Into the Storm9. Saying No to Zeus10. Barnard Rising11. New York, New York12. Going GlobalNotesSelected BibliographyIndex
£29.75
Columbia University Press The Columbia University College of Dental
Book SynopsisA history celebrating one hundred years of groundbreaking work in dental medicine.Trade ReviewAn exploration of the important history of Columbia University and its effect on the nation and the world. A remarkable book about a critical achievement in the history of human health. -- Leon Assael, dean, School of Dentistry, University of Minnesota This book should be required reading for dental school deans, administrators, faculty, and even students who have to decide where to apply and where to go to dental school. Allan J. Formicola has the comprehensive overview of this subject matter, detailed insights in the life of this institution, and a solid understanding of the complexity of academic life in dental schools like no one else. -- Marita Inglehart, University of Michigan School of Dentistry Formicola has done an outstanding job with this well-written, factual, and interesting history of the past hundred years at the Columbia University College of Dental Medicine. It is a significant contribution to the history of dental education and an appropriate historical tribute to the school. -- Howard Bailit, University of Connecticut School of Dental MedicineTable of ContentsForeword Preface Acknowledgments Introduction 1. 1916-1941: A Dental School on University Lines 2. 1941-1978: Living Up to Standards: The Difficult Years 3. 1978-2001: The Leap to the Future: Reaching Out 4. 2001-2013: The New Millennium: The School of Dental and Oral Surgery Becomes the College of Dental Medicine 5. 2013-2016 and Beyond: Plans for the Next 100 Years 6. Students and Alumni Appendix 1: The Founding Document Appendix 2: The Predecessor Institutions from 1852 Through 1923 Appendix 3: Letter from Victor S. Koussow to Arthur T. Rowe Appendix 4: Funded Search Studies in the 2014-2015 Year Appendix 5: Members of the College of Dental Medicine Board of Advisors Appendix 6: Presidents of the Alumni Organization Appendix 7: Columbia University Alumni Distinguished Service Medal Awardees Appendix 8: College of Dental Medicine Distinguished Alumni Awardees Appendix 9: A Snapshot of Distinguished Graduates of the College of Dental Medicine Appendix 10: The Deans of the Dental School and Directors of the Dental Hygiene Program Appendix 11: Milestones in the History of the College of Dental Medicine: 1916-2016 Notes Bibliography Index
£29.75
Columbia University Press Educating Harlem
Book SynopsisEducating Harlem brings together a multidisciplinary group of scholars to consider of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression.Trade ReviewAn outstanding collection of cutting-edge essays, Educating Harlem rewrites the narrative of twentieth-century urban education. Eschewing a single thesis or grand narrative, this groundbreaking volume shows the creativity, debate, fierce love, and impassioned determination of a community to make education a human right amid the ever-changing but always inequitable landscape of New York City. -- Martha Biondi, author of To Stand and Fight: The Struggle for Civil Rights in Postwar New York CityRead this book to understand how education has long been a source of pride and value in one of America’s most historic black communities. Read it to understand how systems of racial bias have been used to interrupt black life and threaten black lives. -- David Kirkland, executive director of the Metropolitan Center for Research on Equity and the Transformation of Schools at New York UniversityThese impressive essays provide a multifaceted look at the educational battles in Harlem. Not only was Harlem a cultural mecca, it was a place of hope and frustration, of opportunity and racism. At its core were residents who disagreed on aims and tactics but remained committed to educational excellence and black equality. -- Joy Ann Williamson-Lott, author of Jim Crow Campus: Higher Education and the Struggle for a New Southern Social OrderEducating Harlem epitomizes the power and potential of interdisciplinary exchange and collaboration. I could not imagine a more comprehensive and impressive assembly of scholars contained in one collection. Both experienced and emerging researchers will appreciate the varied sources and disciplinary approaches contributors