History of education Books

Book SynopsisThis book tells the behind-the-scenes story of the development of cardiovascular surgery at the Toronto General Hospital now rated as one of the best hospitals in the world.Trade Review"This institutional history chronicles the creation and expansion of the specialty of cardiac surgery as it unfolded at the Toronto General Hospital. As told here, Toronto General Hospital achieved constant innovation from its beginnings and maintained its pursuit of the goals for cardiac surgery its founders had established." -- T. P. Gariepy, Stonehill College * CHOICE Connect *Table of ContentsAcknowledgments Preface Introduction Part One: Getting Going 1. Gordon Murray 2. Uncle Bill 3. “Bigelow’s Boys” 4. Hypothermia Discovered 5. First Operations 6. Homes 7. Pacemaker Part Two: Full Speed Ahead 8. Bypass 9. Moving On 10. Pacemaker Clinic 11. Ron Baird 12. The Damaged Heart 13. Valves 14. Training 15. Research Part Three: The Team 16. Cardiologists 17. Nurses 18. Perfusionists 19. Anesthetists Part Four: Today 20. Tirone David 21. Vivek Rao 22. Peter Munk Cardiac Centre 23. Next Gen 24. Conclusion Appendix I: The Local, Regional, National, and International Impact of Residents and Fellows Who Trained and Studied at the Toronto General Hospital Appendix II: TGH Cardiac Surgeons Who Have Been Honoured by Awards and Elective Leadership Positions for Their Outstanding Contributions to Heart and Healthcare Appendix III: Leadership Other Than Awards

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Book SynopsisThe separate school question is a continuing controversy in Canada - a variation on the classical issue in western history of church-state relations in education, heightened by the conflict between French and English. In this carefully researched work, Dr Lupul investigates the school question in the North-West Territories in the late nineteenth century before the division of the area into the provinces of Alberta and Saskatchewan. This was an impotant development in Canada's educational, political, and religious history. The last quarter of the nineteenth century was an era of intense nationalism that embraced the political principles of the primacy of the state and the need for a common school system for all children. In the North-West the Roman Catholic Church has exercised a dominant influence on social development up to the mid-1870s , which it was most unwilling to relinquish to the state and its vanguard of Anglo-Protestant settlers. In this scrupulously objective account, D

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Book SynopsisRichard Mulcaster’s Positions was originally published in 1581 during a very active period in the history of education in England. Dedicated to Queen Elizabeth I, it was an ambitious bid to change the direction of English schooling. Mulcaster, who taught Edmund Spenser and Lancelot Andrewes, sets down propositions for a uniform political reformation of English schools. In arguing for public over private education, he promotes physical education, a closer control of the students admitted into schools, and ways to improve both the training and careers of teachers. He also discusses the teaching of women, school location, the role of parents in teaching manners and morals, and the need for uniform instruction and textbooks.This is the first authoritative edition of the text and an important primary source for the study of Elizabeth language and culture. It includes an extensive introduction with biography and background to Mulcaster’s wide-ranging ideas. The notes pr

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Book SynopsisEducation is a powerful factor in determining the shape of a modern society. Recognition of its importance for the wealth and power of a society has risen dramatically in recent years. As a result, the 'demand' for education has increased; and education has assumed a prominent place among contemporary public issues. This change in the relationship between 'education' and 'politics' has, in turn, tended to disrupt the operation of established institutions and procedures for making educational policy and caused a search for new organizational forms. Educational policy-making in England and Wales in the 1940s and early 1950s was characterized by a closed partnership of the Ministry of Education, the local education authorities, and the teachers' unions. The circumstances which made their relationship easy and viable changed as the demand for education increased during the later 1950s and early 1960s, and the institutions and procedures which typified the earlier period -- the Na

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Book SynopsisThis two-volume work examines the history of Mount Allison University and its antecedent secondary schools from the earliest years to 1963. Mount Allison’s evolution is considered not only for its own internal dynamics but also in the context of the social, economic, and intellectual history of Canada’s Maritime provinces.Volume 1 covers the years up until the beginning of the First World War. The Mount Alliance Wesleyan Academy for boys was opened in Sackville, News Brunswick, in 1843, four years after its foundation had been proposed by the local merchant Charles Frederick Allison.  Although it was a Methodist institution, its students came from several religious denominations. In 1854, a branch academy for female students was opened, and eight years later the degree-granting college that ultimately became known as Mount Allison University.Although the college remained for many years the smallest of the three institutions in terms of student number

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Book SynopsisThe Faculty of Applied Science and Engineering at the University of Toronto is celebrating its 100th anniversary. This informal volume concentrates on the last half century. It examines the development of the Faculty and of its undergraduate and alumni organizations; the changing undergraduate scene since 1920, through a depression, the return of soldiers to university after two world wars, and the tempestuous sixties; the impact that the teaching staff and graduates of this one engineering school have had on their community and their nation through research and practice (including pioneer work in energy, transportation, construction, and  industry); and ends with a look into the future of engineering education by the retiring dean of the Faculty, James M. Ham.

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Book SynopsisSince Wycliffe College was founded 100 years ago as an Anglican theological college in Toronto, it has had six principals. To celebrate the influence they and the college have had on the religious life of Canada and other countries, six writers have collaborated to produce The Enduring Word. The lives of the five past principals have been written by Jacob Jocz, T.R. Millman, R.K. Harrison, Alan Hayes, and Robert Finch. Arnold Edinborough's profile of the present principal, Dr Reginald Stackhouse provides insight into both the man and the kinds of challenges he faces as he leads Wycliffe into its second century.Rich in anecdote and sound in research, The Enduring Word is a centennial volume whose interest goes far beyond the college and its members pas and present.

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Book SynopsisRosemary Lévy Zumwalt tells the remarkable story of Franz Boas, one of the leading scholars and public intellectuals of the late nineteenth and early twentieth centuries. The first book in a two-part biography, Franz Boas begins with the anthropologist’s birth in Minden, Germany, in 1858 and ends with his resignation from the American Museum of Natural History in 1906, while also examining his role in training professional anthropologists from his berth at Columbia University in New York City. Zumwalt follows the stepping-stones that led Boas to his vision of anthropology as a four-field discipline, a journey demonstrating especially his tenacity to succeed, the passions that animated his life, and the toll that the professional struggle took on him. Zumwalt guides the reader through Boas’s childhood and university education, describes his joy at finding the great love of his life, Marie Krackowizer, traces his 1883 trip to Baffin Land, and reTrade Review“[Franz Boas] has its rewards, especially in its generous use of correspondence.”—Kwame Anthony Appiah, New York Review of Books"Zumwalt's book is a testament to far-reaching, thorough, and careful archival work."—Diana E. Marsh, Journal of American Folklore"Zumwalt has woven together a variety of materials from a range of sources into a comprehensive and coherent story."—Elliott Oring, Journal of Folklore Research“Zumwalt leads us to know Franz Boas as never before, and we should be grateful. She gives us his engrossing love and life story across vast continents. She lets us walk with him into the classroom as well as into his home. She marvelously gives him voice, so we can discern his message for our time as well as in his.”—Simon J. Bronner, author of American Folklore Studies: An Intellectual History“Rosemary Zumwalt has written a biography of Franz Boas truly for the twenty-first century. Going beyond George Stocking and Douglas Cole, she focuses here on Boas’s early life in its historical and cultural setting. We eagerly await her second and concluding volume.”—Ira Jacknis, Phoebe A. Hearst Museum of Anthropology, University of California, BerkeleyTable of ContentsList of Illustrations Series Editors’ Introduction Acknowledgments Introduction Note on Translations 1. Ardently Desired Boy: Young Boas and His Family 2. Student Life into Its Deepest Depths: Boas at University 3. In Heaven, in Love, and Separation: Preparing for the Arctic Voyage 4. Creating a Future for Us: To Baffin Land and Back 5. Divided Desires: Pulled between New York and Germany 6. West to the Indians: Northwest Coast Fieldwork, Employment by Science, and Marriage 7. All Our Hopes Came to Such a Disgrace: Boas at Clark University 8. The World’s Columbian Exposition: Boas and Frederic Ward Putnam 9. Your Orphan Boy: Struggling to Find a Place 10. The Greatest Undertaking of Its Kind: The Jesup North Pacific Expedition 11. Taking Hold in New York: From the amnh to Columbia University Conclusion Notes Bibliography Index

