History of education Books

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

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

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

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

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

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

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

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

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Book SynopsisAdventures in Philosophy at Notre Dame recounts the fascinating history of the University of Notre Dame''s Department of Philosophy, chronicling the challenges, difficulties, and tensions that accompanied its transition from an obscure outpost of scholasticism in the 1940s into one of the more distinguished philosophy departments in the world today. Its author, Kenneth Sayre, who has been a faculty member for over five decades, focuses on the people of the department, describing what they were like, how they got along with each other, and how their personal predilections and ambitions affected the affairs of the department overall. The book follows the department's transition from its early Thomism to the philosophical pluralism of the 1970s, then traces its drift from pluralism to what Sayre terms professionalism, resulting in what some perceive as a severance from its Catholic roots by the turn of the century. Each chapter includes an extensive biography of an especiTrade Review"Kenneth Sayre tells the story of the transition of the philosophy department at Notre Dame with a keen eye for how these transitions illuminate transitions in the developments in philosophy, broadly speaking. I think the great achievement of this book is not only its well-crafted history of the Notre Dame philosophy department, but its reminder to us that philosophers are human beings. By bringing to life the extraordinary people who have been associated with the Notre Dame philosophy department, Sayre has written a book that is deeply humane and uplifting." —Stanley Hauerwas, Gilbert T. Rowe Professor Emeritus of Divinity and Law, Duke Divinity School"Kenneth Sayre has a splendid cast of characters and stories. In recounting the history of a single department over the last seventy years, he also tells the story of the development of academic philosophy. Along the way he shows how the notion that a university should be run as a business gradually took hold and transformed, not only his university, but U.S. academic culture." —Patricia Curd, Purdue University"Ken Sayre's Adventures in Philosophy at Notre Dame, a narrative history of nearly eighty years, divides the decades into three distinct periods: textbook Thomism, pluralism, and professionalism. Sayre, who came to Notre Dame in 1958 with a PhD. from Harvard, has witnessed them all." —NDWorks“This detailed account offers an inside view of Notre Dame’s Department of Philosophy and the challenges, difficulties and tensions that accompanied its development into one of the most distinguished philosophy departments in the world today. The author, who has been on the Notre Dame faculty for more than 50 years, focuses on the people of the department, describing their relationships and personalities, and how their ambitions affected department affairs overall.” —Notre Dame Magazine“This is a valuable account of the transition of the Department of Philosophy at the University of Notre Dame from one in the 1930s when it served the founding purpose of the university to its heterogenous present.” —The Catholic Historical Review

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

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

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

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

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

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Book SynopsisTrade Review"Wherever this historiography [of education] moves next, scholars will do well to engage with the work of García." * History of Education *"Delves into political tensions within Oxnard, California, and illustrates the board of education’s decisions enacting segregation and thereby shaping the education of Mexicans and blacks . . . The work uncovers hidden histories of Mexican American and black struggles to end segregation, and it results in a very rich study." * American Historical Review *"Provides a meticulous, nuanced, and brilliant study of the complex layers behind the historical connections of educational and residential segregation." * Latino Studies *"Amid the racial reckoning and protests that have swept this country, Strategies of Segregation is a timely and invaluable contribution to California history, Chicano/a studies, and ethnic studies." * California History *Table of ContentsList of Illustrations ix Preface xi Acknowledgments xiii Introduction 1 1 • The White Architects of Mexican American Education 12 2 • Pernicious Deeds: Restrictive Covenants and Schools 39 3 • “Obsessed” with Segregating Mexican Students 55 4 • Ramona School and the Undereducation of Children in La Colonia 79 5 • A Common Cause Emerges for Mexican American and Black Organizers 100 6 • Challenging “a Systematic Scheme of Racial Segregation”: Soria v. Oxnard School Board of Trustees 129 Epilogue 162 Appendix: List of Interviews Conducted and Consulted 167 Notes 169 Bibliography 247

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Book SynopsisThe never-before-told true story of Jane Elliott and the Blue-Eyes, Brown-Eyes Experiment she made world-famous, using eye color to simulate racism. The day after Martin Luther King, Jr.'s assassination in 1968, Jane Elliott, a schoolteacher in rural Iowa, introduced to her all-white third-grade class a shocking experiment to demonstrate the scorching impact of racism. Elliott separated students into two groups. She instructed the brown-eyed children to heckle and berate the blue-eyed students, even to start fights with them. Without telling the children the experiment's purpose, Elliott demonstrated how easy it was to create abhorrent racist behavior based on students' eye color, not skin color. As a result, Elliott would go on to appear on Johnny Carson's Tonight Show, followed by a stormy White House conference, The Oprah Winfrey Show, and thousands of media events and diversity-training sessions worldwide, during which she employed the provocative experiment to induce racism. Was the experiment benign? Or was it a cruel, self-serving exercise in sadism? Did it work? Blue Eyes, Brown Eyes is a meticulously researched book that details for the first time Jane Elliott's jagged rise to stardom. It is an unflinching assessment of the incendiary experiment forever associated with Elliott, even though she was not the first to try it out. Blue Eyes, Brown Eyes offers an intimate portrait of the insular community where Elliott grew up and conducted the experiment on the town's children for more than a decade. The searing story is a cautionary tale that examines power and privilege in and out of the classroom. It also documents small-town White America's reflex reaction to the Civil Rights Movement of the 1970s and 1980s, as well as the subsequent meteoric rise of diversity training that flourishes today. All the while, Blue Eyes, Brown Eyes reveals the struggles that tormented a determined and righteous woman, today referred to as the Mother of Diversity Training, who was driven against all odds to succeed.Trade Review"A balanced view of both his abrasive subject and her notorious experiment. . . . A clear-eyed portrayal of a controversial woman." * Kirkus Reviews *"Intriguing and evenhanded . . . . What emerges is a rich and thought-provoking portrait of an unrepentant crusader who 'may have failed to consider fully the myriad consequences of her actions.' This immersive account offers a fresh perspective on the enduring struggle against racism." * Publishers Weekly *"Timely and timeless, Blue Eyes, Brown Eyes: A Cautionary Tale of Race and Brutality is a unique, informative, thoughtful and thought-provoking read that must be considered in this era of the Black Lives Matter movement and the increasing successful political movements to suppress the non-white voter." * Midwest Book Review *"Blue Eyes, Brown Eyes visits the unlikely place where seeds of racial reconciliation might have pierced the unyielding soil of consciousness." * Los Angeles Review of Books *"Through a controversial figure like Jane Elliot, Stephen Bloom shows the necessary discomfort of unlearning the social prejudices that have become so normal and natural to everyday life in America." * Society of U.S. Intellectual History *"Carefully constructed investigative account. . . . Skillfully and painstakingly, the author probes the experiment's origin story." * CHOICE *Table of ContentsAuthor’s Note: The Scab Prologue: The Tonight Show 1 • The Corn 2 • Dirty Little Bastards 3 • Pizzui 4 • Elysian Fields 5 • From Memphis to Riceville 6 • The Experiment 7 • "Did She Really?" 8 • "Here’s Johnny!" 9 • Back Home 10 • What Some of the Kids Said 11 • Rotarians 12 • Eye of the Storm 13 • The White House 14 • Trouble 15 • Blackboard Jungle 16 • Spooner 17 • A Blind Spot 18 • Class Reunion 19 • The Offer 20 • Unbound 21 • Oprah 22 • The Greater Good 23 • The Dogs Bark, but the Caravan Goes On Afterword: The Case of Robert Coles and Others Coda: Andy’s and the Ville Acknowledgments Notes Index

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Book SynopsisGeoffrey Galt Harpham argues that scholars play a unique role in liberal society, manifesting in refined form the freedoms it guarantees and demanding that it make good on those same guarantees. Far from ivory-tower intellectuals, scholars such as W. E. B. Du Bois and Linda Nochlin undertake the radical social act of questioning received wisdom.Trade ReviewGeoffrey Harpham outflanks those who believe that scholarship must resist political engagement and those who believe that politics cannot be avoided by scholars who live and work in the real world. Harpham argues persuasively that the scholar’s devotion to truth is itself a potent political act because it has the power to ‘clear the ground for a better set of arrangements based on truth.’ In short, the purer scholarship is, the more politically useful it will be. A bold and welcome thesis. -- Stanley Fish, author of The First: How to Think about Hate Speech, Campus Speech, Religious Speech, Fake News, Post-Truth, and Donald TrumpAn extraordinary paean to scholarship as an embattled Enlightenment ideal and as a practice devoted to the pursuit of reliable truths about human affairs, wherever that pursuit may lead. Harpham’s surprising argument is that scholarship inevitably leads to freedom—that independent thinking challenges calcified orthodoxies. His exempla, W. E. B. Du Bois, Bernard Lategan, and Linda Nochlin, give us ample reason to believe. A bracing book for dark times. -- Michael Bérubé, author of What’s Liberal about the Liberal Arts?A distinctive and powerful book. A sharp introduction, three well-wrought case studies, and an eloquent conclusion offer the reader a brilliant, polemical account of why scholarship in the humanities and social sciences still matters. -- Anthony Grafton, author of Inky Fingers: The Making of Books in Early Modern Europe