utilize to recover and recount one urban community's struggle to secure educational opportunity in the twentieth century. -- Hilary Moss, Amherst CollegeEducating Harlem is a comprehensive treatment that reveals the continued role of hope in shaping the activism of a community. The assembled scholars demonstrate Harlem’s ongoing efforts to use education as a tool for citizenship and socioeconomic mobility. -- Hilary Green, University of AlabamaEngaging. * H-Soz-Kult *Table of ContentsAcknowledgmentsAbbreviationsIntroduction, by Ansley T. Erickson and Ernest MorrellPart I. Debating What and How Harlem Students Learn in the Renaissance and Beyond1. Schooling the New Negro: Progressive Education, Black Modernity, and the Long Harlem Renaissance, by Daniel Perlstein2.“A Serious Pedagogical Situation”: Diverging School Reform Priorities in Depression Era Harlem, by Thomas Harbison3. Wadleigh High School: The Price of Segregation, by Kimberley JohnsonPart II. Organizing, Writing, and Teaching for Reform in the 1930s Through 1950s4. Cinema for Social Change: The Human Relations Film Series of the Harlem Committee of the Teachers Union, 1936–1950, by Lisa Rabin and Craig Kridel5. Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership, by Jonna Perrillo6. Harlem Schools and the New York City Teachers Union, by Clarence TaylorPart III. Divergent Educational Visions in the Activist 1960s and 1970s7. HARYOU: An Apprenticeship for Young Leaders, by Ansley T. Erickson8. Intermediate School 201: Race, Space, and Modern Architecture in Harlem, by Marta Gutman9. Black Power as Educational Renaissance: The Harlem Landscape, by Russell Rickford10. “Harlem Sophistication”: Community-based Paraprofessional Educators in Central Harlem and East Harlem, by Nick JuravichPart IV. Post–Civil Rights Setbacks and Structural Alternatives to Public Schooling11. Harlem Schools in the Fiscal Crisis, by Kim Phillips-Fein and Esther Cyna12. Pursuing “Real Power to Parents”: Babette Edwards’s Activism from Community Control to Charter Schools, by Brittney Lewer13. Teaching Harlem: Black Teachers and the Changing Educational Landscape of Twenty-First Century Central Harlem, by Bethany L. Rogers and Terrenda C. WhiteConclusion, by Ernest Morrell and Ansley T. EricksonContributorsIndex
£75.00
Columbia University Press Educating Harlem
Book SynopsisEducating Harlem brings together a multidisciplinary group of scholars to consider of the history of schooling in perhaps the nation’s most iconic black community. The volume traces the varied ways that Harlem residents defined and pursued educational justice for their children and community despite consistent neglect and structural oppression.Trade ReviewAn outstanding collection of cutting-edge essays, Educating Harlem rewrites the narrative of twentieth-century urban education. Eschewing a single thesis or grand narrative, this groundbreaking volume shows the creativity, debate, fierce love, and impassioned determination of a community to make education a human right amid the ever-changing but always inequitable landscape of New York City. -- Martha Biondi, author of To Stand and Fight: The Struggle for Civil Rights in Postwar New York CityRead this book to understand how education has long been a source of pride and value in one of America’s most historic black communities. Read it to understand how systems of racial bias have been used to interrupt black life and threaten black lives. -- David Kirkland, executive director of the Metropolitan Center for Research on Equity and the Transformation of Schools at New York UniversityThese impressive essays provide a multifaceted look at the educational battles in Harlem. Not only was Harlem a cultural mecca, it was a place of hope and frustration, of opportunity and racism. At its core were residents who disagreed on aims and tactics but remained committed to educational excellence and black equality. -- Joy Ann Williamson-Lott, author of Jim Crow Campus: Higher Education and the Struggle for a New Southern Social OrderEducating Harlem epitomizes the power and potential of interdisciplinary exchange and collaboration. I could not imagine a more comprehensive and impressive assembly of scholars contained in one collection. Both experienced and emerging researchers will appreciate the varied sources and disciplinary approaches contributors utilize to recover and recount one urban community's struggle to