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Book SynopsisAssimilation, Resilience, and Survival illustrates how settler colonialism propelled U.S. government programs designed to assimilate generations of Native children at the Stewart Indian School (1890–1980). The school opened in Carson City, Nevada, in 1890 and embraced its mission to destroy the connections between Native children and their lands, isolate them from their families, and divorce them from their cultures and traditions. Newly enrolled students were separated from their families, had their appearances altered, and were forced to speak only English. However, as Samantha M. Williams uncovers, numerous Indigenous students and their families subverted school rules, and tensions arose between federal officials and the local authorities charged with implementing boarding school policies. The first book on the history of the Stewart Indian School, Assimilation, Resilience, and Survival reveals the experiences of generations of Stewart School alumni aTrade Review“Samantha Williams’s history of the Stewart Indian School is part of a new generation of research that brings laser focus to particular boarding schools and foregrounds their meaning to the students who attended them. . . . Williams also tells the significant story of Indigenous activists who fought to preserve Stewart’s buildings as a museum so this painful history will not be erased.”—Margaret Jacobs, author of A Generation Removed: The Fostering and Adoption of Indigenous Children in the Postwar World“Samantha Williams has done an outstanding job of bringing to life the stories and experiences of the students who attended Stewart Indian School. This book is an important teaching tool to share the little-known history of U.S. boarding schools.”—Bobbi Rahder, museum director of the Stewart Indian School Cultural Center & Museum“As we begin to more fully reckon with the history of the boarding schools and their legacy in the present, this outstanding book needs to be on everyone’s reading list. Williams provides a superbly written and extensively researched examination of the Stewart Indian School that centers Indigenous children’s experiences at the school throughout its nearly one-hundred-year history. The book, a sweeping and powerful study of a lesser-known boarding school, makes a significant contribution to the scholarship on Nevada Indigenous history and to broader conversations regarding how we grapple with the complex and challenging history of the boarding schools today.”—Amy Lonetree, author of Decolonizing Museums: Representing Native America in National and Tribal Museums“Beautifully written and richly documented, Samantha M. Williams’s history of the Stewart Indian School constitutes a major contribution to the literature on off-reservation boarding schools. It’s all here: the shifting federal educational policies, the forced removal of traumatized children, the nighttime sobbing in the dormitories, the multiple ways in which children resisted and accommodated themselves to the strenuous demands of classroom and institution, and finally, the concerted efforts of generations touched by Stewart to preserve the memories of an institution that continues to shape their lives and identities. This book is a remarkable achievement and merits reading by both scholars and students of Native American history.”—David Wallace Adams, author of Education for Extinction: American Indians and the Boarding School Experience, 1875–1928Table of ContentsList of Illustrations List of Tables Acknowledgments Author’s Note on Terminology Introduction: The Stewart Indian School in Context 1. Discipline, Negotiation, and Protest, 1890–1925 2. Progressive Policies and Assimilationist Practices, 1925–1948 3. Termination, Relocation, and the Special Navajo Program, 1946–1959 4. Stagnation, Self-Determination, and Reform, 1960–1980 5. Reclaiming the Stewart Indian School, 1980–2019 Conclusion: The Stewart Indian School Cultural Center & Museum Notes Bibliography Index

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Book Synopsis After the turn of the twentieth century, schools played a pivotal role in the construction of French West Africa. But as this dynamic, deeply researched study reveals, the expanding school system also became the site of escalating conflicts. As French authorities worked to develop truncated schools for colonial “subjects,” many African students and young elites framed educational projects of their own. Weaving together a complex narrative and rich variety of voices, Harry Gamble explores the high stakes of colonial education. With the disruptions of World War II, contests soon took on new configurations. Seeking to forestall postwar challenges to colonial rule, French authorities showed a new willingness to envision broad reforms, in education as in other areas. Exploiting the new context of the Fourth Republic and the extension of citizenship, African politicians and students demanded an end to separate and inferior schools. Contesting French West AfTrade Review"This informative, accessible, and well-written book highlights the centrality of schools in matters of power and governance and offers new insights into the political views of Senghor. It will appeal to readers who have an interest in the history of modern France, the French Empire, West Africa, and colonial schooling."—Kelly M. Duke Bryant, Journal of Interdisciplinary History"In this compelling, well-written study, Harry Gamble . . . shows that battles over schooling, either within the French colonial state or between Africans and French officials, encapsulated broader debates about the nature, purpose, and future of French rule in West Africa. . . . Gamble's periodization, eschewing the typical dividing points of 1914 and 1940, allows him to construct a nuanced picture of the ebbs and flows of French policy and African activism over time. . . . He consistently shows how colonial officials on the spot evaded or mitigated direction from the center and/or how Africans shaped the outcome of a particular policy."—Elizabeth A. Foster, International Journal of African Historical Studies"Contesting French West Africa provides critical insight into colonial policy and practice. It will be essential reading for colonial historians, and provides critical context for readers of accounts such as the one written by Camara Laye."—Kathleen Keller, H-France Review"This monograph does much to illuminate the connections between education and imperial politics in French West Africa, adding to a growing English language literature on the topic. Covering significant chronological reach and political depth, Contesting French West Africa suggests that those working on education in the region today would do well to examine this history."—Rachel Kantrowitz, French Politics, Culture and Society“Contesting French West Africa . . . . [will prove] extremely valuable to scholars and students of colonial history, including those working on other regions of Africa. Gamble’s work will also be of interest to those working on postindependence constructions of language, race, education, and belonging and wishing to understand the historical context of these dynamics.”—Camille Jacob, Journal of African History"This timely book offers readers a much-needed analysis of the role schools and schooling played in the colonial politics of French West Africa. . . . The result is a remarkably good read, where specialists gain insights from the attention paid to both sides of the colonial project, while nonspecialists are introduced to the broader context of French colonization."—Rebecca Rogers, History of Education Quarterly"Ce livre vient à point nommé car, comme l’indique son titre . . . ce sont bien ces luttes, les controverses, les contestations, qu’il restitue avec prudence et finesse . . . Pour qui ne serait pas encore convaincu de la nécessité de dépasser l’idée qu’il a existé un (unique) « modèle républicain » de colonisation, trop souvent encore pensé sous une forme réifiée et abstraite, la lecture de Harry Gamble sera très certainement salutaire."—Marie Salaün, Genèses"For anyone interested in the genesis and development of Western education in French West Africa, this book answers multiple questions about the rationale and articulation of colonial policies as well as the attitudes and reactions of local populations. . . . Contesting French West Africa is a must-read for Africanists and scholars of the French empire in West Africa."—Harrouna Malgoubri, H-Africa “In his well-documented and enlightening study, Contesting French West Africa, Harry Gamble homes in on educational policy to explore the attempts to guide the federation’s development. . . . Through a focus on the struggles over education, Gamble makes visible the dynamic relationship between different power brokers in the French empire. He shows that the division between subject and citizen was not clear-cut.”—Pehr Englén, Itinerario “Gamble’s study has many strengths. He demonstrates how . . . debates over education during the colonial period can be used as a focal point from which to understand the mechanisms of state-building, as well as contested narratives of citizenship and belonging. Another of the study’s strengths is that it explores in detail African agency, showing how Africans both engaged with and challenged the colonial government’s education plans, while also seeking to reshape them.”—Tony Chafer, HistorianTable of ContentsList of Illustrations Acknowledgments Introduction 1. Conflicting Visions: Framing French West Africa 2. The Lessons of War: Rethinking the Originaires 3. Toward the Interior: Rural Schools and Colonial Reform 4. Reorienting African Schoolteachers: Agents of the Future 5. Léopold Sédar Senghor and the Popular Front: New Possibilities for Reform 6. The National Revolution in AOF: Debating the Future during the War Years 7. Gaullist Hesitations: From the Brazzaville Conference to the Liberation 8. The Education of African “Citizens”: Struggles over Integration Epilogue Notes Bibliography Index