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Book SynopsisIn the early twentieth century, Harvard Law was on the brink of financial and scholarly ruin. Discriminatory, intellectually arid, and nearly broke, the school struggled through World War II. Bruce Kimball and Daniel Coquillette chronicle the downfall and dramatic restoration of HLS as arguably the world’s most influential law school.Trade ReviewA major work of scholarship—forceful, original, compelling, and highly readable. The stories of the administration of Harvard Law School, of the rise and fall of its deans and their many tribulations, make for high drama. And the school itself is of course one of the key institutions of higher education and the legal profession, not only for its own achievements and standing, but because of its enormous influence on other schools. -- Robert W. Gordon, Stanford Law School

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Book SynopsisTakes up topics of debate in higher education: What are the nature and objectives of a liberal education? What are the university's responsibilities for the moral education of students? This book contains essays on ethics, the academic curriculum, and the differences between private and public higher education.Trade Review"Shapiro clearly and persuasively enunciates his major theme—that universities have a responsibility for performing two important social functions. One is to serve existing society, and the other is to challenge it."—Charles T. Clotfelter, Duke University"This book reflects an effort by one of our most distinguished educational leaders to look beneath the surface of existing controversies and ask deeper questions about the role of the university in a modern liberal democracy. Shapiro's analysis is well tuned to the paradoxical character of the modern university as at once loyal servant and stubborn critic of the society that sustains it."—Michael McPherson, President, the Spencer Foundation, and former President of Macalaster CollegeTable of ContentsPrologue ix The University and Society 1 The Transformation of the Antebellum College From Right Thinking to Liberal Learning 40 Liberal Education, Liberal Democracy, and the Soul of the University 88 Some Ethical Dimensions of Scientific Progress 120 Bibliography 163 Index 175

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Book SynopsisToo Hot to Handle is the first truly international history of sex education. As Jonathan Zimmerman shows, the controversial subject began in the West and spread steadily around the world over the past century. As people crossed borders, however, they joined hands to block sex education from most of their classrooms. Examining key players who supporTrade Review"Using extensive research backed by an impressive notes section, Zimmerman (Innocents Abroad: American Teachers in the American Century, 2009, etc.) untangles the complex history of how and why sex education was first introduced as a specific subject to be taught in schools and its subsequent rise and fall as a teachable course over the past 100 years."--Kirkus "A dense and detailed account of a still surprisingly contentious subject despite our increasingly liberal attitudes."--Lucy Scholes, The Independent "Zimmerman's well-documented research offers a history of brave and reasoned efforts - to inform without inciting prurience, to warn without explaining, to respect without offending - that have all failed to win consensus or even to achieve demonstrable results."--Choice "The book is an excellent source of information for the classroom in a diverse set of studies, such as history, education, human sexuality, gender studies, sociology, psychology and religious studies. Too Hot To Handle engages the reader and is a comfortable, yet interesting read."--Hennie Weiss, Metapsychology Online Reviews "Zimmerman's rich book is a history of schools and education as much as it is a history of sex. It brings a curiously fresh approach to accounts of sex education... A major new account of a topic that has received some considerable attention in past decades of historical scholarship."--Alison Bashford, Journal of American HistoryTable of ContentsACKNOWLEDGMENTS ix INTRODUCTION - THE CENTURY OF SCHOOL, AND THE CENTURY OF SEX 1 CHAPTER 1 THE BIRDS, THE BEES, AND THE GLOBE: THE ORIGINS OF SEX EDUCATION, 1898-1939 14 CHAPTER 2 A FAMILY OF MAN? SEX EDUCATION IN A COLD WAR WORLD, 1940-64 49 CHAPTER 3 SEX EDUCATION AND THE "SEXUAL REVOLUTION," 1965-83 80 CHAPTER 4 A RIGHT TO KNOWLEDGE? CULTURE, DIVERSITY, AND SEX EDUCATION IN THE AGE OF AIDS, 1984-2010 115 CONCLUSION - A MIRROR, NOT A SPEARHEAD: SEX EDUCATION AND THE LIMITS OF SCHOOL 144 NOTES 153 MANUSCRIPT COLLECTIONS 193 INDEX 197

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Book SynopsisThis book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political hiTrade ReviewWinner of the 2013 Outstanding Book Award, American Educational Research Association "Loss has succeeded in a very ambitious project, and shows the many ways that higher education serves as a key intermediary between state and citizen. I hope other academics will take up the challenge and build on his very good start."--Nancy L. Ruther, Times Higher Education "Loss offers a well-researched, important narrative of the escalating involvement of federal policy in U.S. higher education from WWI through the 1970s and of the remarkable social outcomes or effects thereof... Loss's book merits a place on university library shelves as well on the reading lists of courses on public policy and on the history of American higher education."--Choice "Between Citizens and the State provides an accurate and cogent perspective on movements in American society that have led members of government and higher education to clash, but also to collaborate. Loss provides new insights on a one-hundred-year relationship that has largely been neglected by scholars."--Hani Morgan, Journal of American History "Between Citizens and the State is an ambitious history of the politics of higher education in the twentieth century... Exploring the linkage between politics as it affected higher education and the development of the social sciences is one of the significant achievements of this book."--Nannerl O. Keohane, Perspectives on Politics "Admirably ambitious in scope and engagingly written... Loss argues that political leaders and educational elites worked together to create a partnership between higher education and the state over the course of the last century. While historians of science have recognized this, Loss's important contribution to the discussion is to focus not on the collaboration's goal of producing experts and expert knowledge but on the goal of creating democratic citizens."--Rebecca Lowen, American Historical Review "Loss' book does more than chronicle the relationship between the government and higher education; it highlights the significance of higher education's place in providing citizens a space to develop their voice, power, and political and personal identities. In doing so, it raises important questions... Between Citizen and State, is an insightful and engaging look at the notion of citizenship and the political relationship that helped shape the citizen of the 20th century."--Ann Allen, Journal of Philosophy of Education "Between Citizens and the State is well-written and effectively highlights the complex relationships between federal policy goals, the implementation of those policies by higher education organizations, and the outcomes of those efforts. The author does an excellent job of weaving details about politics and policy with the resulting impact on higher education and American society from World War I through the 1960s... Institutional research professionals who have interest in the history of the politics that contributed to the growth of higher education in the United States will enjoy reading Between Citizens and the State."--Gary Lowe, Association of Institutional Research Data and Decisions "What is the state's interest in an educated citizenry? Given Americans' historical aversion to strong central government, how has our government intervened in higher education in order to achieve that interest? How has state interest in higher education changed over time? Christopher Loss tackles these questions in his insightful survey of state interactions with higher education in the twentieth century."--Beryl Satter, Academe "Loss offers his readers an opportunity to take a long view, narrating in his own way many elements of higher education's history that have not often been told. He provides a critical and illuminating look at the role of higher education ... between the federal government and citizens."--Journal of Higher Education Outreach and Engagement "Loss deserves credit for moving beyond the usual benchmarks--the GI Bill of 1944, the National Defense Education Act of 1958, and the Higher Education Act of 1965--to illuminate a longer history of subtle governmental interventions in American higher education. His well-written study also demonstrates that time and again, students took whatever educational support governmental intervention allowed yet ignored the particular lessons of citizenship the government intended to impart. In the section on higher education from the 1960s onward, Loss ably details the uneven effects of Great Society measures meant to improve educational access."--Beryl Satter, American Association of University Professors "Institutional research professionals who have interest in the history of the politics that contributed to the growth of higher education in the United States will enjoy reading Between Citizens and the State."--Gary Lowe, Association of Institutional Research "Loss's account is relevant to state comprehensive universities as he focuses on how the university system shifted to meet the needs of the student which were at odds with what was expected from the state."--Liz Jacoby, Teacher-ScholarTable of ContentsList of Illustrations and Appendix Charts ix Acknowledgments xi Chapter 1: Introduction: The Politics of American Higher Education in the Twentieth Century 1 Part I: Bureaucracy Chapter 2: Reorganizing Higher Education in the Shadow of the Great War 19 Chapter 3: Building the New Deal Administrative State 53 Part II: Democracy Chapter 4: Educating Citizen-Soldiers in World War II 91 Chapter 5: Educating Global Citizens in the Cold War 121 Part III: Diversity Chapter 6: Higher Education Confronts the Rights Revolution 165 Chapter 7: Conclusion: The Private Marketplace of Identity in an Age of Diversity 214 Appendix: A: Graphical Portrait of American Higher Education in the Twentieth Century 235 Notes 239 Index 303

