History of education Books
Information Age Publishing Caring Leadership in Turbulent Times: Tackling
Book SynopsisThis book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations.Few attempts have been made to write a book about women’s work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization.Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace.Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, Canada; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.
£47.45
Information Age Publishing Caring Leadership in Turbulent Times: Tackling
Book SynopsisThis book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations.Few attempts have been made to write a book about women’s work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization.Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace.Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, USA; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.
£87.40
Information Age Publishing Creating Visions for University - School
Book SynopsisIn keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University - School Partnerships, a volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field. The range of authors from the Prek-16 arena illustrates the ways in which professional development schools generate possible solutions to the complex problems facing educators. The diversity of their work represents perspectives of classroom teachers, preservice teachers, school leaders, and university faculty who grapple with identifying “ways of knowing” and “ways of doing” that enhance educational outcomes for Prek-12 students while also serving to transform the profession. The volume’s contents of 19 chapters divided into four areas: (1) Clinically Rich Practices (2) PDS Stakeholders’ Perspectives (3) Enriching Content Area Instruction (4) Family Engagement, gives us a more vivid picture of the work that partnerships are doing to fulfill the PDS promise for improving teaching and learning at every level.
£47.45
Information Age Publishing Creating Visions for University - School
Book SynopsisIn keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University - School Partnerships, a volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field. The range of authors from the Prek-16 arena illustrates the ways in which professional development schools generate possible solutions to the complex problems facing educators. The diversity of their work represents perspectives of classroom teachers, preservice teachers, school leaders, and university faculty who grapple with identifying “ways of knowing” and “ways of doing” that enhance educational outcomes for Prek-12 students while also serving to transform the profession. The volume’s contents of 19 chapters divided into four areas: (1) Clinically Rich Practices (2) PDS Stakeholders’ Perspectives (3) Enriching Content Area Instruction (4) Family Engagement, gives us a more vivid picture of the work that partnerships are doing to fulfill the PDS promise for improving teaching and learning at every level.
£87.40
Arc Humanities Press Why Study the Middle Ages?
Book Synopsis
£20.13
Arc Humanities Press French Lessons in Late-Medieval England: The
Book Synopsis
£120.42
University of South Carolina Press Struggling to Learn: An Intimate History of
Book SynopsisThe battle for equality in education during the civil rights era came at a cost to Black Americans on the frontlines. In 1964 when fourteen-year-old June Manning Thomas walked into Orangeburg High School as one of thirteen Black students selected to integrate the all-White school, her classmates mocked, shunned, and yelled racial epithets at her. The trauma she experienced made her wonder if the slow-moving progress was worth the emotional sacrifice. In Struggling to Learn, Thomas, revisits her life growing up in the midst of the civil rights movement before, during, and after desegregation and offers an intimate look at what she and other members of her community endured as they worked to achieve equality for Black students in K-12 schools and higher education.Through poignant personal narrative, supported by meticulous research, Thomas retraces the history of Black education in South Carolina from the post-Civil War era to the present. Focusing largely on events that took place in Orangeburg, South Carolina, during the 1950s and 1960s, Thomas reveals how local leaders, educators, parents, and the NAACP joined forces to improve the quality of education for Black children in the face of resistance from White South Carolinians. Thomas's experiences and the efforts of local activists offer relevant insight because Orangeburg was home to two Black colleges—South Carolina State University and Claflin University—that cultivated a community of highly educated and engaged Black citizens. With help from the NAACP, residents filed several lawsuits to push for equality. In the notable Briggs v. Elliott, Black parents in neighboring Clarendon County sued the school board to challenge segregation after the county ignored their petitions requesting a school bus for their children. That court case became one of five that led to Brown v. Board of Education and the landmark 1954 decision that declared school segregation illegal. Despite the ruling, South Carolina officials did not integrate any public schools until 1963 and the majority of them refused to admit Black students until subsequent court cases, and ultimately the intervention of the federal government, forced all schools to start desegregating in the fall of 1970.In Struggling to Learn, Thomas reflects on the educational gains made by Black South Carolinians during the Jim Crow and civil rights eras, how they were achieved, and why Black people persisted despite opposition and hostility from White citizens. In the final chapters, she explores the current state of education for Black children and young adults in South Carolina and assesses what has been improved and learned through this collective struggle.
£35.83
University of South Carolina Press Schooling the Movement: The Activism of Southern
Book SynopsisA fresh examination of an underexplored aspect of the civil rights movement–teacher activismDrawing on oral history interviews and archival research, Schooling the Movement examines the pedagogical activism and vital contributions of Black teachers throughout the Black freedom struggle. By illuminating teachers' activism during the long civil rights movement, the editors and contributors connect the past with the present, contextualizing teachers longstanding role as advocates for social justice. Schooling the Movement moves beyond the prevailing understanding that activism was defined solely by litigation and direct-action forms of protest. The authors in this volume broaden our conceptions of what it meant to actively take part in or contribute to the civil rights movement.
£26.96
University of South Carolina Press Steady and Measured: Benner C. Turner, A Black
Book SynopsisReassesses the career of Benner C. Turner, the polarizing African American president at South Carolina State College during the civil rights eraTravis D. Boyce considers the full sweep of Benner C. Turner's life and career in the context of the contrary pressures of white and Black authority. Borrowing an expression from Michelle Obama's remarks to the 2016 Democratic National Convention, Boyce casts Turner, long-serving president of South Carolina State University, as a steady and measured leader who preserved the limited resources his historically Black institution possessed in the face of often hostile social, political, and economic power structures. Previous accounts of Turner and his SC State presidency portray him as unwilling to criticize the state's white power structure and unable to contend with their open resistance to civil rights. Boyce argues that the modern view of Turner flattens a complex terrain, often relying selectively on hostile sources, underplaying the political constraints on presidents of publicly funded HBCUs in the South. Considering Turner in a richer context, with a deep awareness of Turner's early life formative influences, Boyce provides a more complete critical examination of his leadership in trying times.
£73.50
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£44.96
Information Age Publishing Curriculum Windows: What Curriculum Theorists of
Book SynopsisCurriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms.The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today?The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.
£82.80
Information Age Publishing The Pursuit of Excellence: Kentucky State
Book Synopsis
£44.93
Information Age Publishing The Pursuit of Excellence: Kentucky State
Book Synopsis
£80.54
Information Age Publishing On Indian Ground: The Southwest
Book SynopsisOn Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/ Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices.On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence.The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
£47.45
Information Age Publishing On Indian Ground: The Southwest
Book SynopsisOn Indian Ground: The Southwest is one of ten regionally focused texts that explores American Indian/ Alaska Native/Native Hawaiian education in depth. The text is designed to be used by educators of native youth and emphasizes best practices found throughout the state. Previous texts on American Indian education make wide-ranging general assumptions that all American Indians are alike. This series promotes specific interventions and relies on native ways of knowing to highlight place-based educational practices.On Indian Ground: The Southwest looks at the history of Indian education within the southwestern states. The authors also analyze education policy and tribal education departments to highlight early childhood education, gifted and talented educational practice, parental involvement, language revitalization, counseling, and research. These chapters expose cross-cutting themes of sustainability, historical bias, economic development, health and wellness, and cultural competence.The intended audience for this publication is primarily those educators who have American Indian/Alaska Native/Native Hawaiian students in their educational institutions. The articles range from early childhood and head start practices to higher education, including urban, rural and reservation schooling practices. A secondary audience: American Indian education researcher.