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Book SynopsisTo Educate American Indians presents the most complete versions of papers presented at the National Educational Association's Department of Indian Education meetings during a time when the debate about how best to civilize Indigenous populations dominated discussions. During this time two philosophies drove the conversation. The first, an Enlightenment erainfluenced universalism, held that through an educational alchemy American Indians would become productive, Christianized Americans, distinguishable from their white neighbors only by the color of their skin. Directly confronting the assimilationists' universalism were the progressive educators who, strongly influenced by the era's scientific racism, held the notion that American Indians could never become fully assimilated. Despite these differing views, a frightening ethnocentrism and an honor-bound dedication to gifting civilization to Native students dominated the writings of educators from the NEA's Department of Indian Education. For a decade educators gathered at annual meetings and presented papers on how best to educate Native students. Though the NEA Proceedings published these papers, strict guidelines often meant they were heavily edited before publication. In this volume Larry C. Skogen presents many of these unedited papers and gives them historical context for the years 1900 to 1904. Trade Review“The National Education Association is a voice for education professionals and dedicated to preparing students for success in a diverse and interdependent world. That doesn’t mean, however, that the NEA hasn’t made mistakes and missteps along the way. With this important work, Larry Skogen provides a window into a time when the federal government forced a curriculum upon Native American students that subjugated them into a marginalized role in our country. The papers of the NEA Department of Indian Education (1900–1904) reveal the association’s role in advancing this harm. This critical study is a reality check for all Americans to learn our true history so that we better understand the mistakes of our past, can be a part of repairing harm, and can be agents of change to make a better future for all of our students and communities.”—Becky Pringle, president of the National Education Association“As our nation struggles with the realities of the Indian boarding school experience, it is important that we understand the motives and educational philosophies of those who administered and worked at those schools. In this groundbreaking work, Larry Skogen provides us with the story of the Indian service educators when they were part of the National Educational Association. Through these selected papers, we get a firsthand account of their efforts to assimilate Native students forcibly into white society. One cannot read these papers without feeling a sense of shame at the educators’ attitudes toward their own Native students. But it is important history that we need to acknowledge.”—Byron L. Dorgan, former U.S. Senator and chairman of the U.S. Senate Committee on Indian Affairs, author of The Girl in the Photograph“This is important work to enhance the body of knowledge on behalf of Indian Country and our future generations.”—Leander “Russ” McDonald (Dakota/Arikara), president of United Tribes Technical College in Bismarck, North Dakota“Where historians have used the tools of social history to examine the lives of employees in the Indian schools, Skogen’s work uses an intellectual lens to demonstrate how these workers drove important changes in curriculum and policy. This detailed and nuanced work helps to untangle the genocidal roots of boarding school systems and to see more clearly the challenges that Native people faced in moving their communities and cultures through the difficult years of the early twentieth century.”—Kevin Whalen, author of Native Students at Work: American Indian Labor and Sherman Institute’s Outing Program 1900–1945“These NEA Indian Department presentations, which Larry Skogen does a masterful job of editing, provide an important window into how many people in the United States thought about American Indians and American Indian education in the beginning of the twentieth century. Skogen has done a remarkable job providing the reader with background information, both in his introduction to each document and in the extensive notes and references he provides.”—Jon A. Reyhner, author of American Indian Education: A HistoryTable of ContentsList of Illustrations Foreword, by David Wallace Adams Acknowledgments Introduction Note on Editorial Style, Citations, and Names List of Abbreviations Part 1. Charleston, South Carolina, July 7–13, 1900 1. What Is the Relation of the Indian of the Present Decade to the Indian of the Future? H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia 2. The Indian Problem H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia 3. The Proper Relation between Literary and Industrial Education in Indian Schools A. J. Standing, Assistant Superintendent, Carlisle Indian Industrial School, Carlisle, Pennsylvania 4. The Training of Teachers for Indian Schools Charles Bartlett Dyke, Director of the Normal Department, Hampton Normal and Agricultural Institute, Hampton, Virginia 5. Teaching Trades to Indians Frank K. Rogers, Director, Armstrong-Slater Memorial Trade School, Hampton Normal and Agricultural Institute, Hampton, Virginia 6. The Training of the Indian Girl as the Uplifter of the Home Josephine E. Richards, Head of the Indian Department, Hampton Normal and Agricultural Institute, Hampton, Virginia 7. Practical Methods of Indian Education John Seger, Superintendent, Seger Colony School, Colony, OklahomaPart 2. Detroit, Michigan, July 8–12, 1901 8. President’s Address: Learning by Doing H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia 9. Civilization and Higher Education William T. Harris, U.S. Commissioner of Education, Washington DC 10. The Reservation Day School Should Be the Prime Factor in Indian Education C. C. Covey, Teacher, Pine Ridge Indian School, Pine Ridge, South Dakota 11. The Unification of Industrial and Academic Features of the Indian School O. H. Bakeless, Carlisle Indian Industrial School, Carlisle, Pennsylvania 12. What Shall Be Taught in an Indian School? Calvin M. Woodward, Director, Manual Training School of Washington University, St. Louis, Missouri 13. An All-Around Mechanical Training for Indians Frank K. Rogers, Director, Armstrong-Slater Memorial Trade School, Hampton Normal and Agricultural Institute, Hampton, Virginia 14. Practical Methods in Indian Education Joseph W. Evans, Teacher, Chilocco Indian School, Chilocco, Oklahoma 15. Character Building among Indian Children Cora M. Folsom, Teacher and Indian Corresponding Secretary, Hampton Normal and Agricultural Institute, Hampton, Virginia 16. The Day School: The Gradual Uplifter of the Tribe Macaria Murphy, Teacher, Odanah Day School, Odanah, Wisconsin 17. The Necessity for a Large Agricultural School in the Indian Service C. W. Goodman, Superintendent, Chilocco Indian School, Chilocco, OklahomaPart 3. Minneapolis, Minnesota, July 7–11, 1902 18. President’s Address S. M. McCowan, Superintendent, Chilocco Indian School, Chilocco, Oklahoma 19. The Value of an Agricultural School in the Indian Service S. M. McCowan, Superintendent, Chilocco Indian School, Chilocco, Oklahoma 20. The Value of the Outing System for Girls Laura Jackson, Girls’ Manager, Carlisle Indian Industrial School, Carlisle, Pennsylvania 21. What Is Our Aim? E. A. Allen, Assistant Superintendent, Carlisle Indian Industrial School, Carlisle, Pennsylvania 22. Needed Changes in Indian Schools A. O. Wright, Supervisor of Indian Schools, Washington DC 23. The Value of Day Schools James J. Duncan, Day School Inspector, Pine Ridge, South Dakota 24. Newspapers in Indian Schools W. T. Harris, U.S. Commissioner of Education, Washington DCPart 4. Boston, Massachusetts, July 6–10, 1903 25. President’s Address: Our Work, Its Progress and Needs H. B. Peairs, Superintendent, Haskell Institute, Lawrence, Kansas 26. To What Degree Has the Present System of Indian Schools Been Successful in Qualifying for Citizenship? H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia 27. An Alaskan Start toward Citizenship Sheldon Jackson, General Agent of Education in Alaska, Washington DC 28. The White Man’s Burden versus Indigenous Development for the Lower Races G. Stanley Hall, President, Clark University, Worcester, Massachusetts 29. Heart Culture in Indian Education Charles F. Meserve, President, Shaw University, Raleigh, North Carolina 30. Tenure in the Civil Service John T. Doyle, Secretary of the U.S. Civil Service Commission, Washington DCPart 5. St. Louis, Missouri, June 27–July 1, 1904 31. Efficiency in the Indian Service John T. Doyle, Secretary of the U.S. Civil Service Commission, Washington DC 32. Indian Music and Indian Education Natalie Curtis, New York, New York 33. What’s in a Name? Emily S. Cook, Office of Indian Affairs, Washington DC 34. Indian Names Alice C. Fletcher, Ex-President of the Anthropological Society, Washington DC Conclusion Notes Bibliography Index

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Book SynopsisThroughout the twentieth century, local control of school districts was one of the most contentious issues in American politics. As state and federal regulation attempted to standardize public schools, conservatives defended local prerogative as a bulwark of democratic values. Yet their commitment to those values was shifting and selective. In The Fight for Local Control, Campbell F. Scribner demonstrates how, in the decades after World War II, suburban communities appropriated legacies of rural education to assert their political autonomy and in the process radically changed educational law. Scribner's account unfolds on the metropolitan fringe, where rapid suburbanization overlapped with the consolidation of thousands of small rural schools. Rural residents initially clashed with their new neighbors, but by the 1960s the groups had rallied to resist government oversight. What began as residual opposition to school consolidation would transform into campaigns against Trade ReviewAn excellent book forces the reader into such thorny terrain, and Scribner's important and meticulously researched study clearly does that. In sum, his brilliantly argued book should seriously interest this journal’s readers, and its careful and accessible prose also makes it suitable for advanced undergraduates in both history and education policy programs. -- Jon Shelton, University of Wisconsin-Green Bay * History of Education Quarterly *Especially for a first book based on a dissertation, the reach of The Fight for Local Control—spanning multiple cities and towns across a half-century in realms from court cases to curriculum controversy to fiscal and union politics—is impressive and, at moments, astonishing.... Scholars of history, education, politics, and policy are lucky this important volume exists. -- Natalia Mehlman Petrzela * American Historical Review *As fundamental questions about publicly governed education are intensely debated in the United States today, Scribner makes a valuable contribution to historians' understanding of the freighted and protean concept of "local control." * JOURNAL OF AMERICAN HISTORY *Table of ContentsIntroduction. A Past Found 1. The Meaning of Local Control 2. The Long History of School District Consolidation 3. The Exurban Exchange 4. The Struggle for Status 5. The Fight for Funding 6. Tax Revolts 7. The Battle of Ideas 8. Redefining Parents' Rights Conclusion. A Past Lost

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Book SynopsisHow do American intellectuals try to achieve their political and social goals? By what means do they articulate their hopes for change? John McGowan seeks to identify the goals and strategies of contemporary humanistic intellectuals who strive to shape the politics and culture of their time. In a lively mix of personal reflection and shrewd analysis, McGowan visits the sites of intellectual activity (scholarly publications, professional conferences, the classroom, and the university) and considers the hazards of working within such institutional contexts to effect change outside the academy. Democracy''s Children considers the historical trajectory that produced current intellectual practices. McGowan links the growing prestige of culture since 1800 to the growth of democracy and the obsession with modernity and explores how intellectuals became both custodians and creators of culture. Caught between fears of culture''s irrelevance and dreams of its omnipotence, intellTrade ReviewDemocracy’s Children is a meditation on how intellectuals might try to achieve their political and social goals in the early twenty-first century. -- William G. Tierney * Academe *Democracy’s Children is one of the more distinguished recent examples of that curious academic genre, the book of linked essays. It is also one of the most consistently provocative and contrarian academic books I have yet come across. -- Susan Read Baker * South Atlantic Review *

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Book SynopsisIn The Instrumental University, Ethan Schrum provides an illuminating genealogy of the educational environment in which administrators, professors, and students live and work today. After World War II, research universities in the United States underwent a profound mission change. The Instrumental University combines intellectual, institutional, and political history to reinterpret postwar American life through the changes in higher education. Acknowledging but rejecting the prevailing conception of the Cold War university largely dedicated to supporting national security, Schrum provides a more complete and contextualized account of the American research university between 1945 and 1970. Uncovering a pervasive instrumental understanding of higher education during that era, The Instrumental University shows that universities framed their mission around solving social problems and promoting economic development as central institutions in what would soon beTrade ReviewA striking feature of this important chapter in the history of US higher education is how networked the leaders were: this was an upper-class boys club of policy-oriented academics. This detailed book is instructive and penetrating in examining how the current academic world came to be. * Choice *Ethan Schrum 's The Instrumental University dissects an important, understudied unit that blossomed between 1945 and 1970 – the university based 'Organized Research Unit,' more familiar by its abbreviation, 'ORU.' Schrum takes readers on a fantastic voyage to see how some influential university presidents in conjunction with leaders of major foundations and selected faculty members collaborated to incorporate this new entity as a fixture in the established academic structure still familiar today. * Society *Ethan Schrum's book is an important contribution to the literature on the development of American research universities after World War II. He offers a useful corrective to the assumption that the increasing corporatization of American universities in recent decades is due solely to the rise of neoliberalism and to the imposition by constituencies beyond the campus, particularly conservative politicians and business leaders, of a narrow economically driven conception of the mission of research institutions. * The Journal of American History *This is a fascinating, persuasive, and important book that provides a new perspective on history of the modern social sciences. It should interest anyone who wants to understand how universities got to where they are today. * AMERICAN HISTORICAL REVIEW *Table of ContentsIntroduction: The Instrumental University and American Modernity 1. The Progressive Roots of the Instrumental University: Public Administration, City Planning, and Industrial Relations 2. Clark Kerr: Leading Proponent of the Instrumental University 3. The Urban University as Community Service Institution: Pennsylvania in the Era of Gaylord P. Harnwell 4. "Instruments of Technical Cooperation": American Universities' Institution Building Abroad 5. A Use of the University of Michigan: Samuel P. Hayes Jr. and Economic Development 6. Founding the University of California at Irvine: High Modern Social Science and Technocratic Public Policy Epilogue: Critics of the Instrumental University Acknowledgments Notes Index