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Book SynopsisMany people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite in class. Heart Beats is the first book to examine how poetry recitation came to assume a central place in past curricular programs, and to investigateTrade ReviewWinner of the 2013 NAVSA Best Book of the Year Award, North American Victorian Studies Association "It's tempting to sentimentalize an era in which poetry--memorized, recited poetry--held so prominent a place in the culture. But its once-substantial role turns out to be a mixed and complicated tale, as thoroughly chronicled [by] Catherine Robson."--Brad Leithauser, NewYorker.com "Catherine Robson's extraordinary book, a feat of imagining as well as of scholarship, explores the memorization and reciting of poems in classrooms across England and America through substantial portions of the last two centuries."--William H. Pritchard, Weekly Standard "I hope that books like Catherine Robson's brilliant Heart Beats: Everyday Life and the Memorized Poem will mark a turning point in the history of our discipline. Written with a lightness of touch but a depth of commitment ... lively, fresh and insightful ... thoughtful and meticulous."--Chris Jones, Times Higher Education "Robson develops her arguments with a delicious range of references."--Julie Blake, English in Education "Robson does far more than give us the institutional history of verse memorization, though she does this fascinatingly well. She interrogates what performed memorization means for the study of poetry, reception, and canonization."--James Najarian, European Romantic Review "Heart Beats invites further research, and should have a significant impact on Victorian studies for some time to come."--Kirstie Blair, Tennyson Research Bulletin "[A]bsorbing, amazingly-detailed, and at times startling."--Mike Chasar, Poetry "For a wonderfully dispassionate guide to this debate, there is no better book ... Neither sentimentalist nor cynic, Robson traces the glory days of the memorised poem from the late 18th century to the Second World War."--C. P. Nield, Standpoint "[E]xpansive, imaginative, and consistently provocative work."--Jason R. Rudy, Victorian Studies "[T]he result of [Robson's] meticulousness is hardly modest; on the contrary, Heart Beats is a brilliantly original book that dares to raise riveting, if sometimes unanswerable, questions about long-forgotten children, half-remembered lessons, and the power of the memorized poem."--Angela Sorby, Modern Language QuarterlyTable of ContentsList of Figures ix Acknowledgments xi Introduction 1 PART I - THE MEMORIZED POEM IN BRITISH AND AMERICAN PUBLIC EDUCATION 33 PART II - CASE STUDIES 91 Felicia Hemans, "Casabianca" 91 Thomas Gray, "Elegy Written in a Country Churchyard" 123 Charles Wolfe, "The Burial of Sir John Moore after Corunna" 191 Afterword 219 Appendixes 235 Notes 243 Works Cited 273 Index 289

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Book SynopsisTrade Review"In addition to providing insights into Libanius's achievements in Antioch, the author provides translations of 200 letters (most never before translated into English) that reflect vividly the practice of education and the world of the fourth century in the east. An invaluable contribution to the study of ancient education, this volume includes everything from Libanius's early successes in Constantinople to the challenge of student retention."--J. de Luce, Choice "Cribiore's new study of the school of Libanius offers a richly detailed view of the world of the late ancient classroom and the behind-the-scenes activities of one of its most famous teachers."--Craig A. Gibson, Classical World "This ... is a valuable--and extremely readable--contribution, which brings attention to underused and important evidence."--Gavin Kelly, Journal of Hellenic Studies "This is a work of outstanding scholarship, a thorough and lively account which I would not only recommend to classicists and ancient historians but to anyone with a broad interest for the history of education... Any review will do injustice to the book as a whole, which should be read and reread: undoubtedly the rich footnotes and bibliography will provide historians of childhood and youth with many new and unexpected facts."--Veronique Van Driessche, Les Etudes ClassiquesTable of ContentsPREFACE ix A NOTE ON REFERENCES AND ABBREVIATIONS xi INTRODUCTION 1 CHAPTER ONE: Libanius and Rhetoric in Antioch 13 CHAPTER TWO: Schools and Sophists in the Roman East 42 CHAPTER THREE: The Network 83 CHAPTER FOUR: Admission and Evaluation 111 CHAPTER FIVE: Teaching the Logoi 137 CHAPTER SIX: The Long and Short Paths to Rhetoric 174 CHAPTER SEVEN: After Rhetoric 197 CONCLUSION: Words and Silence 229 APPENDIX ONE: Dossiers of Students 233 APPENDIX TWO: Length of Students' Attendance 323 APPENDIX THREE: Concordance of Letters in Appendix One Translated INTO ENGLISH 329 SELECT BIBLIOGRAPHY 331 INDEX LOCORUM 347 GENERAL INDEX 355

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Book SynopsisAs the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma maTrade ReviewWinner of the 2017 PROSE Award in Education Practice, Association of American Publishers "A painstakingly detailed account of how coeducation came to Harvard, Yale, and Princeton, is an invaluable antidote to the amnesia that has come to envelop the subject. More than that, it is an important work of cultural history. It seems a truism to observe that so profound a change could not have occurred in a vacuum, and Malkiel takes full account of the social and political revolutions that were convulsing the country in the 1960s. But she digs deeper to show how, as the nation neared its end, the leaders of Yale and Princeton realized that the missions these institutions had long assigned themselves of producing the nation's leaders would soon be unsustainable in the absence of coeducation."--Linda Greenhouse, New York Review of Books "Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities."--Rachel Holmes, Times Literary Supplement "In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities... How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues ... about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."--Lenore Tiefer, Wall Street Journal "One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power... A superb, richly documented study."--Mary Evans, Times Higher Education "Fascinating... This hefty book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time. "--Carlos Lozada, Washington Post "A carefully researched and compelling narrative... This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America."--Library Journal, starred "Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'"---Harvard Magazine "In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."--Amelia Thompson-Deveaux, Princeton Alumni Weekly "It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."--Scott Jaschik, Inside Higher Ed "'Keep the Damned Women Out'... Or in some cases, the damned men."--Smith Alumni Quarterly "There are things you take for granted, until you learn how recently they came about or how tortuous their path. That's how I felt while reading Malkiel's history of how several elite U.S. universities--in particular, Yale, Princeton, Harvard and Dartmouth--finally offered full undergraduate education for women starting in the late 1960s and early 1970s."--Carlos Lozada, Washington Post "From enraged male alumni to topless female protesters, this book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates."--Jill Wrenn, Financial Times "[A] rich and compelling story"--Maggie Doherty, Chronicle Review "A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain ... [Malkiel] is a lucid, excellent scholar."--Kate Stimpson, Public BooksTable of ContentsList of Illustrations xi Preface xv Acknowledgments xxiii Introduction 1 Setting the Stage: The Turbulent 1960s 3 Part I The Ivy League: Harvard, Yale, and Princeton 2 Harvard-Radcliffe:"To Be Accepted by the Old and Beloved University" 31 3 Yale: "Girls Are People, Just Like You and Me" 54 4 Princeton: "Coeducation Is Inevitable" 81 5 Princeton: "A Penetrating Analysis of Far-Reaching Significance" 110 6 Yale: "Treat Yale as You Would a Good Woman" 136 7 Princeton: "The Admission of Women Will Make Princeton a Better University" 166 8 Harvard-Radcliffe: Negotiating the "Non-Merger Merger" 195 9 Princeton: "I Felt I Was in a Foreign Country" 214 10 Harvard-Radcliffe: Playing in the "Big Yard" with the Boys 245 11 Yale: Yale Is "Not Yet Coeducational" 268 12 Princeton: "We're All Coeds Now" 288 Part II The Seven Sisters: Vassar, Smith, and Wellesley 13 Vassar: "Separate Education for Women Has No Future" 309 14 Vassar: "Vassar for Men?" 328 15 Smith: "A Looming Problem Which Is Going to Have to Be Faced" 351 16 Smith: "Recommitting to Its Original, Pioneering Purpose" 371 17 Wellesley: "Should Wellesley Jump on the Bandwagon?" 390 18 Wellesley: "Having the Courage to Remain a Women's College" 412 Part III Revisiting the Ivies: Dartmouth 19 Dartmouth: "For God's Sake, for Everyone's Sake, Keep the Damned Women Out" 441 20 Dartmouth: "Our Cohogs" 464 Part IV The United Kingdom: Cambridge and Oxford 21 Cambridge: "Like Dropping a Hydrogen Bomb in the Middle of the University" 491 22 Cambridge: "A Tragic Break with Centuries of Tradition" 517 23 Oxford: "Our Crenellations Crumble, We Cannot Keep Them Out" 540 24 Oxford: As Revolutionary as "the Abolition of Celibacy among the Dons" 570 Part V Taking Stock 25 Epilogue 595 Manuscript Collections and Oral History Transcripts: Abbreviations 611 Interviews 622 Index 623