£87.40
Information Age Publishing Cultivating Rural Education
Book SynopsisRural life is more complex than it is perhaps credited. This edited volume explores several themes that highlight such complexities, particularly in terms of what they imply for rural teaching and learning. These themes include the geographic, demographic, and socioeconomic diversity within and across rural communities; the notion that rurality is not a deficit but rather a context; and the array of novel and interesting ways to build upon rural assets and overcome challenges so that rural students are not afforded fewer educational opportunities simply by virtue of their zip code. More practically, this book offers counsel for readers who may be interested in learning more about rural circumstances so that they can make informed and responsive decisions about policies and programs targeting rural students, educators, and schools.Trade ReviewMaking appropriate decisions about policy and practice in rural education settings demands an understanding of rural communities and the nuances of rural lifeways that are not standard fare in most decision-makers' professional backgrounds and preparation. This book clearly and insightfully helps guide readers to those understandings, offering a valuable resource both for individuals with nonrural backgrounds (as a thorough introduction to the salient contexts of rural education) and for those with rural backgrounds (as a guide for framing/reframing and clarifying their existing understandings)."" — Jerry D. Johnson, Professor and Lydia E. Skeen, Endowed Chair in Education, Kansas State University""Howley and Redding have co-edited a book that brings to life the complexity of rural people and places and helps readers understand what this complexity means for rural education. The range of voices and research in Cultivating Rural Education demonstrates how varied rural places are, how real the educational challenges rural schools and districts face are, and how much strength and ingenuity rural people bring to the table to address those challenges."" — Robert Mahaffey, Executive Director, Rural School and Community Trust""The book Cultivating Rural Education gives an actionable planning process to understand, define, and cultivate our rural schools and communities. The community and school are so closely tied together, it is time for our stakeholders and community members to highlight what is right and adjust the areas that need adjusting to help save and establish a true path(s) to sustainability for Rural America."" — Allen Pratt, Executive Director, National Rural Education Association
£44.96
Information Age Publishing Cultivating Rural Education
Book SynopsisRural life is more complex than it is perhaps credited. This edited volume explores several themes that highlight such complexities, particularly in terms of what they imply for rural teaching and learning. These themes include the geographic, demographic, and socioeconomic diversity within and across rural communities; the notion that rurality is not a deficit but rather a context; and the array of novel and interesting ways to build upon rural assets and overcome challenges so that rural students are not afforded fewer educational opportunities simply by virtue of their zip code. More practically, this book offers counsel for readers who may be interested in learning more about rural circumstances so that they can make informed and responsive decisions about policies and programs targeting rural students, educators, and schools.Trade ReviewMaking appropriate decisions about policy and practice in rural education settings demands an understanding of rural communities and the nuances of rural lifeways that are not standard fare in most decision-makers' professional backgrounds and preparation. This book clearly and insightfully helps guide readers to those understandings, offering a valuable resource both for individuals with nonrural backgrounds (as a thorough introduction to the salient contexts of rural education) and for those with rural backgrounds (as a guide for framing/reframing and clarifying their existing understandings)."" — Jerry D. Johnson, Professor and Lydia E. Skeen, Endowed Chair in Education, Kansas State University""Howley and Redding have co-edited a book that brings to life the complexity of rural people and places and helps readers understand what this complexity means for rural education. The range of voices and research in Cultivating Rural Education demonstrates how varied rural places are, how real the educational challenges rural schools and districts face are, and how much strength and ingenuity rural people bring to the table to address those challenges."" — Robert Mahaffey, Executive Director, Rural School and Community Trust""The book Cultivating Rural Education gives an actionable planning process to understand, define, and cultivate our rural schools and communities. The community and school are so closely tied together, it is time for our stakeholders and community members to highlight what is right and adjust the areas that need adjusting to help save and establish a true path(s) to sustainability for Rural America."" — Allen Pratt, Executive Director, National Rural Education Association
£82.80
Information Age Publishing American Educational History Journal Volume 48
Book Synopsis
£42.56
Information Age Publishing American Educational History Journal Volume 48
Book Synopsis
£76.30
Information Age Publishing Snapshots of History: 2021 Special Edition
Book Synopsis
£44.93
Information Age Publishing Snapshots of History: 2021 Special Edition
Book Synopsis
£80.54
Information Age Publishing Chinese Education from the Perspectives of
Book SynopsisThis book is written by a diverse cohort of American educators, including professors, teachers, and school administrators from pre-K to college levels. They come from disciplinary areas of child development, special education, English as a second language, counseling, technology, school administration, educational psychology, educational measurement and testing, as well as mathematics education. The chapters explore various topics, ranging from standardized testing, roles of central office, teacher evaluation, teacher professional development, gender differences, diversity, student engagement and parental involvement, student services provided at school, use of technology with teacher and students’ perspectives of technology use, self-efficacy beliefs, to teacher’s perspectives of play in early childhood settings. While the chapters reflect diverse conceptual and theoretical orientation, disciplinary focus, methodological emphasis, writing styles, and educational implications, they add together to present a more holistic picture of Chinese education across disciplinary areas.Taken together, these chapters reveal salient similarities and differences in theoretical underpinnings, pedagogical principles and classroom practices in China and in the United States. They also shed light on some of the larger conceptual/theoretical orientations between learning and learners in the two countries. They debunk some common misconceptions of education in the two countries as well. Since many chapters are written by American authors that reflect directly on their study abroad experiences in China, this allows fresh insight that helps to transform the view that these countries learning from one another would be a challenge into the realization that learning from one another is not only invaluable but also essential.Trade ReviewChinese Education from the Perspectives of American Educators, edited by Chuang Wang, Wen Ma, and Christie L. Martin, is poised to make a unique contribution to the field of comparative education studies. ... We recommend this volume to students and scholars who are interested in taking a comparative perspective to acquire some fundamental knowledge about educational similarities and differences between the United States and China."" - Chen Li & Wayne E. Wright in Teachers College RecordTable of Contents Acknowledgments. Introduction to Chinese and American Education: History and Current Challenges PART I: SCHOOL ADMINISTRATION. Roles of the Central Office in American and Chinese School Systems Unionized Dogma of Education: China Versus America Comparison of Chinese and American Higher Education in a Global Context Student Perceptions of the Chinese National College Entrance Examination System PART II: PEDAGOGICAL PRACTICES. An Exploration of One Aspiring Teacher’s Journey to Multicultural Understanding An American Educator’s Exploration of the Early Childhood Education System in China China and the United States: A Comparative Review of Educational Technology Comparing Mathematics Teaching in the United States, China, and Germany/li> PART III: STUDENTS IN CHINA AND THE UNITED STATES. Preparing Students With 21st-Century Life Skills in an Age of Globalization: In Search of the Middle Ground Between East and West Self-Efficacy Beliefs and Self-Regulated Learning Strategies of Chinese Students Learning English as a Second Language and as a Foreign Language Paparazzi Communism: The Inner Conflict of Beauty and Externalized Racism for an African American Woman in China One Institution’s Response to the Rapid Rise of Chinese Undergraduates Conclusion: Implications for Chinese and American Educational Thinking and Practices About the Editors. About the Contributors.