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Book SynopsisBy a succession of living pictures, as it were, this book shows the eminent naturalist in the very act of teaching. Sometimes he himself speaks, sometimes distinguished pupils of his reveal in their own words the process by which they were led to nature through direct and independent observation. The enthusiasm of their accounts is contagious.This collection of illustrative extracts on the ideals and practice of Louis Agassiz is probably unique in giving the actual methods of a great man of science in developing good students who could, in their turn, wisely instruct others. The book should be in the hands of all teachers, and of those who are preparing to teach.Trade ReviewThis is a little book that every teacher, not only of Nature and Science, but any subject, would do well to read. * Nature Magazine *

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Book SynopsisDo business schools actually make good on their promises of innovative, outside-the-box thinking to train business leaders who will put society ahead of money-making? Do they help society by making better business leaders? No, they don''t, Steven Conn asserts, and what''s more they never have. In throwing down a gauntlet on the business of business schools, Conn''s Nothing Succeeds Like Failure examines the frictions, conflicts, and contradictions at the heart of these enterprises and details the way business schools have failed to resolve them. Beginning with founding of the Wharton School in 1881, Conn measures these schools'' aspirations against their actual accomplishments and tells the full and disappointing history of missed opportunities, unmet aspirations, and educational mistakes. Conn then poses a set of crucial questions about the role and function of American business schools. The results aren''t pretty. Posing a set of crucial questions about the fuTrade ReviewConn's overall position on B-School failures is clear: few have done so using a historical lens so rich in anecdote. * Times Higher Education *Steven Conn is a respected historian, and Nothing Succeeds Like Failure deserves high praise. * Choice *An exceptionally informed, iconoclastic, and thought-provoking read throughout, Nothing Succeeds Like Failure is a unique and unreservedly recommended addition to both college and university library Business Education & Reference collections. * Midwest Book Review *Conn draws upon his scholarly skills to tell this story with a light touch. A lively choice for readers who are skeptical of the claims of business schools to train leaders with an ethical perspective. * Library Journal *Historian Steven Conn has produced a gleeful roast of the American business school. * History of Education Quarterly *Table of ContentsIntroduction: No Success Like Failure: Business Schools and American Higher Education 1. The World Before (and Shortly After) Wharton: Getting a Business Education in the Nineteenth Century 2. Teach the Children... What? Business Schools and Their Curricular Confusions 3. Dismal Science versus Applied Economics: The Unhappy Relationship between Business Schools and Economics Departments 4. It's a White Man's World: Women and African Americans in Business Schools 5. Good in a Crisis? How Business Schools Responded to Economic Downturns - or Didn't 6. Same as It Ever Was: How Business Schools Helped Create the New Gilded Age

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Book SynopsisCreating the Suburban School Advantage explains how American suburban school districts gained a competitive edge over their urban counterparts. John L. Rury provides a national overview of the process, focusing on the period between 1950 and 1980, and presents a detailed study of metropolitan Kansas City, a region representative of trends elsewhere.While big-city districts once were widely seen as superior and attracted families seeking the best educational opportunities for their children, suburban school systems grew rapidly in the postWorld War II era as middle-class and more affluent families moved to those communities. As Rury relates, at the same time, economically dislocated African Americans migrated from the South to center-city neighborhoods, testing the capacity of urban institutions. As demographic trends drove this urban-suburban divide, a suburban ethos of localism contributed to the socioeconomic exclusion that became a hallmark of outlying school systemTrade ReviewCreating the Suburban School Advantage: Race, Localism, and Inequality in an American Metropolis provides the reader with a detailed, interesting, thoughtful, and disturbing picture of an American city and surrounding suburbs to help us understand who, what, where, why, and how metropolitan inequality developed after World War II. * Journal of Urban Affairs *Creating the Suburban School Advantage makes an important contribution to the history of education. With few exceptions, accounts of postwar schooling in the United States have focused almost exclusively on the 'rise and fall' of large urban systems. As Rury demonstrates in meticulous detail [about Kansas City], the flip side of urban decline was suburban growth, and now a synthetic account connects these mutually constitutive processes. * History of Education Quarterly *Creating the Suburban School Advantage is an impressive contribution to the growing literature about how Americans with power and influence used the processes of suburbanization to develop remarkably inequitable school systems in the long postwar era. Rury's interdisciplinary approach is another of the book's strengths. In the introduction alone, he builds an argument with ideas from law, sociology, human ecology, urban planning, and demography, among other fields. Yet none of this disciplinary hopping detracts from the book's historical analysis, nor from its prose or narrative clarity. * Journal of Interdisciplinary History *In this engaging text, Rury explores societal conflict, boundary construction and maintenance, uneven power relations, the influence of public attitudes, and various other social conditions relevant to suburban expansion. Creating the Suburban School Advantage is an accessible and instructive monograph that will be a great addition to courses on the political, historical, or sociological dimensions of education. * American Historical Review *Table of ContentsIntroduction: Educating the Fragment Metropolis 1. Suburban and Urban Schools: Two Sides of a National Metropolitan Coin 2. Uniting and Dividing a Heartland Metropolis: Growth and Inequity in Postwar Kansas City 3. Fall from Grace: The Transformation of an Urban School System 4. Racialized Advantage: The Missouri Suburban School Districts 5. Conflict in Suburbia: Localism, Race, and Education in Johnson County, Kansas Epilogue: An Enduring Legacy of Inequality

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Book SynopsisIn Pursuing Truth, Mary J. Oates explores the roles that religious women played in teaching generations of college and university students amid slow societal change that brought the grudging acceptance of Catholics in public life. Across the twentieth century, Catholic women''s colleges modeled themselves on, and sometimes positioned themselves against, elite secular colleges. Oates describes these critical pedagogical practices by focusing on Notre Dame of Maryland University, formerly known as the College of Notre Dame of Maryland, the first Catholic college in the United States to award female students four-year degrees.The sisters and laywomen on the faculty and in the administration at Notre Dame of Maryland persevered in their work while facing challenges from the establishment of the Catholic Church, mainline Protestant churches, and secular institutions. Pursuing Truth presents the stories of the institution''s female founders, adminTable of ContentsIntroduction: Women's Education and the College of Notre Dame of Maryland 1. American Catholics and Female Higher Education: Founding Catholic Women's Colleges 2. Women Educating Women: Catholic Ways and Means 3. Divided or Diverse? Questions of Class, Race, and Religious Life 4. Educating Catholic Women: The Liberal and Practical Arts at the College of Notre Dame 5. Sectarian or Free? Catholic Identity on Trial in the 1960s and 1970s 6. "Convent Colleges": Social Mores and Educated Women Conclusion: A Catholic Women's Liberal Arts College

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Book SynopsisMore than fifty years after the civil rights movement, there are still glaring racial inequities all across the United States. In Rich Thanks to Racism, Jim Freeman, one of the country''s leading civil rights lawyers, explains why as he reveals the hidden strategy behind systemic racism. He details how the driving force behind the public policies that continue to devastate communities of color across the United States is a small group of ultra-wealthy individuals who profit mightily from racial inequality.In this groundbreaking examination of strategic racism, Freeman carefully dissects the cruel and deeply harmful policies within the education, criminal justice, and immigration systems to discover their origins and why they persist. He uncovers billions of dollars in aligned investments by Bill Gates, Charles Koch, Mark Zuckerberg, and a handful of other billionaires that are dismantling public school systems across the United States. He exposes how the greed of promiTrade ReviewThe book's strengths lie in centering the voices of those most harmed by strategic racism, the well-researched financial trail of spending to support the political agenda of a core group of the ultra-wealthy, and the examples of community-generated solutions to end systemic racism. Freeman does a great job supporting his claim that a small group of ultra-wealthy people are using strategic racism to undermine democracy and amass a disproportionate amount of wealth for themselves. * ILR Review *Table of ContentsIntrouction: Strategic Racism 1. The Racism Profiteers 2. The Squandered Brilliance of Our Disposable Youth 3. Tough-on-Crime for You, Serve-and-Protect for Me 4. From Jim Crow to Juan Crow 5. Defeating Goliath Conclusion: A Declaration of Interdependence

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Book SynopsisTable of ContentsIntroduction: The Question of Questions 1. The African School 2. Nowhere Else to Go 3. Willing Combatants 4. Six Rugged Years, All Uphill 5. From Charlotte to Milliken 6. Considering the Metropolis 7. The Urban-Suburban Program 8. The Age of Accountability Conclusion: Three Steps toward Change