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Book SynopsisTrade ReviewWinner of the 2015 AERA Division J Outstanding Publication Award, American Educational Research Association "An encyclopedic history of American colleges and universities... A well-researched, detailed tome."--Kirkus Reviews "'At Last!' Etta James does not usually come to mind when you're reviewing a scholarly book. Her 1960 signature song on vintage vinyl, 45 rpm, however, expressed my sentiment when I received Roger L. Geiger's new The History of American Higher Education: Learning and Culture From the Founding to World War II. Many of us in the field have been waiting for this big book... Important."--John R. Thelin, Chronicle Review "Geiger's History of American Higher Education is an excellent survey of this complex topic. It is a very valuable addition to the historical literature on American higher education."--Steven Diner, H-Net Reviews "Geiger has successfully written about a major part of the history of higher education in the United States. This book will be of interest to both scholars and general readers interested in the subject."--John Sandstrom, Library Journal "Geiger has written a magisterial, almost encyclopedic history of higher education in the U.S. from its beginnings in the 17th century until 1940... Well-written and filled with copious detail."--Choice "To say that Roger L. Geiger has done his homework would be an understatement... Mr. Geiger packs decades of research into one exhaustive tome that tracks the evolution of American higher education from the 17th Century to 1940... Skimming would be rather pointless given the learning opportunity that Mr. Geiger has carefully crafted here, one rich paragraph at a time."--Amy Lyons, Pittsburgh Post-Gazette "[A] remarkably rich and detailed history. Given Geiger's previous contributions to the field, this is the book that higher education historians have been looking forward to reading."--Charles Dorn, Journal of American History "This encyclopedic book is as readable as it is thorough, drawing upon voluminous monographs and articles. No pedantic study, it places the history of colleges and universities in the context of broader political, economic, and social trends, the author always showing a firm grasp of the general American narrative."--Justus D. Doenecke, Anglican and Episcopal HistoryTable of ContentsPREFACE ix PROLOGUE: UNIVERSITIES, CULTURE, CAREERS, AND KNOWLEDGE xiii 1THE FIRST CENTURY OF THE AMERICAN COLLEGE, 1636 -1740 Harvard College 1 Yale College 8 The College of William & Mary 11 Conflict and New Learning in the Early Colleges 15 The Embryonic American College 25 2COLONIAL COLLEGES, 1740 -1780 New Colleges for the Middle Colonies 33 Enlightened Colleges 48 College Enthusiasm, 1760-1775 57 Colonial College Students 76 3REPUBLICAN UNIVERSITIES Making Colleges Republican 92 Educational Aspirations in the Early Republic 102 New Colleges in the New Republic 109 4THE LOW STATE OF THE COLLEGES, 1800 -1820 The Problem with Students 125 The Second Great Awakening and the Colleges 132 The Rise of Professional Schools 143 Who Owns Colleges? 160 5RENAISSANCE OF THE COLLEGES, 1820 -1840 New Models for Colleges 175 The Yale Reports of 1828 187 Denominational Colleges I 193 Higher Education for Women 206 6REGIONAL DIVERGENCE AND SCIENTIFIC ADVANCEMENT, 1840 -1860 The Early Collegiate Era in the Northeast 215 Sectionalism and Higher Education in the South 229 Denominational Colleges II: Proliferation in the Upper Midwest 243 Science and the Antebellum College 256 7LAND GRANT COLLEGES AND THE PRACTICAL ARTS Premodern Institutions 270 The Colleges and the Civil War 277 The Morrill Land Grant Act of 1862 281 Land Grant Universities 287 Agricultural Colleges and A&Ms 298 Engineering and the Land Grant Colleges 306 8THE CREATION OF AMERICAN UNIVERSITIES The First Phase 316 The Academic Revolution 326 Research, Graduate Education, and the New Universities 338 The Great American Universities 348 Columbia College and the University of Pennsylvania 350 State Universities 354 9THE COLLEGIATE REVOLUTION The High Collegiate Era 365 High Schools, Colleges, and Professional Schools 380 Higher Education for Women, 1880-1915 394 Liberal Culture 408 10MASS HIGHER EDUCATION, 1915 -1940 World War I 423 Mass Higher Education 428 Shaping Elite Higher Education 446 Liberal Culture and the Curriculum 455 Advanced Education of African Americans 467 11THE STANDARD AMERICAN UNIVERSITY Philanthropic Foundations and the Standardization of Higher Education 479 Research Universities in the Golden Age and Beyond 491 Students and the Great Depression 507 American Higher Education in 1940 514 The American System of Higher Education 532 12CULTURE, CAREERS, AND KNOWLEDGE 539 INDEX 553

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Book SynopsisTrade Review"Using extensive research backed by an impressive notes section, Zimmerman (Innocents Abroad: American Teachers in the American Century, 2009, etc.) untangles the complex history of how and why sex education was first introduced as a specific subject to be taught in schools and its subsequent rise and fall as a teachable course over the past 100 years."--Kirkus "A dense and detailed account of a still surprisingly contentious subject despite our increasingly liberal attitudes."--Lucy Scholes, The Independent "Zimmerman's well-documented research offers a history of brave and reasoned efforts - to inform without inciting prurience, to warn without explaining, to respect without offending - that have all failed to win consensus or even to achieve demonstrable results."--Choice "The book is an excellent source of information for the classroom in a diverse set of studies, such as history, education, human sexuality, gender studies, sociology, psychology and religious studies. Too Hot To Handle engages the reader and is a comfortable, yet interesting read."--Hennie Weiss, Metapsychology Online Reviews "Zimmerman's rich book is a history of schools and education as much as it is a history of sex. It brings a curiously fresh approach to accounts of sex education... A major new account of a topic that has received some considerable attention in past decades of historical scholarship."--Alison Bashford, Journal of American HistoryTable of ContentsACKNOWLEDGMENTS ix INTRODUCTION - THE CENTURY OF SCHOOL, AND THE CENTURY OF SEX 1 CHAPTER 1 THE BIRDS, THE BEES, AND THE GLOBE: THE ORIGINS OF SEX EDUCATION, 1898-1939 14 CHAPTER 2 A FAMILY OF MAN? SEX EDUCATION IN A COLD WAR WORLD, 1940-64 49 CHAPTER 3 SEX EDUCATION AND THE "SEXUAL REVOLUTION," 1965-83 80 CHAPTER 4 A RIGHT TO KNOWLEDGE? CULTURE, DIVERSITY, AND SEX EDUCATION IN THE AGE OF AIDS, 1984-2010 115 CONCLUSION - A MIRROR, NOT A SPEARHEAD: SEX EDUCATION AND THE LIMITS OF SCHOOL 144 NOTES 153 MANUSCRIPT COLLECTIONS 193 INDEX 197

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Book SynopsisTrade Review"A comprehensive historical account . . . well written, copiously footnoted and makes for an accessible read."---David Wheeler, Times Higher Education