£47.45
Information Age Publishing American Educational History Journal, Volume 42,
Book SynopsisThe American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communicationbetween scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
£47.45
Information Age Publishing American Educational History Journal, Volume 42,
Book SynopsisThe American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communicationbetween scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
£87.40
Bucknell University Press,U.S. Teaching the Eighteenth Century Now: Pedagogy as
Book SynopsisIn this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.Trade Review"Where do eighteenth-century teachers know from? True to its title, this remarkable collection shares the processes of some of the field's most gifted and creative teachers. Anyone still trying to woo (and serve) their students with the eighteenth century should read this in its entirety." -- Manushag Powell * coeditor of Women’s Periodicals and Print Culture in Britain, 1690-1820s: The Long Eighteenth Centur *"This collection provides timely, cogent advice at a time of disciplinary disruption. At once deeply personal and highly theoretical, each essay explores how our classrooms are being transformed by a changing academic environment. And although it is titled Teaching the Eighteenth Century Now, it is really about our disciplinary future and how our work in the classroom can provide a rubric for both continuity and positive change." -- Cynthia Richards * coeditor of Approaches to Teaching Behn’s "Oroonoko" *"This timely and stimulating collection asks what teaching means in this historical moment and questions the relevance of the period study. Founded on the premise that, as academics, 'teaching is in fact what we do most of the time,' the essays offer insights, provocations, and inspiration for us all." -- Catherine Ingrassia * author of Domestic Captivity and the British Subject, 1660-1750 *"Wallace and Parker's Teaching the Eighteenth Century Now includes an impressive collection of essays by scholars whose teaching is grounded in a deep understanding of eighteenth-century literary culture. This volume responds to the need for pedagogical models that show how many of today's most urgent critical debates and crises are rooted in questions that emerge from eighteenth-century art and culture." -- Patricia A. Matthew * editor of Written/Unwritten: Diversity and the Hidden Truths of Tenure *Table of Contents Introduction: Situating Teaching in/about/around the Eighteenth Century Kate Parker and Miriam Wallace 1 Creating Teaching Editions, Teaching through Editing Tiffany Potter 2 Performing against History: Teaching Behn’sThe Widdow Ranter Ziona Kocher 3 Let’s Talk about (Early Modern) Sex . . . Online Kate Parker 4 The Chocolate Project: Recontextualizing Eighteenth-Century Studies in a Time of Downsizing Teri Doerksen 5 Enlightened Exchanges: An Interdisciplinary Approach to Teaching the Scottish Enlightenment Christine D. Myers 6 Design, Pedagogy, and Pandemic Teaching Tools in an Interdisciplinary History of Science Course Diana Epelbaum 7 It Was Sickness and Poverty Together: Teaching Inequality and Health Humanities in Austen’s Emma Matthew L. Reznicek 8 Teaching Hurts Travis Chi Wing Lau 9 Anticolonial Approaches to Teaching Colonial Art Histories Emily C. Casey Coda: Teaching (in) the Eighteenth(-)Century Now Eugenia Zuroski Acknowledgments Bibliography Notes on Contributors Index
£107.20
Brandeis University Press The Other Boston Busing Story – What`s Won and
Book SynopsisMETCO, America’s longest-running voluntary school desegregation program, buses black children from Boston’s city neighborhoods to predominantly white suburban schools. In contrast to the infamous violence and rage that greeted forced school busing within the city in the 1970s, the work of METCO has quietly and calmly promoted school integration. But how has this program affected the lives of its graduates? Would they choose to participate if they had it to do over again? Would they place their own children on the bus to suburbia? In The Other Boston Busing Story, sixty-five METCO graduates who are now adults answer those questions and more, vividly recalling their own stories and assessing the benefits and hardships of crossing racial and class lines on their way to school. As courts and policymakers today are forcing the abandonment of desegregation, this book offers an accessible and moving account of a rare program that, despite serious challenges, provides a practical remedy for the persistent inequalities in American education. This new edition puts the original findings in a contemporary context. Trade Review“General readers who are seriously interested in race relations or education reform will want to read this book.” * Publishers Weekly *Table of ContentsAcknowledgmentsIntroduction1. The Other Boston Busing Story2. Why They Went3. What Remains in Memory4. The Gains5. The Resolutions6. What About Now7. City Life and Suburban SchoolsBibliographyIndex
£28.00
UNSW Press Waiting for Gonski: How Australia failed its
Book SynopsisWhy is education in Australia failing?Where did we go wrong, and how do we fix it?The Gonski Review appeared to represent a breakthrough. Commissioned by Prime Minster Julia Gillard and chaired by leading businessman David Gonski, the 2010 review made clear that school education policy wasn't working, and placed a spotlight on the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers.Gonski proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement.Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. So why didn't it work, and how can we change this?Written by teachers Tom Greenwell and Chris Bonnor, Waiting for Gonski examines how Australia has failed its schools and offers inspired solutions to help change education for the better.
£22.46
University of Manitoba Press School of Racism: A Canadian History, 1830–1915
Book SynopsisExposing the history of racism in Canada’s classroomsWinner of the prestigious Clio-Quebec, Lionel-Groulx, and Canadian History of Education Association awardsIn School of Racism, Catherine Larochelle demonstrates how Quebec’s school system has, from its inception and for decades, taught and endorsed colonial domination and racism. This English translation of the award-winning book extends its crucial lesson to readers across the country, bridging English- and French-Canadian histories to deliver a better understanding of Canada’s past and present identity.Using postcolonial, antiracist, and feminist theories and methodologies, Larochelle examines late-nineteenth and early-twentieth-century classroom materials used in Quebec’s public and private schools. Many of these textbooks, and others like them, made their way into curricula across Canada. Larochelle’s innovative analysis illuminates how textual and visual representations found in these archives constructed Indigenous, Black, Arab, and Asian peoples as “the Other” while reinforcing the collective identity of Quebec, and Canada more broadly, as white. Uncovering the origins and persistence of individual and systemic racism against people of colour, Larochelle shows how Otherness was presented to—and utilized by—young Canadians for almost a century.School of Racism names the ways in which Canada’s education system has supported and sustained ideologies of white supremacy—ideologies so deeply embedded that they still linger in school texts and programming today. The book offers historians new insight into how Canadian and Quebecois concepts of nationalism and racism overlap, helps educators confront racism in their classrooms, and deepens urgent discussions about race and colonialism throughout Canada.Table of Contents Author’s Note Acknowledgements Chapter 1: The Theories of Otherness Chapter 2: Other Societies: Imperialist Knowledges and Orientalist Representations Chapter 3: The Other-Body or Alterity Inscribed in the Flesh Chapter 4: The Indian: Domination, Erasure and Appropriation Chapter 5: The Other Observed or “Tea Chaptering Through the Eyes” Chapter 6: Of Missions and Emotions: Children and the Missionary Mobilization Conclusion Appendix Notes Bibliography List of Abbreviations