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Book SynopsisAre colleges and universities in a period of unprecedented disruption? Is a bachelor''s degree still worth the investment? Are the humanities coming to an end? What, exactly, is higher education good for?In For the Common Good, Charles Dorn challenges the rhetoric of America''s so-called crisis in higher education by investigating two centuries of college and university history. From the community college to the elite research universityin states from California to MaineDorn engages a fundamental question confronted by higher education institutions ever since the nation''s founding: Do colleges and universities contribute to the common good?Tracking changes in the prevailing social ethos between the late eighteenth and early twenty-first centuries, Dorn illustrates the ways in which civic-mindedness, practicality, commercialism, and affluence influenced higher education''s dedication to the public good. Each ethos, long a part of American history and tradTrade ReviewIn teasing out the emergence of different social ethoses within higher education over time, Dorn has produced a book that offers insightful analysis on the past and important perspective to the present. * History of Education Quarterly *Charles Dorn has written an excellent historical overview of American higher education that diverges from other histories of the institution in several advantageous ways. Dorn's book is a gift to us. It is a model for combining analytical breadth and complexity and of using the particular to illuminate the general. It is now the best single-volume history of American higher education available. * Journal of American History *For the Common Good makes a strong contribution to the scholarship on American higher education through its close analysis of how the concept of civic-mindedness has continued to play out at so many different types of institutions in many different times and places. For the Common Good will make you think about both the historic and present role of higher education in the United States, and that is high praise. * New England Quarterly *

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Book SynopsisIn The Nature-Study Idea, Liberty Hyde Bailey articulated the essence of a social movement, led by ordinary public-school teachers, that lifted education out of the classroom and placed it into firsthand contact with the natural world. The aim was simple but revolutionary: sympathy with nature to increase the joy of living and foster stewardship of the earth.With this definitive edition, John Linstrom reintroduces The Nature-Study Idea as an environmental classic for our time. It provides historical context through a wealth of related writings, and introductory essays relate Bailey''s vision to current work in education and the intersection of climate change and culture. In this period of planetary turmoil, Bailey''s ambition to cultivate wonder (in adults as well as children) and lead readers back into the natural world is more important than ever.

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Book SynopsisThe idea that gender equality in education has been achieved is now a staple of public debate. As a result, educational policies and practices often do not deal explicitly with gender issues, such as sexual abuse, harassment or violence. Exaggeration of neoliberalism’s successes in creating individual opportunity in education conceals ongoing problems and ignores the continuing need for a fair and equal education for all, regardless of gender or sexuality. In this manifesto for education, Miriam David rejects the notion that gender equality has been achieved in our age of neoliberalism. She puts the focus back onto issues such as changing patterns of women’s and girls’ participation in education across the globe, feminist strategies for policy and legal interventions around human rights, and violence against women and children. She discusses waves of feminism linked to school-teaching and pedagogies in higher education as well as an illuminating case study of an international educational programme to challenge gender-related violence. Revealing neoliberal education to be ‘misogyny masquerading as metrics’, Miriam David argues for changes in the patriarchal rules of the game, including questioning ‘gender norms’ and stereotypical binaries, and for making personal, social, health and sexuality education mainstream.Trade Review"Gender eqaulity in our time? Not in education, argues David in this important work."Times Higher Education Supplement "At the heart of this rousing book is a call not to forget the gains and legacies of earlier feminist reforms while recognising the work that still needs to be done in new social and political circumstances and in response to obdurate problems of gender-related violence. […] Confronting and keeping visible these challenges for contemporary feminism, in the context of documenting its history of activism, is a key achievement of this fine book." Julie McLeod, British Journal of Sociology of Education Review SymposiumA Feminist Manifesto for Education […] opens up a generative space for further interrogation of what education to counter violence (in all its modes) might look like, and what might be its accompanying dangers. […] David's thoughtful book provokes important questions about how educators seeking to counter GRV [gender-related violence] and VAWG [violence against women and girls] might fold in discussions of violence perpetrated by individuals against other individuals with the violence of the state." Eve Mayes, British Journal of Sociology of Education Review Symposium"A passionate analysis of why we need to change 'the rules of the patriarchal and sexist game.' With scrupulous research and fascinating insights into a number of ongoing projects, Miriam David provides the necessary tools for all contemporary educators, and citizens, to start this vital task."Melissa Benn writes regularly for the Guardian and the New Statesman and is the author of The Truth About Our Schools"Once again, Miriam David leaves no stone unturned. Toggling back and forth between her comprehensive genealogy of past and present feminist interventions in gender and education and her important call for innovative feminist pedagogies and practices, David delivers a critical blueprint for transforming education for children and young people that will ultimately rid us of gender-related violence not only in the future but in the here and now." Ileana Jiménez, founder of Feminist Teacher"Miriam David’s vigorous manifesto for feminism and education brings together many strands of her work. She recognizes changes in feminism, and worldwide gains in girls' access to schooling - but also resistance, rising misogyny and sexualization, and continuing gendered violence. A strong, informed argument for new educational strategies for gender justice." Raewyn Connell, University of Sydney"Miriam David draws our attention to a lack of commitment on the part of governments to take consistent, comprehensive and supportive approaches to gender related violence.[...] Do read this strong and important book. [...] The issues have not gone away: they have become more urgent."Critical Professional LearningTable of ContentsIntroductionPART 1: Socio-Cultural and Political Backgrounds and ContextsChapter 1: Feminist Research on Gender and EducationChapter 2: Political Changes on Gender Equality in EducationChapter 3: Feminist Political Campaigns on Gender and ViolencePART 2: Feminist Waves about Gender Equalities and Gender ViolenceChapter 4: Changing Political Landscapes of Feminism: Waves and Educational Values?Chapter 5: Challenging Gender Violence for Children and Young People through EducationChapter 6: Reflections on a Feminist Educational Manifesto

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Book SynopsisThe idea that gender equality in education has been achieved is now a staple of public debate. As a result, educational policies and practices often do not deal explicitly with gender issues, such as sexual abuse, harassment or violence. Exaggeration of neoliberalism’s successes in creating individual opportunity in education conceals ongoing problems and ignores the continuing need for a fair and equal education for all, regardless of gender or sexuality. In this manifesto for education, Miriam David rejects the notion that gender equality has been achieved in our age of neoliberalism. She puts the focus back onto issues such as changing patterns of women’s and girls’ participation in education across the globe, feminist strategies for policy and legal interventions around human rights, and violence against women and children. She discusses waves of feminism linked to school-teaching and pedagogies in higher education as well as an illuminating case study of an international educational programme to challenge gender-related violence. Revealing neoliberal education to be ‘misogyny masquerading as metrics’, Miriam David argues for changes in the patriarchal rules of the game, including questioning ‘gender norms’ and stereotypical binaries, and for making personal, social, health and sexuality education mainstream.Trade Review"Gender eqaulity in our time? Not in education, argues David in this important work."Times Higher Education Supplement "At the heart of this rousing book is a call not to forget the gains and legacies of earlier feminist reforms while recognising the work that still needs to be done in new social and political circumstances and in response to obdurate problems of gender-related violence. […] Confronting and keeping visible these challenges for contemporary feminism, in the context of documenting its history of activism, is a key achievement of this fine book." Julie McLeod, British Journal of Sociology of Education Review SymposiumA Feminist Manifesto for Education […] opens up a generative space for further interrogation of what education to counter violence (in all its modes) might look like, and what might be its accompanying dangers. […] David's thoughtful book provokes important questions about how educators seeking to counter GRV [gender-related violence] and VAWG [violence against women and girls] might fold in discussions of violence perpetrated by individuals against other individuals with the violence of the state." Eve Mayes, British Journal of Sociology of Education Review Symposium"A passionate analysis of why we need to change 'the rules of the patriarchal and sexist game.' With scrupulous research and fascinating insights into a number of ongoing projects, Miriam David provides the necessary tools for all contemporary educators, and citizens, to start this vital task."Melissa Benn writes regularly for the Guardian and the New Statesman and is the author of The Truth About Our Schools"Once again, Miriam David leaves no stone unturned. Toggling back and forth between her comprehensive genealogy of past and present feminist interventions in gender and education and her important call for innovative feminist pedagogies and practices, David delivers a critical blueprint for transforming education for children and young people that will ultimately rid us of gender-related violence not only in the future but in the here and now." Ileana Jiménez, founder of Feminist Teacher"Miriam David’s vigorous manifesto for feminism and education brings together many strands of her work. She recognizes changes in feminism, and worldwide gains in girls' access to schooling - but also resistance, rising misogyny and sexualization, and continuing gendered violence. A strong, informed argument for new educational strategies for gender justice." Raewyn Connell, University of Sydney"Miriam David draws our attention to a lack of commitment on the part of governments to take consistent, comprehensive and supportive approaches to gender related violence.[...] Do read this strong and important book. [...] The issues have not gone away: they have become more urgent."Critical Professional LearningTable of ContentsIntroductionPART 1: Socio-Cultural and Political Backgrounds and ContextsChapter 1: Feminist Research on Gender and EducationChapter 2: Political Changes on Gender Equality in EducationChapter 3: Feminist Political Campaigns on Gender and ViolencePART 2: Feminist Waves about Gender Equalities and Gender ViolenceChapter 4: Changing Political Landscapes of Feminism: Waves and Educational Values?Chapter 5: Challenging Gender Violence for Children and Young People through EducationChapter 6: Reflections on a Feminist Educational Manifesto