secure educational opportunity in the twentieth century. -- Hilary Moss, Amherst CollegeEducating Harlem is a comprehensive treatment that reveals the continued role of hope in shaping the activism of a community. The assembled scholars demonstrate Harlem’s ongoing efforts to use education as a tool for citizenship and socioeconomic mobility. -- Hilary Green, University of AlabamaEngaging. * H-Soz-Kult *Table of ContentsAcknowledgmentsAbbreviationsIntroduction, by Ansley T. Erickson and Ernest MorrellPart I. Debating What and How Harlem Students Learn in the Renaissance and Beyond1. Schooling the New Negro: Progressive Education, Black Modernity, and the Long Harlem Renaissance, by Daniel Perlstein2.“A Serious Pedagogical Situation”: Diverging School Reform Priorities in Depression Era Harlem, by Thomas Harbison3. Wadleigh High School: The Price of Segregation, by Kimberley JohnsonPart II. Organizing, Writing, and Teaching for Reform in the 1930s Through 1950s4. Cinema for Social Change: The Human Relations Film Series of the Harlem Committee of the Teachers Union, 1936–1950, by Lisa Rabin and Craig Kridel5. Bringing Harlem to the Schools: Langston Hughes’s The First Book of Negroes and Crafting a Juvenile Readership, by Jonna Perrillo6. Harlem Schools and the New York City Teachers Union, by Clarence TaylorPart III. Divergent Educational Visions in the Activist 1960s and 1970s7. HARYOU: An Apprenticeship for Young Leaders, by Ansley T. Erickson8. Intermediate School 201: Race, Space, and Modern Architecture in Harlem, by Marta Gutman9. Black Power as Educational Renaissance: The Harlem Landscape, by Russell Rickford10. “Harlem Sophistication”: Community-based Paraprofessional Educators in Central Harlem and East Harlem, by Nick JuravichPart IV. Post–Civil Rights Setbacks and Structural Alternatives to Public Schooling11. Harlem Schools in the Fiscal Crisis, by Kim Phillips-Fein and Esther Cyna12. Pursuing “Real Power to Parents”: Babette Edwards’s Activism from Community Control to Charter Schools, by Brittney Lewer13. Teaching Harlem: Black Teachers and the Changing Educational Landscape of Twenty-First Century Central Harlem, by Bethany L. Rogers and Terrenda C. WhiteConclusion, by Ernest Morrell and Ansley T. EricksonContributorsIndex
£23.75
Columbia University Press Beauty in the Age of Empire
Book SynopsisBeauty in the Age of Empire is a global history of aesthetic education focused on how Western practices were adopted, transformed, and repurposed in Egypt and Japan. Raja Adal uncovers the emergence of aesthetic education in modern schools and its role in making a broad spectrum of ideologies from fascism to humanism attractive.Trade ReviewA hugely important book. Its groundbreaking methodologies—the global optics, the comparative frameworks based not on regionality but on shared conditions and synchronicities, the focus on embodied histories—have the potential to transform the field. -- Irena Hayter, University of Leeds * Journal of Asian Studies *The book indeed presents a substantial account of the history of the proposed uses of aesthetics by the state and prominent educators in Egypt and Japan, and without a doubt one learns a great deal from Adal's comparative discussion. * International Journal of Asian Studies *Raja Adal’s enchantingly original study analyzes the aesthetic education prescribed for children (in music, art, and calligraphy) in late nineteenth- and twentieth century Egypt and Japan as their educational policy makers sought to balance the sources of national tradition and the attractions of European modernity. Drawing on mastery of both Japanese and Arabic, this philosophically informed study lets us transcend any simplified categories of Western and non-Western civilizational projects. -- Charles Maier, author of Once Within Borders: Territories of Power, Wealth, and Belonging Since 1500Raja Adal’s exemplary Beauty in the Age of Empire charts how aesthetics was used in modernizing societies like Japan and Egypt to ‘enchant’ citizens while reinforcing a changing political environment. Through national schools, a new curriculum inculcated in children a desire to support the value of national identity rather than affectively perform personal responses to artistic expression. Adal shows how this aesthetic education moved along the scale of singularity, from the one place of the nation, to the worldliness of ‘many places.’ -- Harry Harootunian, author of Uneven Moments: Reflections on Japan's Modern HistoryBeauty in the Age of Empire is a unique and fascinating analysis that tracks complex genealogies of aesthetic education through colonialism, empire, and nation-building. It both provincializes Eurocentric histories of the aesthetic and provides a deeper understanding of the cultivation of modern childhood. -- Jessica Winegar, author of Creative Reckonings: The Politics of Art and Culture in Contemporary EgyptExamining three forms of aesthetic education in modern Egypt and Japan, Beauty in the Age of Empire reveals how similar ideals and anxieties accompanied the project of forming national subjects in countries compelled into nation-making by Western imperialism in the nineteenth century. In lucid and straightforward prose, Adal guides readers into the “global archive” of modern schooling. Striking parallels and new insights abound. This is a vivid and fresh approach to global modernity. -- Jordan Sand, author of House and Home in Modern Japan: Architecture, Domestic Space, and Bourgeois Culture, 1880-1930Table of ContentsList of IllustrationsNote on NamesAcknowledgmentsIntroduction1. The Modern School as a Global ArchivePart I: Music, Calligraphy, and the Education of the Inner SelfInterlude: How Culture Travels: A Global History of the Piano2. Music Education and the Uses of Aesthetics3. Writing Education and the Location of AestheticsPart II: From Mimesis to Art: Drawing Education and the Rise of the Independent SubjectInterlude: Mimesis and Seduction in National Anthems4. The Mimetic Moment: The Age of Global Mimesis and Representational Mimesis5. The End of Global Mimesis: The Rise of the National Subject6. The End of Representational Mimesis: The Rise of the Individual SubjectConclusionNotesWorks CitedIndex
£46.75
University of Illinois Press Teachers and Reform
Book SynopsisFrom the union''s formation in 1937 until the 1960s, the Chicago Teachers Union (CTU) was the largest and most influential teachers'' union in the country. John F. Lyons examines the role of public schoolteachers and the CTU in shaping the policies and practices of public education in Chicago. Examining teachers'' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations. Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 teTrade Review"Lyons's monograph is clearly written, impeccably organized, and . . . cogently argued. Grounded in an impressive array of archival, print, and oral sources, Teachers and Reform is an important contribution to the field."--Journal of Illinois History"This powerful book is a detailed account of 40 years in the history of Chicago schools. . . . Recommended."--Choice“Extremely useful for labor historians interested in the institutional development of the nation’s first and most prominent teachers’ union. . . . Lyons's book offers a roadmap to how one city got us here, laying out, in as clear a manner as possible, the dense thicket of issues at stake and at play in the teacher union movement.”--H-Urban“This book is one the best histories of public-sector unionism yet. It is an excellent study of teachers’ unions in Chicago and also a fine piece of local political history, with interesting interpolations of race, gender, and education policy issues as well.”--American Historical Review"In his engaging case study ... Lyons captures the seedy side of school politics and the ambiguous, often disappointing role that unions have played in educational reform."--The Journal of American History"A masterful scholarly study of Chicago teacher unionism."--Labour/Le Travail"A straightforward, well-written study of education in a major U.S. city."--H-Education"Teachers and Reform provides an excellent narrative of teachers' unionization in Chicago from 1929-70. Lyons makes effective connections between city politics and the rise of the Chicago Teachers Union (CTU) and between the rise of black political consciousness and the crisis of the CTU."--James R. Barrett, author of William Z. Foster and the Tragedy of American Radicalism "A welcome contribution to the historical literature on teachers' unions that speaks also to contemporary teacher unionism. The focus on the Chicago Teachers Union and its major early leader, John Fewkes, during and after the Depression corrects an imbalance in the literature that has favored the Chicago Teachers Federation and Margaret Haley. Lyons's thorough analysis of the CTU raises important questions about the contours of union conservatism and its interaction with race and collective bargaining."