£28.76
Wits University Press Wits University at 100: From Excavation to
Book SynopsisThe University of the Witwatersrand occupies a special place in the hearts and minds of South Africans. It is a leading university renowned for its commitment to academic and research excellence, social justice and advancement of the public good. The history of the university is inextricably linked to the development of Johannesburg, to mining, and to deeply rooted political and social activism. Wits University at 100: From Excavation to Innovation captures moments of Wits’ story over 100 years through exploring its origins, its place in society, its transformation and its challenges as it prepares for the next century. This centennial publication presents a narrative of Wits as a living and dynamic institution, celebrating its existence through its people, many of whom, in one way or another, have shifted the world. Driven by the voices of its people, Wits University at 100 tells the story of Wits from its humble beginnings as a mining college in Johannesburg to its current position as a flourishing university stimulating innovation from the global South.The experiences, achievements and insights of past and present ‘Witsies’ showcased in this full-colour, illustrated book map the university’s current and future vision as it marks its centenary in 2022.Table of Contents Foreword Introduction: Looking Back, Moving Forward Chapter 1: Origins The Last Word: Benedict Vilakazi Wits Pioneer: Johnny Clegg Dynamite Underground: Wits Geosciences Fighting the Good Fight Wits Pioneer: Stephen Matseoane Life as We Know It: The Story of Life Wits Pioneer: Advocate Thuli Madonsela Chapter 2: Space and Place Behind the Scenes of #FeesMustFall Activists, Scientists and a Lifetime of Service: Maurice Smithers Wits Rural Campus: The Hidden Gem Knowing Your Place Activists, Scientists and a Lifetime of Service: Patrick Soon-Shiong and Michele B. Chan Leading the Charge Activists, Scientists and a Lifetime of Service: Bhekokuzakuye ‘Keith’ Mdlalose Chapter 3: The Future Light Years Ahead: Invention, Innovation and the Structured Light Lab Minding the Matter Wits Futurists Lead the Way: Achille Mbembe Fringe of the Future Wits Futurists Lead the Way: Marcus Byrne African Art Beat: Wits Art Museum I Have a Dream … Chapter 4: The Next Century Begins Now Afterword Timeline Notes Interviewees Bibliography and Source Material Acknowledgements Index
£30.00
Wits University Press WITS: A University in the Apartheid Era
Book SynopsisThe National Government moves to introduce segregated education galvanised the staff and students of the four ‘open universities’ to oppose any attempt to interfere with their autonomy and freedom to decide who should be admitted. In subsequent years, as the regime adopted increasingly oppressive measures to prop up the apartheid state, opposition on the campuses, and in the country, increased and burgeoned into a Mass Democratic Movement intent on making the country ungovernable. Protest escalated through successive states of emergency and clashes with police on campus became regular events. Residences were raided, student leaders were harassed by security police and many students and some staff were detained for lengthy periods without recourse to the courts. First published in 1996, WITS: A University in the Apartheid Era by Mervyn Shear tells the story of how the University of the Witwatersrand (Wits) adapted to the political and social developments in South Africa under apartheid. This new edition is published in the University’s centenary year with a preface by Firoz Cachalia, one of Wits’ student leaders in the 1980s. It serves as an invaluable historical resource on questions about the relationship between the University and the state, and on understanding the University’s place and identity in a constitutional democracy.Table of Contents Foreword by Firoz Cachalia Acknowledgements Introduction Chapter 1 Racial Discrimination at Wits Chapter 2 The Threat to the ‘Open’ Universities Chapter 3 Activists Under Pressure Chapter 4 Student Politics in Black and White Chapter 5 The 1980s Chapter 6 Wits and the First State of Emergency Chapter 7 Resistance Escalates Chapter 8 Challenge to the Government Chapter 9 The Struggle Reaches a Climax Chapter 10 Transition to Democracy Chapter 11 Epilogue Notes Appendices Index
£28.00
Wits University Press WITS: The Early Years: A History of the
Book SynopsisWITS: The Early Years is a history of the University up to 1939. First established in 1922, the University of the Witwatersrand, Johannesburg developed out of the South African School of Mines in Kimberley circa 1896. Examining the historical foundations, the struggle to establish a university in Johannesburg, and the progress of the University in the two decades prior to World War II, historian Bruce Murray captures the quality and texture of life in the early years of Wits University and the personalities who enlivened it and contributed to its growth. Particular attention is given to the wider issues and the challenges which faced Wits in its formative years. The book examines the role Wits came to occupy as a major centre of liberal thought and criticism in South Africa, its contribution to the development of the professions of the country, the relationship of its research to the wider society, and its attempts to grapple with a range of peculiarly South African problems, such as the admission of black students to the University and the relations of English- and Afrikaans-speaking white students within it. This edition of WITS: The Early Years is republished in the University’s centenary year with a preface by Keith Breckenridge, who writes, ‘In the republication of Murray’s two volume history of Wits, readers have an opportunity to explore the often dramatic and contested story of this university … Murray produced an intimate, almost scandalous intellectual history of the institution that served as his home for practically half a century.’Table of ContentsForeword by D.J. du Plessis Foreword by Keith Breckenridge Acknowledgements Abbreviation Part I: Prelude to a University Chapter 1 False Start: Milner, Beit, and Smuts Chapter 2 From School of Mines to University Part II: The New University Chapter 3 A Turbulent Beginning Chapter 4 Administration, Finance, and Buildings Chapter 5 Arts and Science Chapter 6 The Professional Faculties Part III: Raikes: The First Decade Chapter 7 Depression and Recovery Chapter 8 Ascendancy of the Professions Part IV: Students and Special Issues Chapter 9 Questions of Discrimination Chapter 10 Student Life A Note on Sources Index
£23.75
Boydell & Brewer Ltd Bach's Famous Choir: The Saint Thomas School in
Book SynopsisThe musical, social and political history of the renowned St Thomas School and Church In the seventeenth and eighteenth centuries, the cantors of the St. Thomas School and Church in Leipzig could be counted among the most significant German composers of their times. But what attracted these artists - from Seth Calvisius to J.S. Bach to Johann Adam Hiller - to the music school and choir and inspired them to explore new repertoire of the highest standing? And how did the cantors influence the musical profile of the school - a profile that often became a bone of contention between school and city hall? The success of the St. Thomas School was not a foregone conclusion; its history is replete with challenges and setbacks as well as triumphs. The school was caughtbetween the conflicting interests of enthusiastic mayors and townspeople, who wanted to showcase the city's musical culture, and opposing parties, including jealous rectors and elitist sponsors, who argued for the traditional subordination of the cantorate to the school system. Drawing on many new, recently discovered sources, Michael Maul explores the phenomenon of the St Thomas School. He shows how cantors, local luminaries and municipal politicians overcame the School's detractors to make it a remarkable success, with a world-famous choir. Illuminating the social and political history of the cantorate and the musical life of an important German city, the book will be