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Book SynopsisBehind the scenes of Minnesota history, by way of the engaging life story of the state’s best-known and beloved political observer Professor Hy Berman (1925–2015) was, by most accounts, the face of public history in Minnesota for many decades—a peerless political observer and labor historian, popular lecturer and university professor, and familiar presence on the Twin Cities PBS show Almanac, dependably interpreting Minnesota history—and making some of his own. In Professor Berman: The Last Lecture of Minnesota’s Greatest Public Historian, readers encounter the Hy Berman audiences and students loved, telling stories as only he could—stories that are at once a close-up view of Minnesota history and a conversational self-portrait of a man who often found himself in the middle of that history even as it was unfolding. Berman came by his passion for history and politics naturally: as the “red diaper baby” of left-wing, Yiddish-speaking Polish immigrants in New York. With humor, sharp wit, and the insight of wisdom acquired over ninety years, he takes us back to that heady 1920s milieu that set him on a path that would one day lead to, among other adventures, a brush with the House Un-American Activities Committee, a role in a black student takeover on the University of Minnesota campus, and a lifelong alliance with Minnesota’s “Happy Warrior” for civil rights, Hubert Humphrey. Featuring an all-star cast of the state’s politicians (from Humphrey to Rudy Perpich, Harold Stassen, Arne Carlson, and Jesse Ventura) and full of engaging, often surprising anecdotes, Berman’s “last lecture” describes a rich life devoted to teaching that reached far beyond the classroom—and that found the professor translating history for an avid TV audience, helping to appoint the state’s first female Supreme Court justice, and testifying at Minnesota’s landmark tobacco trial. Edited and with an Introduction and Afterword by long-time Twin Cities journalist Jay Weiner, Hy Berman’s final lecture is a strong and powerful contribution to Minnesota’s story.Trade Review"Professor Hy Berman’s ‘Last Lecture’ is an incredible lesson for anyone interested in Minnesota and Jewish history. His stories are captivating, and details of his personal relationships, conversations, and experiences bring alive facts of history we all learned but never truly understood. This book should be required reading for any student of history—that is, each and every one of us."—Marcia Zimmerman, Alvin and June Perlman Senior Rabbinic Chair, Temple Israel, Minneapolis"We know more about Minnesota's history because of Hy Berman. If you watched Hy on television—and especially if you didn’t—you will learn a lot from this book."—Eric Eskola, co-host of Twin Cities Public Television’s Almanac"A product of the Yiddish-speaking, red-diaper-baby Bronx, Hy Berman became the embodiment of what is best in Minnesota and its land-grant university. He lived, taught, modeled, and preached egalitarianism, public citizenship, intellectual honesty, and humility. Jay Weiner has done a great service to both history and letters in elegantly weaving this autobiography from the brilliant, vivid miscellany of writings and interviews that Berman left behind at his death. Anyone interested in labor history, higher education, the Jewish Left, and so many other subjects in Berman's questing mind will be grateful for this memoir."—Samuel G. Freedman, author of Letters to a Young Journalist

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Book SynopsisA compelling history of school desegregation and activism in San Francisco The picture of school desegregation in the United States is often painted with broad strokes of generalization and insulated anecdotes. Its true history, however, is remarkably wide ranging. Class Action tells the story of San Francisco’s long struggle over school desegregation in the wake of the 1954 U.S. Supreme Court decision Brown v. Board of Education. San Francisco’s story provides a critical chapter in the history of American school discrimination and the complicated racial politics that emerged. It was among the first large cities outside the South to face court-ordered desegregation following the Brown rulings, and it experienced the same demographic shifts that transformed other cities throughout the urban West. Rand Quinn argues that the district’s student assignment policies—including busing and other desegregative mechanisms—began as a remedy for state discrimination but transformed into a tool intended to create diversity. Drawing on extensive archival research—from court docket files to school district records—Quinn describes how this transformation was facilitated by the rise of school choice, persistent demand for neighborhood schools, evolving social and legal landscapes, and local community advocacy and activism.Class Action is the first book to present a comprehensive political history of post-Brown school desegregation in San Francisco. Quinn illuminates the evolving relationship between jurisprudence and community-based activism and brings a deeper understanding to the multiracial politics of urban education reform. He responds to recent calls by scholars to address the connections between ideas and policy change and ultimately provides a fascinating look at race and educational opportunity, school choice, and neighborhood schools in the aftermath of Brown v. Board of Education.Trade Review"Class Action offers a rigorous and well-written account of school desegregation in one of America’s most important cities. Crucially, Rand Quinn traces the long trajectory of school desegregation from 1971 to 2005, revealing a nuanced portrait of how courts and multiracial communities fought for and against policy changes. This is an important and much needed book."—Matthew Delmont, author of Why Busing Failed: Race, Media, and the National Resistance to School Desegregation

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Book SynopsisA compelling history of school desegregation and activism in San Francisco The picture of school desegregation in the United States is often painted with broad strokes of generalization and insulated anecdotes. Its true history, however, is remarkably wide ranging. Class Action tells the story of San Francisco’s long struggle over school desegregation in the wake of the 1954 U.S. Supreme Court decision Brown v. Board of Education. San Francisco’s story provides a critical chapter in the history of American school discrimination and the complicated racial politics that emerged. It was among the first large cities outside the South to face court-ordered desegregation following the Brown rulings, and it experienced the same demographic shifts that transformed other cities throughout the urban West. Rand Quinn argues that the district’s student assignment policies—including busing and other desegregative mechanisms—began as a remedy for state discrimination but transformed into a tool intended to create diversity. Drawing on extensive archival research—from court docket files to school district records—Quinn describes how this transformation was facilitated by the rise of school choice, persistent demand for neighborhood schools, evolving social and legal landscapes, and local community advocacy and activism.Class Action is the first book to present a comprehensive political history of post-Brown school desegregation in San Francisco. Quinn illuminates the evolving relationship between jurisprudence and community-based activism and brings a deeper understanding to the multiracial politics of urban education reform. He responds to recent calls by scholars to address the connections between ideas and policy change and ultimately provides a fascinating look at race and educational opportunity, school choice, and neighborhood schools in the aftermath of Brown v. Board of Education.Trade Review"Class Action offers a rigorous and well-written account of school desegregation in one of America’s most important cities. Crucially, Rand Quinn traces the long trajectory of school desegregation from 1971 to 2005, revealing a nuanced portrait of how courts and multiracial communities fought for and against policy changes. This is an important and much needed book."—Matthew Delmont, author of Why Busing Failed: Race, Media, and the National Resistance to School Desegregation

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Book SynopsisHow the Great Recession revealed a system of school choice built on crisis, precarity, and exclusion What do universal rights to public goods like education mean when codified as individual, private choices? Is the “problem” of school choice actually not about better choices for all but, rather, about the competition and exclusion that choice engenders—guaranteeing a system of winners and losers? Unsettling Choice addresses such questions through a compelling ethnography that illuminates how one path of neoliberal restructuring in the United States emerged in tandem with, and in response to, the Civil Rights movement. Drawing on ethnographic research in one New York City school district, Unsettling Choice traces the contestations that surfaced when, in the wake of the 2007–2009 Great Recession, public schools navigated austerity by expanding choice-based programs. Ujju Aggarwal argues that this strategy, positioned as “saving public schools,” mobilized mechanisms rooted in market logics to recruit families with economic capital on their side, thereby solidifying a public sphere that increasingly resembled the private—where contingency was anticipated and rights for some were marked by intensified precarity for poor and working-class Black and Latinx families. As Unsettling Choice shows, these struggles over public schools—one of the last remaining universal public goods in the United States—were entrapped within neoliberal regimes that exceeded privatization and ensured exclusion even as they were couched in language of equity, diversity, care, and rights. And yet this richly detailed and engaging book also tracks an architecture of expansive rights, care, and belonging built among poor and working-class parents at a Head Start center, whose critique of choice helps us understand how we might struggle for—and reimagine—justice, and a public that remains to be won. Retail e-book files for this title are screen-reader friendly with images accompanied by short alt text and/or extended descriptions.Trade Review "Brilliant in her artistry, Ujju Aggarwal carries us across narrative maps of an extraordinary set of relations. Her geographic analysis compels us into tense and complex terrains of partition and possibility: neighborhood, community, and school. Unsettling Choice exquisitely collides scale to consider vast histories and conditions of publics, choice, gentrification, abandonment, and more while simultaneously centering the profoundly intimate, local story of a group of women practicing radical care. Read this book, and be moved and transformed."—Sabina Vaught, coauthor of The School-Prison Trust "Unsettling Choice combines ethnographic encounters with race theory emanating from Black studies and critical geography to present a nuanced understanding of how education and housing are structurally formed by race, class, and gender. Ujju Aggarwal's book is a must-read to understand the racialized violence inherent within one of the most fundamental aspects of education in the United States: the logic of choice."—Damien M. Sojoyner, author of First Strike: Educational Enclosures in Black Los Angeles

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Book SynopsisTraces the University of Rochester's development from a small college housed in a former hotel in 1850 to its place as a leading research university in 2005. This volume traces the University of Rochester's development from a small college housed in a former hotel in 1850 to its place as a leading research university in 2005. The story is told in eight chapters, each of which chronicles the major issues and decisions the University's leaders faced. Highlights of the story include the University's founding in a city known as the first "western" boomtown; the university's relationship in the early twentieth century with Rochester benefactor George Eastman, which enabled the establishment of world-class schools of music and medicine; and the achievements of Rochester faculty members as researchers on war-related endeavors during World WarII. Author Janice Bullard Pieterse sets her history of the university in the context not only of the fortunes of its home city but of trends and issues in American higher education over the last 150 years. Janice Bullard Pieterse is a freelance writer and journalist in Rochester, New York.Table of ContentsForeword Foundation: Martin Brewer Anderson, 1853-1888; David Jayne Hill, 1889-1896 Transformation: Rush Rhees, 1900-1935 Modern Thought and Old Ideals: Alan Chester Valentine, 1935-1950 A Dynamic Attitude: Cornelis W. de Kiewiet, 1951-1961 Expansion: W. Allen Wallis, 1962-1970 The Longest View of Time: Robert L. Sproull, 1970-1984 Passion for the Place: G. Dennis O'Brien, 1984-1994 Renaissance: Thomas H. Jackson, 1994-2005 Afterword Acknowledgments Sources Image Credits Index