--Wayne J. Urban, associate director and professor, Education Policy Center, University of AlabamaTable of ContentsAcknowledgments ix List of Abbreviations xiii Introduction 1 1. The Formation of the Chicago Teachers Union, 1929-1937 9 2. Struggling for an Identity, 1937-1941 49 3. World War II, Accommodation, and the Struggle for Equal Pay, 1941-1947 81 4. The Cold War in the Chicago Public Schools, 1947-1957 107 5. The Campaign for Collective Bargaining Rights and the Civil Rights Movement, 1957-1966 133 6. Teacher Power and Black Power Reform the Public Education System, 1966-1970 171 Conclusion 207 Notes 217 Index 271
£33.30
University of Illinois Press Studying Appalachian Studies Making the Path by
Book SynopsisTrade ReviewWeatherford Award (Nonfiction), Berea College and the Appalachian Studies Association, 2015. "This invaluable critical assessment of Appalachian Studies is long overdue and is destined to become a seminal work in the field." --Steve Fisher, co-editor of Transforming Places: Lessons from Appalachia "This important collection of essays represents the first comprehensive and critical evaluation of the scholarly enterprise of Appalachian Studies. Full of much knowledge, wisdom, and insight, it critically evaluates the field’s successes, missteps, roads not taken, and important compass points for future direction while also viewing Appalachian Studies in relation to other studies programs as well as changes in higher education over the past three or four decades. Additionally, the essays will serve as excellent portals for new readers wanting to learn more about the academic study of the region." --Dwight B. Billings, coauthor of The Road to Poverty"Since its inception in the 1970s, Appalachian studies has displayed a penchant for regularly critiquing its achievements. . . . This book continues that tradition. The book provides food for thought for those engaged in interdisciplinary and activist activities. Recommended."--Choice "A provocative 'critical assessment' of Appalachian studies' past and present… There is much to be admired about Studying Appalachian Studies. The editors and contributors consider crucial and defining questions about the past, present, and future of Appalachian studies… and offer a number of potential ways to advance the field."--West Virginia History"Provides a critical overview of the scholarly and activist endeavor in its past and present configurations, and offers a road map to guide our collective efforts in the future."--Emily Satterwhite, author of Dear Appalachia: Readers, Identity, and Popular Fiction since 1878"About forty years after the rise of Appalachian studies, Studying Appalachian Studies offers a history and assessment of the field. . . . The three editors of the volume, all past presidents of the Appalachian Studies Association, have facilitated a book project that underscores the promises and challenges of place-based, interdisciplinary study."--The Southern Register
£77.35
University of Illinois Press Teacher Strike
Book SynopsisA wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today. As Shelton shows, many working- and middle-class whites sided with corporate interests in seeing themselves as society''s only legitimate, productive members. This alliance increasingly argued that public employees and the urban poor took but did not give. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears toTrade ReviewFirst Book Award, International Standing Conference for the History of Education, 2018 Herbert G. Gutman Award, Labor and Working-¬Class History Association (LAWCHA), 2014 "Through the vividly drawn case studies described in this smart volume, Jon Shelton shows how the labor conflicts that rocked America's public schools in the tumultuous years between 1968 and 1981 altered the nation's politics and education policy, accelerating the decline of 1960s labor-liberalism and propelling the ascendancy of neoliberalism. His is a brilliantly recounted, timely, and sobering tale that illuminates the tangled roots of educational inequality, teacher disempowerment, and urban underfunding that continue to plague public education. It will interest all those who seek to revive both our schools and our democracy."