ofinterest to scholars of Baroque music and J.S. Bach, cultural historians, choral directors, and musicologists and performers studying historical performance practice. MICHAEL MAUL is Senior Scholar at the Bach-Archiv Leipzig and lecturer in musicology at the universities of Leipzig/Halle. He is also the artistic director of the annual Leipzig Bach Festival.Trade ReviewAn absorbing account of the development of a remarkable musical institution as well as a further insight into the environment in which Bach spent the last quarter-century of his life and during which he produced, in increasingly straitened circumstances, some of the world's greatest music. * THE CONSORT *This book should interest every serious student of Bach. Michael Maul, one of the most systematic and productive . . . of living Bach scholars, has produced a volume that fills in many gaps but also offers fascinating new information about St. Thomas School in Leipzig over the centuries. The German edition of the book appeared in 2012, but now English readers have the benefit of Richard Howe's fluent translation. -- Raymond Erickson * EARLY MUSIC AMERICA *[The] long-awaited English translation...the scope of the content is vast.Maul's eye for humour injects life...excellent. * SWEDISH JOURNAL OF MUSIC RESEARCH *[A] thorough, extensive, and meticulous examination . . . . Readers seeking an in-depth and detailed study of a remarkable institution will not be disappointed. * AMERICAN RECORD GUIDE *This is a book that was just aching to be written. Originally in German, at last we have the long-awaited English edition of it that sheds considerable light on a great institution which, by its existence, had been a catalyst for and source of musical creativity that had acquired a significant standing throughout Germany long before Bach arrived on the scene in 1723. * LONDON BACH SOCIETY *Engaging...Maul's study offers an outstanding musical, social and political history of this intriguing site of German music-making. * BBC MUSIC MAGAZINE *The English-speaking world should welcome the translation of this work . . . . It is no small accomplishment of Richard Howe not only to translate Maul's text but also to turn all the quotations from early modern documents into readable English. . . . [T]his study broadens our understanding of Bach's life by placing him within the long history of an institution that was already noteworthy before he arrived. With this volume and Maul's ongoing archival research, he is making major contributions to Bach scholarship. -- Joyce Irwin * BACH Journal *Table of ContentsIntroduction From Monastery to Municipal Music School 1212-1593 How the St. Thomas School Became a Music School 1594-1640 'Famous Throughout the Whole World of Music' 1640-1701 'Odd authorities with Little Interest in Music': the St. Thomas School in Crisis 1701-1730 School for Scholars or 'Conservatory of Music'? An ongoing conflict 1730-1804 Appendices Bibliography
£52.50
Liverpool University Press Livres d’école et littérature de jeunesse en
Book SynopsisRiche de ses éditeurs scolaires et de ses collections enfantines, le dix-neuvième siècle a-t-il inventé le marché du livre pour enfants? Dans la France du dix-huitième siècle, de nombreux acteurs s’efforcent déjà de séparer, au sein de la librairie, les lectures adaptées aux enfants et aux jeunes gens. Les rituels pédagogiques des collèges et des petites écoles, les stratégies commerciales des libraires, les préoccupations des Églises, les projets et les politiques de réforme scolaire, tous poussés par la fièvre éducative de la noblesse et de la bourgeoisie, produisent alors d’innombrables bibliothèques enfantines, plurielles et plastiques, avec ou sans murs. Cet ouvrage montre comment, à un ordre des livres dominé par les logiques des institutions scolaires et des métiers du livre, se surimpose à partir des années 1760 une nouvelle catégorie, celle du « livre d’éducation », qui ne s’identifie plus à un lieu, mais à un projet de lecture, et s’accompagne de l’émergence de nouvelles figures d’auteurs.Alors que les études sur la littérature de jeunesse poursuivent partout leur développement et leur structuration, ce livre dialogue avec les dernières recherches européennes sur la question. À l’inverse des travaux littéraires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalité est d’apporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de l’éducation, histoire des milieux littéraires et de la condition d’auteur.---With its wealth of educational publishers and children's collections, did the nineteenth century invent the children's book market? In eighteenth-century France, many people were already trying to separate the literature suitable for children and young people within the bookstore. The pedagogical rituals of colleges and small schools, the commercial strategies of booksellers, the concerns of the churches, the projects and policies of school reform, all driven by the educational fever of the nobility and the bourgeoisie, produced countless children’s libraries, plural and plastic, with or without walls. At the beginning of the century, the ordering of books was dominated by the rationale of educational institutions and the book trade: this book shows how a new category emerged from the 1760s onwards, that of the "educational book", which was no longer identified with a place, but with a literacy project, and which was accompanied by the emergence of new authors.As studies on children's literature continue to be developed and shaped in many areas, this book is in dialogue with the latest European research on the subject. In contrast to literary studies, this research does not start from authors and texts, but from objects and their uses. Its originality lies in the fact that it provides a historical perspective on these issues, articulating the history of books and bookshops, the history of education, the history of literary circles and the status of the author.
£98.30
Emerald Publishing Limited Jerome Bruner, Meaning-Making and Education for
Book SynopsisThe way we think about things matters just as much as what we think about things.This timely text investigates the work of educational philosopher and psychologist Jerome Bruner through the areas of knowledge representation, meaning-making, education and dispute. What people represent to others might not always be what they actually think. However, accepting this limitation, the aim of this book is to offer a means of examining representations about a given subject and an understanding of how those representations might change over time in response to learning, crisis, and encounter with 'other'.Myers offers an educational intervention that invites development of representations in response to difference. Presenting a new framework for examining controversy between worldviews and a method for creating space for difference, the book brings this into dialogue with education and research, conflict resolution and religion. This framework maps representations and proposes a method of engaging the psychological processes involved in changing representations.An excellent resource of interest to researchers, professionals and postgraduate students alike in education, sociology and philosophy related disciplines.Table of ContentsChapter 1. Jerome Bruner: An overview of key ideas Chapter 2. Constructing Knowing: Paradigmatic and narrative modes of representation and the social context of meaning making Chapter 3. Minding Challenge: Stances towards new information and openness to change Chapter 4. Changing Minds: Narrative mechanisms of adaptation Chapter 5. A Brunerian Toolkit Chapter 6. Dialogues
£47.99
Liverpool University Press Our Civilizing Mission: The Lessons of Colonial