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Book SynopsisExamines material culture and the act of institution creation, especially through architecture and landscape, to recount a deeper history of the lives of African American women in the post-Civil War South. This volume focuses broadly on the history of the social welfare reform work of nineteenth-century African American women who founded industrial and normal schools in the American South. Through their work in architecture and education, these women helped to memorialize the trauma and struggle of black Americans. Author Angel David Nieves tells the story of women such as Elizabeth Evelyn Wright (1872-1906), founder of the Voorhees Industrial School (now Voorhees College) in Denmark, South Carolina, in 1897, who not only promoted a program of race uplift through industrial education but also engaged with many of the pioneering African American architects of the period to design a school and surrounding community. Similarly, Jane (Jennie) Serepta Dean (1848-1913), a former slave, networked with elite Northern white designers to found the Manassas Industrial School in Manassas, Virginia, in 1892. An Architecture of Education examines the work of these women educators and reformers as a form of nascent nation building, noting the ways in which the social and political ideology of race uplift and gendered agency that they embodied was inscribed on the built environment through the design and construction of these model schools. In uncovering these women's role in the shaping of African American public spheres in the post-Reconstruction South, the book makes an important contribution to the history of African Americans' long struggle for equality and civil rights in the United States. Angel David Nieves is Professor of History and Digital Humanities at San Diego State University.Trade ReviewNieves reveals an understudied dimension of black women's important work within the industrial school movement. Moreover, he has contributed to a growing trend toward the recovery of black women's intellectual labor, especially that of poor and working-class black women. * JOURNAL OF AFRICAN AMERICAN HISTORY *An illuminating read...It is valuable in helping the lay person understand better the context and challenges to education provision in America's deep south, including attitudes to the education of African Americans at the time, and the pervasive effect of Jim Crow laws and organisations such as the Ku Klux Klan. * WOMEN'S HISTORY REVIEW *An Architecture of Education opens doors to new actors, places, and topics in architectural history - ones that architectural historians should take note of, learn from, and pursue. * CAA REVIEWS *In this compelling history, Angel David Nieves provides a fresh new view of the establishment of African American educational institutions through a consideration of the critical spatial history of the late nineteenth century. A nuanced examination of the architectural and social history of this period, this volume also recounts the extraordinary achievements of two black women educators, Elizabeth Evelyn Wright and Jennie Dean, who founded and built, respectively, Voorhees College and the Manassas Industrial School. Readers of all backgrounds will find this volume to be both absorbing and elucidating. -- Henry Louis Gates Jr., Alphonse Fletcher University Professor, Harvard UniversityAngel Nieves's important study An Architecture of Education reframes our understanding of the racial and spatial politics of American life by focusing on the building of Black college campuses as critical to the shaping of the American education system. By inserting the contributions of Black women institution-builders Jennie Dean and Elizabeth Evelyn Wright into the dialogue on racial landscapes of the nineteenth and twentieth centuries, Nieves reminds us that the built environment is deeply implicated in the racial ordering of American life. -- Brittney Cooper, author of Beyond Respectability: The Intellectual Thought of Race WomenIn this innovative study, Angel David Nieves highlights the vital institutional and intellectual work of black women educators in the post-Civil War South. These women take center stage as savvy institution builders who devised various strategies to improve the social and economic conditions of people of African descent in the United States. Their unwavering commitment to nation building, political self-determination, and education laid the groundwork for a new generation of black women activists and intellectuals engaged in the struggle for civil rights in the decades to follow. -- Keisha N. Blain, author of Set the World on Fire: Black Nationalist Women and the Global Struggle for FreedomAn Architecture of Education showcases how interdisciplinary methodologies can help scholars overcome the silencing of African American women in traditional documentary archives. [...] Readers interested in African American intellectual history, educational history, and the history of architecture will welcome this concise analysis of the contest over racialized landscapes in the "New South." * H-SAWH *Table of ContentsIntroduction Contested Monument-Making and the Crisis of the Lost Cause, 1865-1920 The Impact of Chicago's "White City" on African American Placemaking Tuskegee Utopianism: Where American Campus Planning Meets Black Nationalism The "Race Women" Establishment: Elizabeth Evelyn Wright, Jennie Dean, and Their All-Black Schools Manassas and Voorhees: Models of Race Uplift Historically Black Colleges and Universities: In Service to the Race Notes Bibliography

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Book SynopsisWhen the University of Notre Dame announced that President Barack Obama would speak at its 2009 Commencement and would receive an honorary doctor of laws degree, the reaction was more than anyone expected. Students, faculty, alumni, and friends of Notre Dame denounced the honoring of Obama, who is the most relentlessly pro-abortion public official in the world. Beyond abortion, Obama has taken steps to withdraw from health-care professionals the right of conscientious objection. Among them are thousands of Notre Dame alumni who will be forced to choose between continuing their profession and participating in activities they view as immoral, including the execution of the unborn. And they will be forced to that choice by the politician upon whom their alma mater confers its highest honors. (Mary Ann Glendon, distinguished Harvard law professor and former ambassador to the Vatican, felt obliged to turn down the prestigious Laetare Medal because of this.) Notre Dame’s honoring of Obama is not merely a “Catholic” thing. Many thousands of citizens with no Catholic or Notre Dame connections have protested it. They see it as a capitulation of faith to expedience and the pursuit of vain prestige. Obama’s record and stated purposes are hostile to the most basic truths of faith and the natural law affirmed by the Catholic Church and by many others. Four decades ago, in 1967, the major “Catholic” universities declared their “autonomy” from the Catholic Church in the Land O’Lakes Declaration. The honoring of Obama reflects the replacement by those universities of the benign authority of the Church with the politically correct standards of the secular academic establishment and, especially, of the government. There is a lesson here for all Americans. Notre Dame fell into relativism and expediency because it rejected the Church as the authentic interpreter of the moral law. In this post-Christian era, American culture is following a similar path by reducing morality to the unguided consensus of individual choices. If no code of right and wrong has moral authority – not even the Ten Commandments – then society is ruled by the conflict of interests, and might makes right. The jurisprudence of such relativism is legal positivism in which no law can be criticized as unjust because no one can know what is “just.” What Happened to Notre Dame? by Charles E. Rice, with an Introduction by Alfred Freddoso – two of Notre Dame’s most distinguished scholars, who together have served the University for over 70 years – first recounts the details of Notre Dame’s honoring of President Obama. It then examines the succession of fall-back excuses offered by the Notre Dame President Rev. John I. Jenkins, c.s.c., and University publicists to justify Notre Dame’s defiance of the nation’s bishops and of Catholic teaching. But Rice is not content with mere reportage. What Happened to Notre Dame?diagnoses the problem’s roots by first providing an overview of the Land O’Lakes Declaration, its inception and its aftermath, including the ways in which its false autonomy from the Church has led to an erosion of the Catholic identity of Notre Dame and other Catholic universities. Then, it offers a cure. Christ, who is God, is the author of the divine law and the natural law. The book presents reasons why an acknowledged interpreter of these laws is necessary, and why that interpreter has to be the Pope exercising the Magisterium, or teaching authority of the Church. And it shows why it is so important that we have such a moral interpreter for all citizens and not just for Catholics. The alternative is what Pope Benedict XVI calls the “dictatorship of relativism,” which the book analyzes. Even for those who do not share the Catholic faith, our reason leads us to conclude that the natural law is the only moral code that makes entire sense and points to the conclusion that the Vicar of Christ is uniquely suited to give authoritative interpretation to that law. In the final chapter Rice shows why great good can come out of Notre Dame’s blunder in rendering its highest honors to such an implacable foe. Notre Dame got itself into such a mess because it attempted to be Catholic without the Church and ended up defying the Church and disgracing itself. But good can result from the lesson here that roll-your-own morality is no more tenable than roll-your-own Catholicism. * * * * * Rice shows why what happened to Notre Dame is symptomatic of what’s happening in other Catholic colleges, indeed colleges with non-Catholic religious affiliations. He shows how the abandonment of principle at the college level spills over to the general culture, with devastating effect, as religious standards get pushed out of the public square. And, finally, he shows why people who have never seen the Golden Dome, never rooted for the Fighting Irish, and never graced a Catholic Church, also have a stake in what happened to Notre Dame.Table of ContentsAcknowledgments ixIntroduction by Alfred J. Freddoso xi 1. Invitation and Reaction 1 2. The Justification: Abortion as Just Another Issue 9 3. The Justification: The Bishops’ Non-Mandate 18 4. The Obama Commencement 25 5. ND Response 34 6. Land O’Lakes 42 7. Autonomy at Notre Dame: “A Small Purdue with a Golden Dome”? 54 8. Autonomy at Notre Dame: The “Research University” 57 9. Autonomy at Notre Dame: A Catholic Faculty? 62 10. Autonomy at Notre Dame: Academic Freedom? 68 11. Autonomy at Notre Dame: The Politicization of Abortion 76 12. The Magisterium: Why Notre Dame Needs It 92 13. The Magisterium and the Dictatorship of Relativism 103 14. The Magisterium: Protector of Conscience and Freedom 110 15. God Is Love 118 16. Of Human Life 123 17. Love in Truth 130 18. In Hope We Were Saved 139 19. The Question of Truth: Can “Autonomy” Be Fixed? 143 20. Postscript: Notre Dame as a Lesson for Everyone 153Appendix: Talk for ND Response – Sunday, May 17, 2009 by Rev. Wilson D. Miscamble, c.s.c. 156Endnotes 163Index 181