--Joseph A. McCartin, author of Collision Course: Ronald Reagan, the Air Traffic Controllers, and the Strike that Changed America"This book makes a significant contribution to the fields of educational history and labor history. . . . This provocative and well-written study will be a welcome addition to courses in educational history and labor history." --Journal of Social History"Teacher Strike! is a major contribution to the growing literature on teacher unionism." --Labor: Studies in Working-Class History"Teacher Strike traces the foundations of this aspect of current school trends with great clarity and insight, offering readers an original way of thinking about teachers, public opinion, and school reform."--History of Education Quarterly"This excellent study of the political debates that developed from the rise of teacher unions in the 1970s and 1980s is a valuable addition to the growing literature on the rightward turn in American politics."--Journal of American History"An important book both historiographically and in terms of its relevance to our own times. It deserves a wide readership and thoughtful discussion of its argument."--Missouri Historical Review"This is a fascinating study of the link between public perceptions of teachers' labor activism and the decline of political liberalism and public investment in education. Shelton makes a compelling case to place teachers' struggles for labor rights at the center of broader political changes of the last fifty years."--Kate Rousmaniere, author of Citizen Teacher: The Life and Leadership of Margaret Haley"Shelton captures America at a pivotal moment, as long-held assumptions about the role of the state and unions in promoting growth and prosperity came under attack. An essential book for understanding an essential era in modern American history."--Jerald Podair, author of The Strike That Changed New York: Blacks, Whites, and The Ocean-Hill Brownsville Crisis
£77.35
University of Illinois Press Leaders of Their Race
Book SynopsisTrade Review"This book is well-written and thoroughly researched. . . . The extensiveness of the documentation contributes to the appropriateness to the subject matter." --Journal of African American History"Case has beautifully written a strong argument about the central purpose of these schools and how they compare, with emphasis on both similarities and differences. . . . Case has a strong sense of changes over time, even as she documents continuity."--Joan Marie Johnson, author of Southern Women at the Seven Sister Colleges: Feminist Values and Social Activism, 1875 -1925 "The 125-page work, complemented by fifteen rare archival photos, is filled with insightful commentary on gender, class, and race in secondary education in Georgia around the turn of the twentieth century."--Atlanta Studies"This work is a worthwhile addition to any undergraduate classroom and graduate seminar on the history of race, gender, and education in the New South."--H-Net"Leaders of Their Race is a jewel. Case has produced an interesting, well-written, and thoroughly researched study. . . . This is also an important contribution to the study of women's history, African American history, the history of education, and New South history." --American Historical Review"Sarah Case provides a compelling examination of how these two women's schools, though founded on different visions and skewed by race and class, were remarkably similar in the values they espoused. Grooming their students to be well-educated, modest and respectable, they hoped to prepare their young graduates to contribute to a new society in the South and epitomize the highest womanly virtues." --Southeastern Librarian"This book is a must-read for anyone interested in the history of US education and it should be a required text for courses in the history of education, African American education, women's education, African American studies, and gender studies, among others." --History of Education Quarterly
£81.90
University of Illinois Press Sex Goes to School