Book SynopsisAn Open Access edition of this book is available on the Liverpool University Press website and through Knowledge Unlatched.Our Civilizing Mission is at once an exploration of colonial education and a response to current anxieties about the historical and conceptual foundations of the ‘humanities’. On the one hand, it treats colonial education as a facet of colonialism. It draws on a rich body of work by ‘colonized’ writers – starting with Edward Said, then focusing on Algeria – that attests to the suffering inflicted by colonialism, to the shortcomings of colonial education, and to the often painful mismatch between the world of the colonial school and students’ home cultures. On the other hand, it asks what can be learned by treating colonial education not just as an example of colonialism but as a provocative, uncomfortable example of education, and its powers of transformation.Trade Review'This is a deeply insightful, stimulating and scholarly book — uncompromisingly reflective, finely argued and carefully referenced, it deepens our understanding of colonial education and legacies in a number of mutually enriching ways that consistently draw out complexity and urge us to think about the teaching of literature. This is a book that will last the test of years and will prompt better scholarship (and, possibly, classroom practice) from the rest of us.' Patrick Crowley, University College CorkTable of ContentsAcknowledgementsIntroduction Our Civilizing MissionChapter 1 Lessons from SaidChapter 2 ‘Nos ancêtres les colons’Chapter 3 Teaching in a Time of CrisisChapter 4 Unfamiliar WorldsChapter 5 French LessonsConclusion Education’s ImpactBibliographyIndex
£32.99
Liverpool University Press The emergence of literature in eighteenth-century
Book SynopsisThe emergence of literature in eighteenth-century France changes our understanding of when, how and why modern ideas of literature emerged in France. Using a unique blend of literary and digital methods, it argues that it was in the mid eighteenth century, rather than the nineteenth (as many have claimed), that the word ‘littérature’ first came to refer to a canon of classics, an aesthetically pleasing text, and a subject that could be studied in schools. These ideas, the book shows, were propelled by a forgotten quarrel about how to reform literary teaching in the Ancien Régime boys’ collèges.Stretching back to the sixteenth century and forward to the nineteenth, the book explores the pre-histories of the modern ideas of ‘littérature’ that were propelled by this debate, as well as their afterlives in works by La Harpe and Staël, and in teaching practices in the Imperial lycées. One of the first studies to use social network analysis to map an early modern debate, the book shows that Rousseau was not straightforwardly ‘the’ central actor in eig teenth-century debates about education. And it draws on new archival research to reveal that the Ecole royale militaire (founded by Louis XV in 1751) was one of the first institutions to teach something called ‘la littérature française’.Ultimately, by intertwining the histories of education, quarrels and intellectual networks, this book tells a new story about how France became the famously literary nation it is today.Table of ContentsAcknowledgements List of figures List of abbreviations Introduction: A Tale of Two Histories A Quarrel Littérature Methodologies Outline 1. Querelles littéraires: Disputes about Literature and Learning in Early Modern France Bonæ literæ Inside and Outside the Collèges Belles-lettres Legitimising French Literary Manuals Collège Critics 2. The Perfect Storm. Prequels and Pré-querelles to the Querelle des Collèges ‘Collège’ and ‘École militaire’ Jesuits Rousseau and the collèges Emile’s First Books Littérature for Emile Lost (and Found) in Battle 3. The Querelle on the Page: Part One Setting the Agenda Teacher Training Latin vs. French A Paradoxical Querelleur Five Minutes’ Peace Resurrecting d’Alembert 4. The Querelle on the Page: Part Two Fringe Benefits Revisiting Rousseau An Ancient vs. Moderns Enemies and Allies An End in Sight? 5. A Literary Offensive Early Years Literary Incursions A New School Revolution Quarrels in the Library Batteux’s littérature Great Literature, Great Men 6. The Emergence of Littérature Littérature and the Collèges: Past, Present, Future The Querelle in the Lycée Normalising littérature Reactions to De la littérature Back to belles-lettres The Re-emergence of littérature Conclusion Corpus of the Querelle des collèges Alphabetical List of Actors in the Querelle des collèges Appendices Constituting the Corpus, Database, and Network Visualisations Graphs based on Google Books’s NGram Data Contents of Xaupi’s Volume (Bibliothèque nationale de France) ‘Catalogue des Livres de la Bibliothèque de l’hotel de l’École royale militaire, du 1er décembre 1765 au 1er mars 1776 – Poètes français’ ‘Catalogue des livres de lecture à l’usage de Mrs. les élèves, qui se sont trouvé exister au dépôt de la bibliothèque le 10 mars 1776’ Bibliography
£98.30
Liverpool University Press Patriotism and Reform in Nordic Universities
Book SynopsisOnly a few studies have dealt in depth with how, let alone why, Nordic academia and its learned cosmopolitan legacy were challenged and transformed as a consequence of the political claims of the patria. While studies of eighteenth-century learning have mainly pinpointed the role of enlightenment movements and ideas in the downfall of the early modern Republic of Letters, this study asserts the importance of universities by demonstrating that these centuries-old institutions were both the main carriers of ideas of learned cosmopolitanism and eventually also the main critics of this ethos. The work explores how new governmental reforms and growing patriotic sentiments consolidated the state and university in new shared endeavours of ‘utility for the fatherland’, and how this development gradually replaced the centuries-old European academic cohesion with a system of competing national academic entities. In doing so, this work adds to our understanding of the learned world in the Nordic region and its relation to concurrent societal and political developments in the long eighteenth century. The book complements the new and more dynamic approaches to the history of universities by combining prosopographical methods, quantitative analysis and geo-visualisations with institutional and socio-cultural source material from various universities. The work takes a comparative and ‘democratic’ approach, as it also deals with the less well-known members of the Nordic learned elite, with several universities in different political and cultural settings.Table of ContentsAcknowledgementsList of figures and tablesIntroductionPatriotism in the NorthNordic universities and university professors1. Structural foundation and institutional practice: from European similarities to regional differencesA universal foundation‘Our royal universities’Academic citizenshipThe economic foundation2. Academia as a socio-cultural communityTowards academic citizenship: domestic upbringing and early educationBecoming an academic citizen: matriculation and student lifeBeing an academic citizen: cultural representation and self-perception3. Consolidating State and UniversityPatriotic utility of science and educationSwedish reforms and a protective academiaDanish reforms and the crumbling academic autonomy4. Controlling academia: governmental needs for specialised knowledgePromoting new chairs and scientific sitesIntroducing specialised exams5. Nationalising academia: birthplace criteria and domestic precedenceThe academic degreesThe professor corpus6. Constraining academia: Nordic travels in a learned EuropeThe intellectual geography of Nordic travelsAcademic self-sufficiency and changing travel practices7. Endorsing patria, defending universitas: a learned patriotic estateFrom a learned estate to a learned stateTrapped between patriotic virtues and cosmopolitan notions?ConclusionBibliographyArchival sourcesPrimary sourcesSecondary sourcesAppendixProsopography of Nordic university professors 1700–1799Description of the use of the prosopography
£98.30
Emerald Publishing Limited Beyond the Notes
£65.00
Emerald Publishing Limited Teacher Preparation in Papua New Guinea
Book SynopsisThe authors present a comprehensive examination of the historical origins and development of schooling and teacher preparation in Papua New Guinea, from indigenous education in villages, the influence of European colonization and the role of missionaries in providing education, and the implications for education policies and practices.