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Book SynopsisTrade Review"Winner of the 2017 PROSE Award in Education Practice, Association of American Publishers""One of Times Higher Education’s Books of the Year 2017 (chosen by John Bowers)""An important work of cultural history. . . . Malkiel writes with an insider's knowledge of her own institution and from a historian's meticulous reconstruction of what happened at the others."---Linda Greenhouse, New York Review of Books"Malkiel presents an absorbing, richly textured landscape of the experience of thousands of women who found themselves in elite universities that were bastions run by men for men who felt anything on a scale of muddled incomprehension to active aggression at the notion of gender equality."---Rachel Holmes, Times Literary Supplement"In an age when student activists at campuses across the country are focused on microaggressions and safe spaces, it's a bit surreal to read Nancy Weiss Malkiel's history of gender desegregation at elite American and British colleges. Fifty years ago, same-sex schooling in higher education had ended for many public colleges and universities in the United States and Britain, but it remained the norm at most elite universities. . . . How and why, between 1969 and 1974, these prestigious institutions decided to go coed--or not--is the fascinating story Ms. Malkiel tells. And although her narrow focus is gender admission practices, there are clues . . . about the obstacles that continue to prevent the harmony between the many diverse groups of students on campus today."---Lenore Tiefer, Wall Street Journal"One of the most thorough accounts ever written of the determination of highly educated and powerful men to keep women away from the places that endorse exclusive forms of power. . . . A superb, richly documented study."---Mary Evans, Times Higher Education"As well as examining the interplay of interests, egos and bureaucratic structures, Malkiel also shows that sexual politics gave a heightened charge to proceedings. For many people, the character – even the soul – of these institutions seemed to be at stake."---Helen McCarthy, London Review of Books"Fascinating. . . . [This] book offers a compelling study of institutional change that came not because it was demanded, and not because the motives of its agents were pure. More simply, it was about damned time."---Carlos Lozada, Washington Post"A carefully researched and compelling narrative. . . . This highly recommended history presents a major cultural change in which coeducation both reflected and stimulated a transformation in women's social and professional status in America." * Library Journal *"Lest we forget, a professor of history emerita at Princeton and past dean of its college delivers an authoritative history of the coeducation of elite institutions in the United States and the United Kingdom between 1969 and 1974. Invaluable history, beginning with Harvard, Yale, and Princeton, and enlivened with such vivid illustrations as Jim Berry's 1967 cartoon of two clubmen conferring from their wing chairs: 'Confused--of course, I'm confused! I have a son at Vassar and a daughter at Yale!'" * -Harvard Magazine *"In the late 1960s, several prestigious universities in the United States-- including Princeton--decided to admit women for the first time. The reasons it happened at this particular moment are surprising and largely unexplored. In her new book, "Keep the Damned Women Out": The Struggle for Coeducation, professor emerita of history and former Dean of the College Nancy Weiss Malkiel illuminates the forces that prompted a small group of powerful men to implement this pivotal change."---Amelia Thompson-Deveaux, Princeton Alumni Weekly"It may be hard for today's undergraduates at elite colleges and universities to imagine that many of their institutions--as recently as the 1960s and 1970s--would not admit female students. These days when coeducation is in the news, it is typically a women's college deciding to admit men. But the reality is that coeducation at elite institutions that were once all male did not happen overnight--and didn't happen without considerable backlash from alumni and others. Nancy Weiss Malkiel tells the story in "Keep the Damned Women Out": The Struggle for Coeducation."---Scott Jaschik, Inside Higher Ed"'Keep the Damned Women Out'. . . . Or in some cases, the damned men." * Smith Alumni Quarterly *"This book captures the tumultuous five-year period when several elite universities in the US and UK first enrolled women as undergraduates. . . . [A] lively account."---Jill Wrenn, Financial Times"[A] rich and compelling story"---Maggie Doherty, Chronicle Review"A magisterial history about the admission of women to the most prestigious and sheltered of men's colleges in the United States and Great Britain . . . [Malkiel] is a lucid, excellent scholar."---Kate Stimpson, Public Books"Malkiel pursued a prodigious and impressive amount of research to produce this volume. . . . This study makes a major contribution to our understanding of how administrative personnel and structures interacted with trustee, alumni, faculty, and student constituents at American universities."---Mary Ann Dzuback, History of Education Quarterly"A magisterial study of the 1960s move towards coeducation on both sides of the Atlantic."---John Bowers, Times Higher Education"A passionate investigation of the process of integrating women into Ivy League education. . . . The book will be indispensable to those who in the future pursue research on higher education or on these specific institutions. It is an epic book on an epic topic that is well worth studying."---Christine D. Myers, Historical Studies in Education

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Book Synopsis

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Book SynopsisTrade Review"At a time when many are trying to reduce the college years to a training period for economic competition, Delbanco reminds readers of the ideal of democratic education. . . . The American college is too important 'to be permitted to give up on its own ideals,' Delbanco writes. He has underscored these ideals by tracing their history. Like a great teacher, he has inspired us to try to live up to them."---Michael S. Roth, New York Times Book Review"The book does have a thesis, but it is not thesis-ridden. It seeks to persuade not by driving a stake into the opponent's position or even paying much attention to it, but by offering us examples of the experience it celebrates. Delbanco's is not an argument for, but a display of, the value of a liberal arts education."---Stanley Fish, New York Times"A lucid, fair, and well-informed account of the problems, and it offers a full-throated defense of the idea that you don't go to college just to get a job. Delbanco's brevity, wit, and curiosity about the past and its lessons for the present give his book a humanity all too rare in the literature on universities."---Anthony Grafton, New York Review of Books"[I]nsightful and rewarding. . . . Delbanco's evocation of these nineteenth-century precedents is of central importance, for they allow him to demonstrate that liberal education, far from being an elite indulgence, is inseparable from our nation's most cherished and deeply rooted democratic precepts. In the face of today's hyper-accelerated, ultra-competitive global society, the preservation of opportunities for self-development and autonomous reflection is a value we underestimate at our peril."---Richard Wolin, The Nation"Has the democratic ideal of a classical education, open to rich and poor alike, become a thing of the past? That's the scenario proposed by esteemed literary scholar Delbanco in this engaging assessment of how American higher education has lost its way. . . . He makes a strong case that the purely materialist approach to education assures that the disparity between rich and poor students only widens, with 'merit-based' financial aid and scholarships all going disproportionately to students from families with money. . . . This is an impassioned call for a corrupt system to heal itself." * Kirkus Reviews *"To renew higher education in an age of secular pluralism, Delbanco summons his colleagues to a defense of the university's role in fostering humane and democratic impulses. . . . Delbanco's agenda for reform--curricular, pedagogical, financial, and technological--will stimulate a much-needed national dialogue."---Bryce Christensen, Booklist"Delbanco explores American higher education in a manner befitting a scholar of Melville and the Puritans, with a humanist's belief in lessons from history and in asking what the right thing is to do. . . . College has always been a microcosm of society, so a book about it is also about how we're doing as a country."---Clare Malone, American Prospect"A thoughtful and insightful look at American college's exceptionalism and pitfalls. . . . Whether you're in college, thinking about college or just paying for it, it's a good read to help better understand one of America's oldest and finest institutions. And if we want it to stay that way, we all better get schooled about it."---Kacie Flynn, Vox Magazine, Missourian"The 'Was' part is an illuminating reminder of the Puritan origin of early colleges, such as Harvard and Princeton, where only wealthy males needed apply and where religion, literature and philosophy dominated the curricula. The 'Is' section considers the prohibitive cost, the woefully underprepared applicants, the self-centered teachers and the dominance of research over instruction of undergraduates at today's colleges. Obviously the 'Should Be' is Delbanco's motive in this effort. . . . He dreams of the day when college teachers are back in the classrooms, working collaboratively to bring their youngsters into this new century."---Kathleen Daley, Newark Star Ledger"Recommended for academic and general audiences as a thoughtful, literate, and gracefully written reminder of what higher education needs to be."---Elizabeth R. Hayford, Library Journal"[College] will give a lot of pleasure to anyone who cares about undergraduate education. It offers a fascinating history of the creation and growth of US colleges and universities, some sombre reflections on the tension between the desire of many universities to be known as great research institutions and the needs of their undergraduates, and some angry thoughts about the way in which elite education reinforces economic inequality. . . . Delbanco writes with the exasperated energy of a radical assistant professor half his age, and displays an unforced affection for undergraduate students that is deeply engaging and permeates the book with an infectious optimism about the possibilities of liberal education in spite of all the obstacles that he lists."---Alan Ryan, Times Higher Education"Refreshingly, Delbanco's examination of what college was doesn't turn into a longing backward look. . . . This book is a result of what Delbanco says is two decades of visiting more than 100 colleges of all types, from community colleges to the undergraduate divisions of research universities. It is also the product of extensive reading: He seems to have digested every self-flagellating and self-congratulating essay, every cri de coeur and jeremiad about higher ed that has been produced since scholars sat down together in collegium."---Sebastian Stockman, Kansas City Star"This is a brief, well-researched book, and an insightful account of the factors that shape the current higher educational landscape."---Dennis O'Brien, Commonweal"[An] eloquent book--a combination of jeremiad, elegy and call to arms."---Alan Cate, Cleveland Plain Dealer"In College, [Delbanco] looks to the lengthy and dynamic history of higher education in America as a lens through which to examine its current crises and unsettled future."---Serena Golden, Inside Higher Ed"'Every year the teacher gets older while the students stay the same age.' This has always been true, but Delbanco's observation has a poignant weight today when college is always justified as being for something, whether for the economy, or for democracy, or for social mobility, and not as a place that exists as a community asking questions together, trying to unify knowledge to make sense of our lives--in short, as a place where we pursue the truth."---Angus Kennedy, Spiked Review of Books"Andrew Delbanco does a marvelous job tracing the evolution of one of the most treasured institutions in the United States, 'college,' in terms of the ideal of such an institution and the challenges it is facing. . . . Delbanco's book would be a great one for students and scholars in the fields of educational philosophy, history of education, educational policy, and other related fields. It would also be a good read for anyone who is interested in the development of higher education in the United States."---Shouping Hu, Teachers College Record"What commends [t]his book is its richness of reference and its willingness to charge colleges and universities with lapses that should sow insomnia among administrators."---James Morris, Wilson Quarterly"College: What It Was, Is, and Should Be gives a clear picture of all the forces, both within and outside the university, working against the liberal arts."---Joseph Epstein, Weekly Standard"Andrew Delbanco's recent book is to be praised, for it reminds us that college should be about character formation and not a surrender to a customer service mentality that inflates accomplishments to please future employers, placate doting parents and repair fragile egos. . . . Enlightening."---Robert J. Parmach, America magazine"Well researched, succinct, and eloquently written, this little book should be in every library in every institution of higher learning. It would be an appropriate book for all new faculty members so that they can quickly come to understand the professional situation they are now in. . . . Delbanco's intention is to avoid writing a jeremiad, elegy, funeral dirge, or call to arms. He has succeeded. His realistic account of the current state of affairs is indeed sobering." * Choice *"Delbanco provides a fresh historical argument for why it's important to keep liberal learning in the picture for as many students as possible, and he offers some suggestions for how colleges might do that."---Mary Taylor Huber, Change"This isn't just a plea for the humanities to keep its place at the table, though College is certainly that. Nor is Delbanco exactly making an argument for the liberal arts as the medium through which new, socially critical ideas can take hold and be propagated, a la Dewey--despite his clear belief that an education that has not produced an accountable, critical mind has failed. Rather, he's concerned about the deeply anti-democratic implications of what is happening--the undoing of Emerson's vision of scholarship and serious discussion coming down from the ivory tower and joining the fray, rather than polishing the manners of a happy few. . . . Delbanco does a fine job at making his case for liberal education as a public good that should be preserved and fostered; his concern about how social inequality undermines democratic cultural values strikes me as utterly justified."---Scott McLemee, Democracy"[T]he book reaches its objectives. Its research base is impeccable, as is its expository form. It deserves a place in every college and university library, and not just in the U.S."---William Bruneau, CAUT Bulletin"College offers much valuable analysis, as when Delbanco lays out three common understandings of the purposes of college today. . . . [T]his fine-grained, literate argument for why teaching students 'how to think and how to choose' ought to be at the heart of a college education deserves careful thought and consideration, on and off campus."---Ben Wildavsky, Strategy Matters"Andrew Delbanco offers an eloquent and persuasive argument for the importance of a liberal arts education. At a time when others are challenging the so-called economic viability of a college diploma . . . Delbanco seeks to remind us of the enduring existential value of higher education; of its ability to enrich experience, deepen intellectual ability, and enhance one's own humanity."---Robin Tatu, Prism"Andrew Delbanco has given us a first rate account of the history and present state of the American college. . . . He comes across as a fine teacher, one of the best. I have recommended his classes, solely on the basis of this book, to a young man starting soon at Columbia. And I recommend this book to all who have been to any college or will go someday. This is a fine book."---Geoffrey M. Vaughan, Society"I strongly recommend this book if you are interested in a discussion of the history of undergraduate education in the United States."---Michael Joseph Brown, Teaching Technology and Religion"Delbanco is lovely at historical context. . . . He makes a plea for the great intangibles of a college education."---Katharine Whittemore, Boston Globe