Book SynopsisAn informed perspective on sex education in the 1940s and 1950sTrade Review"Fills an important gap in scholarship on the history of sex education by examining the period between the release of the notorious Kinsey Reports and the so-called sexual revolution of the 1960s."--American Historical Review"Sex Goes to School brings an important perspective to our understanding of how and what young people learned about sexuality at a time when high school was becoming a mass institution."--The Journal of American History"The originality of this book lies in its argument that sex educators were more progressive than previously understood, and that controversy about sex in the schools arose not in the staid, conformist 1940s and '50s but rather the liberal 1960s. A truly fresh perspective, Sex Goes to School will be a significant contribution to the fields of sexuality, education, and the history of gender."--Karen Dubinsky, author of Improper Advances: Rape and Heterosexual Conflict in Ontario, 1880-1929
£20.89
MO - University of Illinois Press Moving Beyond Borders Julian Samora and the Establishment of Latino Studies
Book SynopsisThe lifework of a pioneering scholar and leader in Latino studiesTrade Review"Succeeds mightily in giving Julian Samora his well-deserved recognition as a major figure in the building and sustenance of an important dimension of inclusion in higher education."--Journal of American Ethnic History"Julian Samora gave his life and work to a better and more complete understanding of the Chicano/Latino experience. This text is a wonderful and valuable introduction to the man and scholar."--Mario Garcia, author of Memories of Chicano History: The Life and Narrative of Bert Corona"This outstanding book provides marvelous insight not only into the life of a remarkable man but into the era that he helped to shape. I literally could not put the book down."--David T. Abalos, author of Latinos in the United States: The Sacred and the PoliticalTable of ContentsEl Corrido de Julian Samora viJesus "Chuy" Negrete Samoristas' Creed viiiMarcos Ronquillo Foreword xiiiHerman Gallegos Preface xviiVilma Martinez Acknowledgments xix PART ONE: THE LEGACY OF JULIAN SAMORA Introduction: Moving Beyond Borders 1Alberto Lopez Pulido, Barbara Driscoll de Alvarado, and Carmen Samora 1. Grace and Redemption: Julian Samora 1920-1996 9Carmen Samora 2. A Scholar and Visionary in Mexican American and Latino Studies 30Barbara Driscoll de ALvarado 3. Philanthropy, the Creation of a National Minority and the Mexican American Graduate Studies Program at Notre Dame 49Alberto Lopez Pulido PART TWO: SAMORISTAS @ 57 Introduction: Creating an Intellectual Community 65Alberto Lopez Pulido, Barbara Driscoll de Alvarado, and Carmen Samora A. COMMUNITY AND POLITICAL ACTIVISM 4. Constructive Marginality: En el otro lado 72Richard A. Navarro 5. Serving Our Communities (1970-1980) 79Ricardo Parra and Olga Villa Parra 6. From Uvalde, Texas, to South Bend, Indiana: A Chicano Goes to Notre Dame 89Alfredo Rodriguez Santos cls 7. Don Julian Samora, un hombre de Ubuntu 98Lydia Espinosa Crafton 8. Julian Samora: Una de los primeros sabios 106Alberto Mata Jr. 9. Fair Taxes and the Social Contract: The Samora Influence on a Chicano Economist 113Sergio X. Madrigal 10. Circles of Commitment 119Marcos Ronquillo 11. Common Geographies 125Ken Martinez B. THE PEDAGOGY OF JULIAN SAMORA 12. Reflections on Education: Post-Samora 132Teresita E. Aguilar 13. Julian Samora's Pedagogy of Empowerment 137Victor Rios 14. Personal Reflections on Education 142Jose R. Hinojosa 15. Crossing Disciplines and Boundaries: From South Bend to Mexico City 147Barbara Driscoll de Alvarado 16. In the Autumn of His Life 154Rudy Sandoval 17. Early Mentor 159Phillip Gallegos 18. Vessels of the Samora Legacy: Mentoring the Third Generation 166Anthony J. Cortese C. RESEARCH AND THE INTEGRATIVE PROCESS OF JULIAN SAMORA 19. Translating the Whole Person: Julian Samora as Research Mentor 172Alberto Lopez Pulido 20. Julian Samora: Mentor 174Jorge A. Bustamante 21. Making History 180Julie Leininger Pycior 22. Reflections on Research Perspectives and Strategies 188Paul Lopez 23. On Respect and Teaching 196Ciro Sepulveda 24. Becoming a Scholar: A Tribute to Julian and Betty Samora 201Gilberto Cardenas D. PERSONAL REFLECTIONS: VOICES AND SENTIMENTS FROM SAMORISTAS 25. Personal Visions: "Coming of Age with Samora" 207Miguel A. Carranza 26. Reflections on the Impact of Dr. Julian Samora 210Delfina Landeros 27. The Seeds We Plant 218Frank M. Castillo 28. The Legacy of Latino Consciousness 223Rene Rosenbaum 29. Julian Samora and His Lesson of Revelation 229Alberto Lopez Pulido 30. "Pues aqui me tienen" 233Amelia M. Munoz Appendix: "Mestizaje: The Formation of Chicanos" 241Julian Samora Index 259 Notes on Contributors 269Photographs follow page 64.
£22.49