£71.25
Emerald Publishing Limited In Pursuit of a Lifelong Learning Society
Book Synopsis
£45.00
Boydell & Brewer Ltd The Palfrey Notebook: Records of Study in
Book SynopsisFully annotated edition of a Cambridge student's notebook from the seventeenth century sheds important light on developments in philosophy during the period, as well as on the structure and content of a university education. The Palfrey Notebook is a unique survival from the early seventeenth century. Compiled in around 1623 by George Palfrey of Sidney Sussex College, Cambridge, probably as a record of his studies for his Master's degree, it covers many of the widely-used texts of the period. Although primarily devoted to a detailed evaluation of Aristotelian natural philosophy, it includes an extended survey of the literature on Natural Magic, records of orations and disputations (including Palfrey's own) delivered in college or at the Schools, notes on logic and ethics, personal notes, and anti-papal diatribe. Since the Master of the college at the time was the renowned, moderate-Calvinist scholar Samuel Ward, Palfrey's views, as reflected in the Notebook, can be taken to represent this aspect of Anglicanism, although most of the sources are Roman Catholic, specifically Jesuit texts. A full transcript of the Notebook ispresented here, with detailed commentary and extensive notes which illuminate Palfrey's material and explain its relationship to contemporary texts. A substantial introduction places the Notebook in its historical, educational andphilosophical contexts, examines the apparent contradictions between Palfrey's Aristotelianism and interest in magic, his Calvinism and use of Jesuit material, and suggests that the notebook represents a coherent response to thesocial and intellectual challenges of the times. C. J. Cook holds a Doctorate in the History of Philosophy from Cambridge University.Trade ReviewBoydell Press is to be commended for undertaking the substantial work of publishing this volume. * SEVENTEENTH-CENTURY NEWS *Table of ContentsPart I: Introduction The Notebook, its Author and the Seventeenth-Century Context The Content of the Notebook and its Place in the Curriculum The Curriculum of the Notebook and the Development of Method Part II: The Notebook Appendix 1: Contents of Jacobus Zabarella, De rebus naturalibus, Frankfurt 1607 Appendix 2: Names: Latin and/or vernacular Bibliography
£132.29
Boydell & Brewer Ltd The Associated Board of the Royal Schools of
Book SynopsisThe first extended account of the Associated Board of the Royal Schools of Music. The Associated Board of the Royal Schools of Music, better known as ABRSM, has influenced the musical lives and tastes of millions of people since it conducted its first exams in 1890. This ground-breaking history explores how ABRSM became such a formative influence and looks at some of the consequences resulting from its pre-eminent position in British musical life. Particular emphasis is given to how free ABRSM has been to impose its musical view of things and to what extent its exams respond to the circumstances and musical preferences of its customers. The book's exploration of how ABRSM has negotiated music's changing social, educational and cultural landscape casts fresh light on the challenges facing music education today. David Wright's comprehensive history of the Board from its origins in 1889 to the present day represents a significant and original investigation. Not only is it the first extended account of ABRSM, but it sets the institution and its work firmly within its historical and cultural context. ABRSM's exams were exported all across the Empire, and this study shows how both exams and examiners made a telling cultural contribution to the idea of the 'British World'. It relates the exams to changing historical perceptions about musical education as well as to attitudes about the value of music as a social and recreational activity. By demonstrating the impact of the Board's commercial success in dominating the grade exam market, the book shows how this has had significant consequences for the organization of British musical training and for the formation andsustaining of a particular sort of British musical culture. Before his retirement, David Wright was Reader in the Social History of Music at the Royal College of Music, London.Trade ReviewCandid and critical but never harsh, Wright's book was written with the full cooperation of the Board and goes well beyond a standard institutional history, taking us behind committee doors and offering insights into musical life beyond the conservatoire . This book is rich in interpretation and analysis and . is a splendid example of just how interesting and insightful an institutional history can be. * NORTH AMERICAN BRITISH MUSIC STUDIES ASSOCIATION, Autumn 2013 *An endlessly fascinating book. * MUSIC TEACHER *[A] most perceptive, well-organised and concentrated work, revealing the wide scope of the British and Imperial cultural worlds from which the Associated Board emerged in 1889 in response to the admirable Victorian ethos of self-improvement and its thirst for formal qualification. * MUSICAL TIMES *The book is rich in detail - anecdotes, statistics, source references, quotations and a detailed bibliography and index - and offers a comprehensive history of the Board together with an examination of its continued significant place in British culture and musical life. * THE CROSS-EYED PIANIST BLOG *Table of ContentsIntroduction: the Context for a History Music Exams and Victorian Society Competing for Candidates: TCL, ABRSM and the Society of Arts The ABRSM Idea and the First Exams, 1889-91 The Early History, 1892-1920 The ABRSM and the 'British World' The Inter-War Years The ABRSM in Wartime The Post-War ABRSM Too Much Success: the 1960s and 1970s The Reconstitution: 1983-5 Reconnecting with its Market: the Smith Years, 1983-1992 Redefining its Role: the Morris Years, 1993-2009 Appendix I: Speech and Drama Exams Appendix II: ABRSM Personalia, 1889-2009
£75.00
Collective Ink Empowering Education
Book SynopsisThis is a book about giving people power. It is written in a style that makes community development, adult education and collective action accessible to community workers, adult education tutors and students as well as committed citizens. The author, with extensive experience of adult education and community action, examines how teaching via logical discourse, storytelling, critical thinking - and the linking of the ideas of social theorists such as Freire, Alinsky and Gramsci with community concerns about the changes driven by neoliberal policies - can generate political awareness and collective change. By providing examples of group development processes, listening skills, constructive conversation, question posing, and group focused analyzes of community work problems, the author delivers an understanding of how educators and students can learn effectively together to stimulate insight, combat power structures, assess and realize community needs, manage conflict, generate leadership and work in partnership to implement successful regeneration strategies.
£17.09
Edward Elgar Publishing Ltd Understanding Human Rights: Educational
Book SynopsisThis book offers the first scholarly analysis of the United Nations' work in the field of human rights education (HRE) and examines why HRE is so important.Paula Gerber argues that international law can learn from the medical profession, which has long recognized that 'prevention is better than cure'. There is an urgent need for HRE to be recognized as one of the best ways of preventing future human rights abuses; it is, in essence, a prophylactic for human rights violations. The book explores the provenance of human rights education in international law before critiquing the UNs work in this area across numerous different organs, including treaty committees, the Human Rights Council, General Assembly and Office of the High Commissioner for Human Rights. The author identifies a number of deficiencies in the UNs HRE activities, and makes recommendations for how the UN can more effectively promote HRE and increase states compliance with their international HRE obligations. This book provides a unique and timely insight into the workings of the UN in this vital aspect of international human rights law.Understanding Human Rights will strongly appeal to UN Bureaucrats, civil servants, human rights academics, human rights institutions and NGOs.Contents: Preface 1. Prevention is Better than Cure 2. Provenance of Human Rights Education within the UN 3. Human Rights Education and the Committee on Economic, Social and Cultural Rights 4. Human Rights Education and the Committee on the Rights of the Child 5. Human Rights Education and the Human Rights Council 6. Human Rights Education and the Economic and Social Council 7. Human Rights Education and the General Assembly 8. Human Rights Education and the Office of the High Commissioner for Human Rights 9. Recommendations Appendix A. Extracts of Selected International Documents Relating to Human Rights Education Appendix B. Bibliography IndexTrade Review’In essence we have here with this excellent work Understanding Human Rights an important contribution for international lawyers partially explaining why the issues of the UK's concerns on human rights legislation raise such emotions: the matter is and always will be an issue of international and not merely domestic law.’ -- - Phillip Taylor MBE and Elizabeth Taylor, The Barrister Magazine’This book is a worthy read and an essential ingredient of any HRE library.’ -- Felisa Tibbitts, Human Rights QuarterlyTable of ContentsContents: Preface 1. Prevention is Better than Cure 2. Provenance of Human Rights Education within the UN 3. Human Rights Education and the Committee on Economic, Social and Cultural Rights 4. Human Rights Education and the Committee on the Rights of the Child 5. Human Rights Education and the Human Rights Council 6. Human Rights Education and the Economic and Social Council 7. Human Rights Education and the General Assembly 8. Human Rights Education and the Office of the High Commissioner for Human Rights 9. Recommendations Appendix A. Extracts of Selected International Documents Relating to Human Rights Education Appendix B. Bibliography Index
£102.00
Wits University Press Monarchs, Missionaries and African Intellectuals:
Book SynopsisMuch of the work in the field of African studies still relies on rigid distinctions of ‘tradition’ and ‘modernity’, ‘collaboration’ and ‘resistance’, ‘indigenous’ and ‘foreign’. This book moves well beyond these frameworks to probe the complex entanglements of different intellectual traditions in the South African context, by examining two case studies. The case studies constitute the core around which is woven this intriguing story of the development of black theatre in South Africa in the early years of the century. It also highlights the dialogue between African and African-American intellectuals, and the intellectual formation of the early African elite in relation to colonial authority and how each affected the other in complicated ways.The first case study centres on Mariannhill Mission in KwaZulu-Natal. Here the evangelical and pedagogical drama pioneered by the Rev Bernard Huss, is considered alongside the work of one of the mission’s most eminent alumni, the poet and scholar, B.W. Vilakazi. The second moves to Johannesburg and gives a detailed insight into the working of the Bantu Dramatic Society and the drama of H.I.E. Dhlomo in relation to the British Drama League and other white liberal cultural activities.Table of Contents Preface and Acknowledgements Note on Zulu Orthography Introduction: Staging the (Alien)nation: African Theatre and the Colonial Experience Chapter 1 ‘All Work and No Play Makes Civilisation Unattractive to the Masses’: Theatre and Mission Education at Mariannhill Chapter 2 ‘I Will Open My Mouth in Parables’: Accounting for the Crevices in Redemption Chapter 3 Parallel Time, Parallel Signs, Discordant Interpretations Chapter 4 B.W. Vilakazi and the Poetics of the Mental War Zone Chapter 5 The Bantu Men’s Social Centre: Meeting the Devil on His Own Ground Chapter 6 The Bantu Dramatic Society According to a Gossip Columnist Chapter 7 Contesting ‘The Bantu Imagination’: The British Drama League and the New Africans Chapter 8 H.I.E. Dhlomo: Measuring the Distance between Armageddon and Revolution Chapter 9 The Black Bulls: Assembling the Broken Gourds Chapter 10 Hegemony and Identity: What a Difference ‘Play’ Makes Notes Bibliography Index
£23.75
University of KwaZulu-Natal Press The Training of African Teachers in Natal from
Book SynopsisThe history of African teacher training in Natal is one of the most neglected and under-researched aspects of educational history. This book attempts to set out the administrative history of this field as a first step in stimulating the further research that is so urgently needed.It provides an overview of how and why African teachers were trained in the colony and province of Natal, starting in 1846 with the arrival of the first missionaries and ending in 1964, ten years after the Bantu Education Act was passed. By focusing on the past, the book also aims to provide a historical lens through which modern educational problems can be viewed. The quality of an education system, past or present, depends on its teachers, and the most vital task of any education system is to ensure that teachers are properly trained to do what they should do: inspire and intellectually stimulate the young generation.