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Book SynopsisTrade Review"One of Choice's Outstanding Academic Titles for 2016""Honorable Mention for the 2017 PROSE Award in Education Theory, Association of American Publishers""In this time of anti-intellectualism--whether technocratic or populist--we don't need more smug disruptors. We need more hopeful builders. They will remind us of the democratic aspirations of pragmatic liberal education while recalling that the ambitions of our finest universities help fulfill the dreams of our best selves as a people."---Michael Roth, Wall Street Journal"Authoritative, panoramic. . . . A thoroughly researched and vigorous history of an institution that has 'gained new vigor and proliferated progeny not only in the United States but around the globe.'" * Kirkus *"At a time in which colleges and universities have come under sustained attack . . . it may well be useful to explain to those outside the academy how American institutions became preeminent and why they continue to play an essential role at the center of modernity's infrastructure. In Wisdom's Workshop, Axtell does just that. Drawing on the vast literature on higher education, he provides an informative and engaging . . . account of the evolution of the research university, from its origins in England, Italy, and France in the Middle Ages to the emergence of the ‘multiversity' in the United States in the last half century."---Glenn Altschuler, Huffington Post"This is an enjoyable and well-informed account of some of the most significant universities in the world."---David Willetts, Times Higher Education"In his new book . . . Wisdom's Workshop: The Rise of the Modern University . . . [James] Axtell traces the U.S. university system all the way back to its Medieval roots. It turns out universities have changed quite a bit in the last eight centuries, both in form and function, adapting to their times. And some shifts are just as radical as the ones we face today."---Byrd Pinkerton, NPR"No one seeking a newsy update of American higher education can ignore this book. . . . Wisdom's Workshop is readable and worthy."---Edwin Yoder, Weekly Standard"James Axtell, one of the field's most authoritative historians, provides this handsome addition to the growing literature on the U.S. university. . . . This book deserves to be read by specialists and generalists alike." * Choice *"James Axtell adds to his prodigious scholarly output with yet another outstanding publication. A pleasurable and informative guide to whatever he chooses to discuss, his latest work is true to form and is justly praised by those well-acquainted with his subject and its sources."---Sheldon Rothblatt, History of Universities

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Book SynopsisTable of ContentsIntroductionI L’éducation chrétienne et la méthode (1715 – 1746)II Les voies de la connaissance: l’homme au coeur de l’éducation (1746 – 1762)III L’éducation nationale (1762 – 1788)Conclusion Liste des ouvrages citésIndex

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Book SynopsisEn se fondant sur un corpus d’une vingtaine d’ouvrages, Sonia Cherrad démontre le rôle déterminant joué par le discours de ces femmes dans la réflexion sur l’éducation au XVIIIe siècle.Ce discours est formé des voix d’auteurs connues comme Mmes Le Prince de Beaumont, d’Epinay et de Genlis;Trade ReviewReviews ‘En traitant, de façon exhaustive et lucide, les divers enjeux d’ouvrages éducatifs qui visaient à améliorer le statut des femmes des élites sans pour autant boulverser le statu quo social, Cherrad met à la disposition d’étudiants et chercheurs venant d’horizons divers (lettres, histoire culturelle, histoire de l’éducation) des outils ouvrant de nouvelles voies de recherche.’ French StudiesTable of ContentsIntroduction I La naissance d’un discours pédagogique féminin1. Ecrire sur l’éducation2. Les dialogues 3. Les contes avec merveilleux insérés dans les dialogues4. Les formes brèves morales insérées dans les dialogues II Les modèles éducatifs5. La remise en cause des schémas éducatifs traditionnels 6. Une éducation des LumièresIII Les savoirs féminins des Lumières7. Les premiers apprentissages8. Contre l’oisiveté et pour l’agrément9. Le renouvellement des enseignements traditionnels10. Les sciences, des connaissances nouvellesIV Les fictions au miroir de la société des Lumières11. Le discours social12. L’éducation des princes et des princesses13. Les éducatrices et la politique14. L’économieConclusionBibliographieIndex

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Book SynopsisThe inspiring and sobering story of Palestine's oldest universityTrade Review'Gabi Baramki's tireless devotion to Birzeit University has allowed the institution to survive and even thrive against incredible odds' -- President Jimmy Carter, from the Foreword'A tribute to the humanity of Palestinians, individually and collectively, who have managed to prevail under the most dehumanising conditions of the Israeli military occupation. An authentic and powerful act of affirmation' -- Dr Hanan Ashrawi'Told with humanity, dignity and humour, Birzeit's personal story is a beacon of hope in a troubled world' -- Sir Michael Francis Atiyah, OM, FRS, FRSEAn inspiring account' -- Paolo Cotta-Ramusino Secretary General of Pugwash Conferences on Science and World AffairsTable of ContentsAcknowledgements Introduction 1. Growing Up in Palestine 2. Peace and War 3. Occupation and Education 4. Targeting Birzeit 5. Developing Birzeit 6. 'Cells of Illegal Education' 7. 'Shaking Off' and Being Shaken 8. Not Obeying Orders 10. Harassment and Hair Gel 11. Preaching to the Choir Appendix i Chronology - Birzeit University Appendix ii Deportation Statement from Hanna Nasir November 74 Appendix iii Israeli lies and half-truths 16 January 1979 Appendix iv Press release from BZU after 1979 closure Appendix v BZU press release after opening in April 1992 Appendix vi Report from 5 Hebrew University professors on order 854 - 1980 Appendix vii-a Example of Required loyalty oath. A Commitment form - 1982-3 Appendix vii-b work permit A with item 18 - 1980 Appendix vii-c work permit B without item 18 - 1980 Appendix viii Letter to Secretary Baker - March 1992 Location of Photograph and Maps Map-Photograph Captions