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Book SynopsisAn exploration of a surprisingly combative period in the history of English grammar. Heated arguments can break out over many things: slander, insults to a person’s honor—and, during one period in English history, grammar. In his new book detailing the controversies and fraught histories that accompanied efforts to regularize English grammar, Bryan A. Garner shows that the grammarians of the eighteenth and nineteenth centuries were a surprisingly contentious and opinionated lot. ​Taming the Tongue in the Heyday of English Grammar (1711–1851) makes the primers of the period come alive in ways that their concerned and idiosyncratic authors might not have envisioned. The entries in Taming the Tongue—which has nearly five hundred color illustrations—are packed with scrupulously recorded information on the content and publication details of the primers, as well as tantalizing tales from the authors’ lives. Combining scholarly rigor with lively anecdotes, Garner sheds light on the controversies and unexpectedly fiery histories of English grammatical disputes.Trade Review“Wryly written and richly illustrated. . . Captivating stories of flawed individuals seeking tidy perfection in the glorious mess that is English.” * Times Literary Supplement *Table of ContentsPrefaceA Short PrehistoryAbbreviationsThe 100 ItemsA Short Posthistory on GrammarsThe Case of the Variable Parts of SpeechThe Various Configurations for Parts of SpeechPostlude: No. 101Appendix A: Some Curiosities in the StacksAppendix B: Interesting Artwork in BooksNot ExhibitedAppendix C: Interesting Owners’InscriptionsBibliographyIndex

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Book SynopsisAt its heart are the National Education Association’s “Status of the American Public School Teacher” surveys, which are conducted every five years and offer unprecedented insights into the professional lives and experiences of teachers nationwide. This volume analyses and summarises the survey’s findings, while also offering commentaries on the findings from leading figures in the worlds of education, business, politics, and research.

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Book SynopsisExploring the field of peace education, the bulk of the book analyzes and critically evaluates contemporary schools and universities. Providing some successful and not-so-successful alternative school and university projects and experiments, the book proposes peace and development education as a life process and presents a whole array of non-conventional tools and approaches. The unique feature of the book is that instead of putting emphasis on teaching peace and development, it insists on being and becoming what we teach. It makes a great textbook for education courses and programs, and a good handbook for peace educators and peace researchers around the world. The authors of the book are two teachers who are not attached to any regular educational institution anywhere in the world and are qualified to say what they have said in the book. The two authors have played significant, instrumental roles in promoting peace studies.

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Book SynopsisThis volume brings together an impressive array of respected scholars to examine the varied and complex ways in which peers influence adolescents’ beliefs and behaviours in the school context. The breadth of peer influence on academic and social adjustment is evident in the wide variety of topics covered in the present volume. Throughout the chapters, scholars provide unique insights regarding the complex ways that the academic and social spheres of adolescents’ lives are interconnected. Collectively, the chapters in this volume expand current knowledge and theory in peer relations research by (a) exploring different types of peer relations (e.g., close friendships, peer groups) and different peer dynamics (e.g., popularity, bullying) that emerge in the school context, (b) examining different processes that explain why and how peers influence each other in school, (c) considering developmental issues during adolescence that may be critical to understanding peers and adjustment at school and (d) providing information about how teacher practices or programs influence peer relations and school adjustment. Peer Relationships and Adjustment in School is an important volume for researchers and practitioners interested in social development, peer relationships and youth engagement and achievement in school.

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Book SynopsisOnce the province and tool of elite learning in American society, and the core of the Humanities, the study of the Classics now occupies a tenuous place on the margins of curriculum in most public schools. Administrators of schools and districts with limited resources, teachers, and students of ancient Greek and Roman culture and language confront many questions regarding the relevance and utility of including the Classics in education that must address modern challenges. In this book, Toni Ryan argues that the Classics provide students with a uniquely wide range of opportunities for critical examination of the connections among language, cultural constructions of power and knowledge, and oppression in society. She proposes a rationale for incorporating a critical approach to classical studies in American public schools as a path to exploring social justice issues. Critical pedagogy in Classics offers a platform for illuminating paths for critical awareness, reflection, and action in the quest to understand and address the broad concerns of social justice. Ryan asserts the potential for education in Classics to be reconstructed to empower and emancipate, particularly through the exploration of philosophical questions that have been pondered in classical cultures (and in classical studies) since antiquity. For public school educators and students, the examination of classical language and culture allows us to safely explore critical questions in an admittedly unsafe world. Those questions that are eternally ours, that are eternally centered in the human condition, are the province of Classics.

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Book SynopsisOnce the province and tool of elite learning in American society, and the core of the Humanities, the study of the Classics now occupies a tenuous place on the margins of curriculum in most public schools. Administrators of schools and districts with limited resources, teachers, and students of ancient Greek and Roman culture and language confront many questions regarding the relevance and utility of including the Classics in education that must address modern challenges. In this book, Toni Ryan argues that the Classics provide students with a uniquely wide range of opportunities for critical examination of the connections among language, cultural constructions of power and knowledge, and oppression in society. She proposes a rationale for incorporating a critical approach to classical studies in American public schools as a path to exploring social justice issues. Critical pedagogy in Classics offers a platform for illuminating paths for critical awareness, reflection, and action in the quest to understand and address the broad concerns of social justice. Ryan asserts the potential for education in Classics to be reconstructed to empower and emancipate, particularly through the exploration of philosophical questions that have been pondered in classical cultures (and in classical studies) since antiquity. For public school educators and students, the examination of classical language and culture allows us to safely explore critical questions in an admittedly unsafe world. Those questions that are eternally ours, that are eternally centered in the human condition, are the province of Classics.

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Book SynopsisThis volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volume One and Volume Two focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis-à-vis addressing social issues in the classroom. Volume Three addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

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Book SynopsisThis volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volume One and Volume Two focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis-à-vis addressing social issues in the classroom. Volume Three addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

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Book SynopsisThis book is premised upon the assumption that the core purpose of universities is to create, preserve, transmit, validate, and find new applications for knowledge. It is written in the perspective of critical university studies, in which university governance processes should take ideas and discourse about ideas seriously, far more seriously than they are often taken within many of to day's universities, since doing so is the key to achieving this purpose. Specifically, we assert that the best way for universities to take ideas seriously, and so to best achieve their purpose, is to consciously recognize and conserve the entire range of available ideas. Though the current emphasis upon factors such as student headcounts, increased efficiency and job creation are undoubtedly important, far more is at stake in universities than only these factors.From this premise, we deduce insights and arguments about academic freedom, as well as factors such control and monitoring of the market place of ideas, the structure of information flows within universities, the role of language in university governance, and relationships between administrators, faculty members and students. We identify impediments to achieving the core purpose of universities, including the idea vetting systems of authoritarianism, corporatism, illiberalism, supernaturalism and political correctness. We elucidate how these impediments inhibit successful achievement of the core purpose of the university. In response to these impediments we prescribe relatively autonomous universities characterized by openness, transparency, dissent, and the maintenance of balance between conflicting perspectives, values, and interests.

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Book SynopsisThis book is premised upon the assumption that the core purpose of universities is to create, preserve, transmit, validate, and find new applications for knowledge. It is written in the perspective of critical university studies, in which university governance processes should take ideas and discourse about ideas seriously, far more seriously than they are often taken within many of to day's universities, since doing so is the key to achieving this purpose. Specifically, we assert that the best way for universities to take ideas seriously, and so to best achieve their purpose, is to consciously recognize and conserve the entire range of available ideas. Though the current emphasis upon factors such as student headcounts, increased efficiency and job creation are undoubtedly important, far more is at stake in universities than only these factors.From this premise, we deduce insights and arguments about academic freedom, as well as factors such control and monitoring of the market place of ideas, the structure of information flows within universities, the role of language in university governance, and relationships between administrators, faculty members and students. We identify impediments to achieving the core purpose of universities, including the idea vetting systems of authoritarianism, corporatism, illiberalism, supernaturalism and political correctness. We elucidate how these impediments inhibit successful achievement of the core purpose of the university. In response to these impediments we prescribe relatively autonomous universities characterized by openness, transparency, dissent, and the maintenance of balance between conflicting perspectives, values, and interests.

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Book SynopsisThe idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration from veteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing to write and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the ""formal"" inquiry into women's lives as leaders back in the 1980s) without being able to push forward with ""new"" information or ideas for change. In essence, the concerns and questions that were posed from some veteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?; and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered with their own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership that were highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn't happened?The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we are today (and reports the status of girls who are positioned to continue the ""good fight"" that began many years ago) and that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities and knowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing for change through policy, advocacy, and activism. The final chapter presents themes that emerged from the individual chapters and sets forth an agenda to move forward with the study of women in leadership.

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Book SynopsisThe idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration from veteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing to write and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the ""formal"" inquiry into women's lives as leaders back in the 1980s) without being able to push forward with ""new"" information or ideas for change. In essence, the concerns and questions that were posed from some veteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?; and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered with their own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership that were highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn't happened?The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we are today (and reports the status of girls who are positioned to continue the ""good fight"" that began many years ago) and that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities and knowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing for change through policy, advocacy, and activism. The final chapter presents themes that emerged from the individual chapters and sets forth an agenda to move forward with the study of women in leadership.

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