£20.76
Rutgers University Press The Marion Thompson Wright Reader: Edited and
Book SynopsisIn The Marion Thompson Wright Reader, acclaimed historian Graham Russell Hodges provides a scholarly, accessible introduction to a modern edition of Marion Thompson Wright’s classic book, The Education of Negroes in New Jersey and to her full body of scholarly work. First published in 1941 by Teachers College Press, Thompson’s landmark study has been out of print for decades. Such rarity understates the book’s importance. Thompson’s major book and her life are significant for the histories of New Jersey, African Americans, local and national, women’s and education history. Drawing upon Wright's work, existing scholarship, and new archival research, this new landmark scholarly edition, which includes an all-new biography of this pioneering scholar, underscores the continued relevance of Marion Thompson Wright.Trade Review"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"Hodges has organized a wealth of important writings authored by Wright in this Reader that now might be used by scholars interested in continuing to discuss Wright’s life, and significance, not only in the history of African Americans in New Jersey but also in the history of the United States." -- Hettie Williams * NJS Journal *Table of ContentsContents Epigram Acknowledgments List of Illustrations Introduction The Education of Negroes in New Jersey Articles: Text of “New Jersey Laws and the Negro” The Journal of Negro History, 28: 2 (April 1943), 156-199 Text of “Negro Suffrage in New Jersey, 1776-1875,” The Journal of Negro History, Vol. 33, No. 2 (April 1948), 168-223. Text of “Racial Integration in the Public Schools of New Jersey,” The Journal of Negro Education, 23: 3, Next Steps in Racial Desegregation in Education (Summer, 1954).2882-289.Reviews and Notes “Are Colonials People?” Color and Democracy by William E. Burghardt Du Bois, The Journal of Negro Education, Vol. 15, No. 1 (Winter, 1946), pp. 63-65 “It Can Happen Anywhere” If He Hollers, Let Him Go by Chester B. Himes, The Journal of Negro Education, Vol. 15, No. 2 (Spring, 1946) pp. 213-214. “Notes from Recent Books,” The Journal of Negro Education, Vol. 13, No. 4 (Autumn, 1944), pp. 532-535 “Notes from Recent Books,” The Journal of Negro Education, Vol. 18, No. 2 (Spring, 1949), pp. 155-159 Encyclopedia Entry “Lucy Diggs Slowe” in Edward T. James, et. Al. Notable American Women: A Biographical Dictionary, 3 vols. Cambridge: Belknap of Harvard University Press, 1971, 3: 299-300Marion Thompson Wright Chronological Bibliography Index
£39.95
Rutgers University Press The Marion Thompson Wright Reader: Edited and
Book SynopsisIn The Marion Thompson Wright Reader, acclaimed historian Graham Russell Hodges provides a scholarly, accessible introduction to a modern edition of Marion Thompson Wright’s classic book, The Education of Negroes in New Jersey and to her full body of scholarly work. First published in 1941 by Teachers College Press, Thompson’s landmark study has been out of print for decades. Such rarity understates the book’s importance. Thompson’s major book and her life are significant for the histories of New Jersey, African Americans, local and national, women’s and education history. Drawing upon Wright's work, existing scholarship, and new archival research, this new landmark scholarly edition, which includes an all-new biography of this pioneering scholar, underscores the continued relevance of Marion Thompson Wright.Trade Review"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"The Marion Thompson Wright Companion has great potential to be the book of record on African American history in the state. The extensive research, numerous examples, and textual connections make this book a major contribution to New Jersey black history." -- Maxine Lurie * author of Envisioning New Jersey: An Illustrated History of the Garden State *"Hodges has organized a wealth of important writings authored by Wright in this Reader that now might be used by scholars interested in continuing to discuss Wright’s life, and significance, not only in the history of African Americans in New Jersey but also in the history of the United States." -- Hettie Williams * NJS Journal *Table of ContentsContents Epigram Acknowledgments List of Illustrations Introduction The Education of Negroes in New Jersey Articles: Text of “New Jersey Laws and the Negro” The Journal of Negro History, 28: 2 (April 1943), 156-199 Text of “Negro Suffrage in New Jersey, 1776-1875,” The Journal of Negro History, Vol. 33, No. 2 (April 1948), 168-223. Text of “Racial Integration in the Public Schools of New Jersey,” The Journal of Negro Education, 23: 3, Next Steps in Racial Desegregation in Education (Summer, 1954).2882-289.Reviews and Notes “Are Colonials People?” Color and Democracy by William E. Burghardt Du Bois, The Journal of Negro Education, Vol. 15, No. 1 (Winter, 1946), pp. 63-65 “It Can Happen Anywhere” If He Hollers, Let Him Go by Chester B. Himes, The Journal of Negro Education, Vol. 15, No. 2 (Spring, 1946) pp. 213-214. “Notes from Recent Books,” The Journal of Negro Education, Vol. 13, No. 4 (Autumn, 1944), pp. 532-535 “Notes from Recent Books,” The Journal of Negro Education, Vol. 18, No. 2 (Spring, 1949), pp. 155-159 Encyclopedia Entry “Lucy Diggs Slowe” in Edward T. James, et. Al. Notable American Women: A Biographical Dictionary, 3 vols. Cambridge: Belknap of Harvard University Press, 1971, 3: 299-300Marion Thompson Wright Chronological Bibliography Index
£107.20