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Book SynopsisA history of the Canadian reading camp movement and the meanings of literacy, literature, and citizenship in the early twentieth century.Trade Review"Mason carefully surveys, astutely chooses, and concisely deploys a wide range of scholarship in sociology, history, literary criticism, and interdisciplinary theory to provide a unique window of understanding into relations between Canada’s emergence into nation-statehood and its economic and immigration history." Donna Palmateer Pennee, University of Western Ontario

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Book SynopsisThese memoirs invite the reader to experience the British Columbia that Alex Lord knew. Through his words, we endure the difficulties of travel in this mountainous province.Trade ReviewThis book succeeds both as a slice of rural conditions in the past and as a solid contribution to the history of education in British Columbia, and as a result bears the unique attribute of appealing to the casual reader and serious scholar alike. -- Paul J. Stortz * BC Studies *Lord's strength is that he delightfully conveys a sense of rural life in B.C. and explains the problems associated with establishing an effective educational system in a sparsely settled resource-based frontier. Alex Lord's British Columbia should be of interest to educators and local history buffs; the extensive notes provide a rich source of primary and secondary references for the academic historian. -- Tim Dunn * Historical Studies in Education *Table of ContentsIllustrations Maps Acknowledgments Editor's Introduction 1. North of Fifty-Three 2. Northern Interior Episodes 3. Politics and Personalities 4. 'Dig Yourselves Out' 5. By River to Quesnel 6. Peace River Memories 7. Isolation in the Charlottes 8. Chilcotin Country 9. Kelowna Beginnings 10. The View from Headquarters 11. Losers and Winners Notes Index

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Book SynopsisThis vibrant examination of the museum’s role as contemporary narrator of our past reveals that our perceptions of history and ourselves are shaped as much by how a museum presents information as by what information it presents.Trade ReviewViviane Gosselin and Phaedra Livingstone have created, for the first time ever, a book that looks at the relationship between museums and the concept of historical consciousness. In doing so, they are pioneering both museological and historical literature, and greatly contributing to an under-researched field. -- Cintia Velázquez Marroni * Museum Management and Curatorship *Table of Contents1 Introduction: Perspectives on Museums and Historical Consciousness in Canada / Viviane Gosselin and Phaedra LivingstonePart 1: Programming Historical Consciousness2 The Royal Ontario Museum, the Dead Sea Scrolls, and Critical Public Engagement / Susan Ashley3 The Voices of the Canoe Project: Weaving Together Indigenous and Western Historical Knowledge Traditions / Jill Baird and Damara Jacobs-Morris4 The Torrington Gopher Hole Museum: A Model Institution / Lianne McTavish5 Public Pedagogy and the Museum: The Canadian Museum of Immigration at 21, for Example / Brenda TrofanenkoPart 2: Measuring Historical Consciousness6 Changing Views? Emotional Intelligence, Registers of Engagement, and the Museum Visit / Laurajane Smith7 Using Museum Resources and Mobile Technologies to Develop Teens’ Historical Thinking: Formative Evaluation of an Innovative Educational Set-up / Marie-Claude Larouche8 Museums as In-Between Institutions: Can They Be Trusted? / Lon Dubinsky and Del Muise9 The Concept of Historical Consciousness Applied to Museums: A Case Study of the Exhibition People of Québec ... Then and Now / Pierre-Luc Collin, Claire Cousson, and Lucie DaignaultPart 3: Instrumentalizing Historical Consciousness10 Controversy as Catalyst: Administrative Framing, Public Perception, and the Late-Twentieth-Century Exhibitionary Complex in Canada / Phaedra Livingstone11 The Gift of Historical Consciousness: Museums, Art, and Poverty / Simon Knell12 Museums and the Responsibility Gap / Robert R. Janes13 Out of the Box and Into the Fold: Museums, Human Rights, and Changing Pedagogical Practices / Jennifer Carter14 Epilogue: The Blossoming of Canadian Museology and Historical Consciousness / Phaedra Livingstone and Viviane GosselinIndex

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Book SynopsisLessons in Legitimacy examines the relationship between settler capitalism, state schooling, and the making of British Columbia.Trade Review"Carleton’s multilayered approach offers a crucial and insightful perspective on the history of schooling – one that is sensitive to the spaces between state power and the paradoxical nature of the colonial project in Canada." -- Alex Gagne. York University * BC Studies *

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Book SynopsisLessons in Legitimacy examines the relationship between settler capitalism, state schooling, and the making of British Columbia.Trade Review"Carleton’s multilayered approach offers a crucial and insightful perspective on the history of schooling – one that is sensitive to the spaces between state power and the paradoxical nature of the colonial project in Canada." -- Alex Gagne. York University * BC Studies *

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Book SynopsisIn their history of Cornell since 1940, Glenn C. Altschuler and Isaac Kramnick examine the institution in the context of the emergence of the modern research university. The book examines Cornell during the Cold War, the civil rights movement, Vietnam, antiapartheid protests, the ups and downs of varsity athletics, the women's movement, the...Table of ContentsPreface: The "Cornell Idea"Authors' NotePart I: 1945-19631. Building a Research University2. The Death of "In Loco Parentis"3. The “Cold War” at CornellPart II: 1963-19774. The Bureaucratic University and Its Discontents5. Race at Cornell6. The Wars at HomePart III: 1977-19957. The Rhodes Years8. Academic Identity Politics9. Political Engagement, Divestment, and Cornell's Two China PolicyPart IV: 1995-201510. A Tale of Three Presidents11. West Campus, Suicide, and Student “Wellness”12. Going GlobalPostscriptNotes

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Book SynopsisIn Mere Equals, Lucia McMahon narrates a story about how a generation of young women who enjoyed access to new educational opportunities made sense of their individual and social identities in an American nation marked by stark political inequality between the sexes. McMahon's archival research into the private documents of middling and well-to-do Americans in northern states illuminates educated women's experiences with particular life stages and relationship arcs: friendship, family, courtship, marriage, and motherhood. In their personal and social relationships, educated women attempted to live as the mere equals of men. Their often frustrated efforts reveal how early national Americans grappled with the competing issues of women's intellectual equality and sexual difference.In the new nation, a pioneering society, pushing westward and unmooring itself from established institutions, often enlisted women's labor outside the home and in areas that we would deem public. Yet, Trade ReviewBy drawing upon some forty different collections of family papers, diaries, and other documents held at libraries, historical societies, and other repositories from Massachusetts to North Carolina, McMahon has artfully pieced together the intimate textual traces of the lives lived by less-well-known women. In doing so, she productively limns the nuanced roles that both Cupid and Minerva played for American women in this crucial period of history. -- Jane Greer * The Register of the Kentucky Historical Society *In this engaging, thought-provoking book Lucia McMahon explores early national woman's education, highlighting how Americans simultaneously held notions of intellectual equality alongside belief in persistent, rigid sexual difference. They did so through their paradoxical belief that women were 'mere equals' and women's intellectual and social equality were allowed but political citizenship and participation were not. * Journal of American History *"McMahon follows the enhanced joys and unsettling challenges that learning brought to women's lives. Each chapter is built around a particularly rich body of personal materials that reveals the thoughts and actions of a pair of correspondents.... McMahon has provided an exceptionally developed picture of women’s agency during this time of socialculturaland political development. Hers is historical research and textual analysis at its bestpersuasively argued and elegantly written." —Marilyn J. Westerkamp * The Journal of Interdisciplinary History *Table of ContentsIntroduction: Between Cupid and Minerva1. "More like a Pleasure than a Study": Women's Educational Experiences2. "Various Subjects That Passed between Two Young Ladies of America": Reconstructing Female Friendship3. "The Social Family Circle": Family Matters4. "The Union of Reason and Love": Courtship Ideals and Practices5. "The Sweet Tranquility of Domestic Endearment": Companionate Marriage6. "So Material a Change": Revisiting Republican MotherhoodConclusion: Education, Equality, or DifferenceList of Archives Notes Index

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Book SynopsisFrench Sociology offers a uniquely comprehensive view of the oldest and still one of the most vibrant national traditions in sociology. Johan Heilbron covers the development of sociology in France from its beginnings in the early nineteenth century through the discipline's expansion in the late twentieth century, tracing the careers of figures from Auguste Comte to Pierre Bourdieu. Presenting fresh interpretations of how renowned thinkers such as Émile Durkheim and his collaborators defined the contours and content of the discipline and contributed to intellectual renewals in a wide range of other human sciences, Heilbron's sophisticated book is both an innovative sociological study and a major reference work in the history of the social sciences.Heilbron recounts the halting process by which sociology evolved from a new and improbable science into a legitimate academic discipline. Having entered the academic field at the end of the nineteenth century, sociology develoTrade ReviewNo history of the discipline has ever articulated so finely the evolution of its institutions, an interpretation of the trajectories of its central actors, and the presentation of its main theoretical, methodological, and empirical results. * Contemporary Sociology *Reading Heilbron’s study affords an unusual degree of intellectual satisfaction. It is thoroughly researched, up-to-date with the latest scholarship, and, although Bourdieusian in method, appropriately detached and non-partisan in its intellectual judgments. It tells a coherent overall story, continuing the author’s fine The Rise of Social Theory, of the consolidation and subsequent reconsolidations of Comte’s projected discipline across two centuries and tells that story in a sequence of stages whose periodization is well-motivated by reference to the distinctive dynamics of each. * Theory and Society *French Sociology is a striking illustration of the relevance of an historical sociological approach to the social sciences that succeeds in articulating intellectual history and sociology of science. One can only hope that it will inspire other works of the same type. * Revue d'histoire des sciences humaines *Heilbron paints a deep sharp picture that allows new insights into the complex genealogies and institutional contexts of French sociology. His recapitulation of about two centuries of () French social science impressively demonstrates the usefulness and necessity of a historiography that consciously starts off from national scientific traditions. * Soziopolis *With French Sociology Johan Heilbron - European sociologist if ever there is one – provides further evidence of his ability to use in his work on the history of sociology, not only the whole range of research techniques, but also the most demanding conceptual tools of the discipline he has taken as his object of study. * Revue d'histoire des sciences humaines *Johan Heilbron’s erudite history of French sociology is essential reading. * Society *Heilbron’s book is a well-documented journey of more than 150 years of French sociology. Having been able to dissect the main developments in a limited number of pages is an accomplishment. The choice not to limit the analysis to authors and their theories, but to consider dominant institutions, media of publication, fluctuations in student numbers as well as the overall context, offers an original perspective. * Revue européenne des sciences sociales *An empirically very rich and at the same time concise book. * Sociologie Magazine *For every historian of sociology this is an important, compulsory reference work. * H-Soz-Kult *Vivid, innovative, and insightful.... Reading Heilbron's study affords an unusual degree of intellectual satisfaction. * THEORY AND SOCIETY *Table of ContentsIntroductionCHAPTER 1. The Establishment of Organized Social Science The Politics of Social Science Moral Science in Government Service The Invasion of the Positive Sciences Republicanism, Science, and the Research University Disciplinary Frontiers The Tripartite Division of French Social Science The Literary OppositionCHAPTER 2. An Improbable Science Reconceptualizing Social Science Comte and the Second Scientific Revolution The British Evolution of Sociology The Return of Sociology in France Positivist Politics Social Reform and Social ResearchCHAPTER 3. Sociology and Other Disciplines in the Making The Two-Front Struggle of the Professoriate University Pioneers An Emerging Subfield From Psychology to Sociology Organizing a Science of Synthesis The Durkheimian Program Antagonistic Competition The Année sociologique Defining a Specialty of GeneralistsCHAPTER 4. The Metamorphoses of Durkheimian Scholarship The Contours of Sociology The End of a Collective Enterprise Conflicting Interpretations To Profess or to Inquire? Recruitment Patterns Social Images of Sociology The Centre de documentation sociale The Durkheimian LegacyCHAPTER 5. Pioneers by Default? Between Political Commitment and Policy Expertise Sociology at the Sorbonne Fieldwork as Vocation? Research Groups No Man's Land Reconfiguring the Social SciencesCHAPTER 6. Cycles of Expansion and Field Transformations The Structuralist Boom and After Research Policy and the Research Sector Teaching Sociology Publishing Sociology Rhetoric and Reality of Professionalization ConclusionCHAPTER 7. Intellectual Styles and the Dynamics of Research Groups Beyond the Sociology of Work Social Action and Public Sociology Organizational Analysis and Policy Sociology The Methodological Imperative Reflexive SociologyConclusionEpilogue: What Is French about Sociology in France?Notes Index

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Book SynopsisThoroughly embedded in postmodern theory, this book offers a critique of traditional conceptions of the liberal arts, exploring the challenges posed by cultural diversity to the aims and methods of a humanist education. Janet M. Atwill investigates a neglected tradition of rhetoric, exemplified by Protagoras and Isocorates, and preserved in Aristotle''s Rhetoric.This tradition was rooted in the ancient sophistic and platonic conceptions of techné, or productive knowledge, that appears both in literary texts from the seventh century B.C.E. and in medical and technical treatises from the fifth century B.C.E. Atwill examines these traditions, together with sophistic and platonic conceptions, and considers the commentaries on Aristotle''s Rhetoric by E. M. Cope and William S. J. Grimaldi, where the concepts of techné and productive knowledge disappear in the modern opposition between theory and practice.Since models of knowledge are closely tiedTrade ReviewIn Rhetoric Reclaimed, Janet Atwill offers a new framework for understanding the history of Western rhetoric and a reinterpretation of Aristotle's place within that history.... She has done much to illuminate the competing forms of knowledge and subjectivity inscribed in the canonical texts of ancient rhetoric and has recovered a lost or under-appreciated dimension of these texts. In so doing, Rhetoric Reclaimed... also suggests a starting point for reassessing and renegotiating the priorities and values we have inherited from the rhetorical tradition. * Rhetorik *The publication of Janet Atwill's Rhetoric Reclaimed has served to powerfully recuperate and supplement an important conversation among the Greek sophists, one in which the notion of techné emerged not only as a rhetorical strategy, but also as a way of being and as an attitude about knowledge.... The importance of Atwill's book lies in its suggestion that attention to téchne can enlarge our understanding of rhetoric in general and the theorizing and teaching of cooperative approaches to writing in particular. * Journal of Advanced Composition *

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Book SynopsisThis is not a book on rhetoric in any narrow sense, but rather concerns its general ambiance and also some of its quite specific manifestations. The thirteen chapters that comprise the book move chronologically from the Renaissance up to the present time.

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Book SynopsisAnalyses the formulation of the “Indian problem” as a policy concern in the United States and Canada, and examines how the “solution” of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space.Trade Review"[This Benevolent Experiment] is well written, intelligently organized, meticulously researched, and offers original content. Woolford provides an important addition to the growing and rich literature about American Indian genocide and boarding schools."—Clifford E. Trafzer, American Historical Review"This Benevolent Experiment is a must-read for the experts and students of North American history and Native Americans alike."—Arif Jamal, Washington Book Review"This important book, which students, scholars, and policy makers in the U.S. and Canada should read, is a testament to the quality of the work and the still limited understanding of its subject in both countries."—C. R. King, CHOICE"Andrew Woolford's contribution to the field of residential school studies is fascinating. . . . This important work deserves to be read and debated in both countries."—Jim Mochoruk, South Dakota State Historical Society"[This Benevolent Experiment] is a genuine contribution to the literature and will remain for years to come a major source for understanding this tragic, but nonetheless fascinating, chapter in indigenous-colonial settler relations."—David Wallace Adams, American Indian Culture and Research Journal"Scholars of indigenous boarding schools will find Woolford's book a valuable tool in analyzing and describing the destructive power of these institutions."—John Gram, Western Historical Quarterly"An excellent offering for scholars."—Roundup Magazine“Andrew Woolford’s outstanding book offers fresh contributions to the field of Indigenous and settler colonial studies. His comparison of the Indian boarding schools in the United States with their Canadian counterparts yields new insights into both. He provides a sophisticated and probing analysis of whether these schools constituted genocidal policies and practices. This is a top-notch piece of scholarship that should enrich our scholarly—and national—debates for decades to come.”—Margaret Jacobs, author of White Mother to a Dark Race and A Generation RemovedTable of ContentsList of IllustrationsPreface1. Introduction2. Settler Colonial Genocide in North America3. Framing the Indian as a Problem4. Schools, Staff, Parents, Communities, and Students5. Discipline and Desire as Assimilative Techniques6. Knowledge and Violence as Assimilative Techniques7. Local Actors and Assimilation8. Aftermaths and Redress9. Conclusion NotesReferencesIndex

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