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2
van, Engeldorp Gastelaars Ph, Magala Sławomir, and Preuss O. 1939-, eds. The Frankfurt school, how relevant is it today? Rotterdam: Universitaire Pers, 1990.
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Higgins, Paul. How Was School Today?: A Father and Daughter's School-Year Journey. Hamilton Books, 2004.
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Cooper, Bruce S., and James G. Cibulka. Technology in School Classrooms: How It Can Transform Teaching and Student Learning Today. Rowman & Littlefield Publishers, Incorporated, 2017.
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van, Engeldorp Gastelaars Ph, Magala Sławomir, and Preuss O. 1939-, eds. Critical theory today: The Frankfurt School, how relevant is it today? = die Frankfurter Schule, wie aktuell ist die kritische Theorie? Rotterdam: Universitaire Pers, 1990.
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Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.
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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including points on which the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill suited for cultivating these habits of mind. Since screens and audio are now entrenched—and valuable—platforms for reading, we need to rethink how to help learners use them wisely.
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Gross, Robert N. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0001.
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The introduction sets up the problem public officials faced in the late nineteenth and early twentieth centuries. How should they, and the public schools they administered, respond to rapidly increasing attendance in private, Catholic schools? How, in a nation seemingly committed to mass public education, did private, Catholic schooling expand? In the broader economic language popular both at the time and today, how did educational competition and markets emerge in the twentieth century given the strong support for a public school monopoly a century earlier? The book’s central argument is that the structures that enable school choice to flourish today owe their origins—over a century ago—as much to public policy as to private initiative.
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Gross, Robert N. Public vs. Private. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.001.0001.
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Americans today choose from a dizzying array of schools, loosely lumped into categories of “public” and “private.” How did these distinctions emerge in the first place, and what do they tell us about the more general relationship in the United States between public authority and private enterprise? Public vs. Private describes how nineteenth-century public policies fostered the rise of modern school choice. In the late nineteenth century, American Catholics began constructing rival, urban parochial school systems, an enormous and dramatic undertaking that challenged public school systems’ near-monopoly of education. In a nation deeply committed to public education, mass attendance in Catholic private schools produced immense conflict. States quickly sought ways to regulate this burgeoning private sector and the competition it produced, even attempting to abolish private education altogether in the 1920s. Ultimately, however, Public vs. Private shows how the public policies that resulted produced a stable educational marketplace, where school choice flourished. The creation of systematic alternatives to public schools was as much a product of public power as of private initiative. As ever more policies today seek to unleash market forces in education, Public vs. Private concludes that Americans would do well to learn from the historical relationship between government, markets, and schools.
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Meyler, Bernadette. Law, Literature, and History. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190456368.003.0010.
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This chapter demonstrates the centrality of the humanities to the core of law school pedagogy today. At the same time, by focusing on two areas within the humanities—literature and history—it tries to show how disciplines still matter, both as engines and impediments. Examining the shifting passions that bind law, literature, and history to each other, it foregrounds the dynamic quality of disciplinary relations as the attraction of fields for each other waxes and wanes. This dynamism itself advances the possibilities for new births of knowledge. Although unstable and of unknown fate, the love triangle of law, literature, and history continues to spawn fertile offspring.
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Kelly, Michael S., Johnny S. Kim, and Cynthia Franklin. SFBT Within the Tier 3 Framework. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190607258.003.0006.
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Rounding out the Response-to-Intervention framework, Chapter 6 focused on how school social workers assist students who may need more intensive individual support. Many school social workers are expected to serve students who require the most intensive level of intervention; indeed, for many school social workers, this work is the basis of most of their day-to-day practice. This work is often identified as involving interventions at Tier 3 (Indicated), as part of the 3-tier MTSS (Multi-tiered Systems of Supports) framework, one of the most well-known intervention frameworks active in American schools today. This chapter features case examples of “SFBT in Action” within Tier 3.
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Inwood, Brad. Stoicism: A Very Short Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198786665.001.0001.
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Stoicism: A Very Short Introduction introduces Stoic philosophy, and explains how ancient Stoicism survived and evolved into the movement we see today. Exploring the roots of the school in the philosophy of 4th century bce Greece, it examines its basic history and doctrines and its relationship to the thought of Plato, Aristotle and his successors, and the Epicureans. Sketching the history of the school’s reception in the western tradition, it argues that, despite the differences between ancient and contemporary Stoics, there is a common core of philosophical insight that unites the modern version not just to Seneca, Epictetus, and Marcus Aurelius, but also to the school’s original founders, Zeno, Cleanthes, and Chrysippus.
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Elliott, Willliam, and Melinda Lewis. Making Education Work for the Poor. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190621568.001.0001.
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Making Education Work for the Poor identifies wealth inequality as the gravest threat to the endangered American Dream. Though studies have clearly illustrated that education is the primary path to upward mobility, today, educational outcomes are more directly determined by wealth than innate ability and exerted effort. This accounting directly contradicts Americans' understanding of the promise the American Dream is supposed to offer: a level playing field and a path towards a more profitable future. In this book, the authors share their own stories of their journeys through the unequal U.S. education system. One started from relative privilege and had her way to prosperity paved and her individual efforts augmented by institutional and structural support. The other grew up in poverty and had to fight against currents to complete higher education, only to find his ability to profit from that degree compromised by student debt. To directly counter wealth inequality and make education the 'great equalizer' that Americans believe it to be, this book calls for a revolution in financial aid policy, from debt dependence to asset empowerment. The book examines the evidence base supporting Children's Savings Accounts, including CSAs' demonstrated potential to improve children's outcomes all along the 'opportunity pipeline': early education, school achievement, college access and completion, and post-college financial health. It then outlines a policy that builds on CSAs to incorporate a sizable, progressive wealth transfer. This new policy, Opportunity Investment Accounts, is framed as the cornerstone of the wealth-building agenda the nation needs in order to salvage the American Dream. Written by leading CSA researchers, the book includes overviews of the major children's savings legislation proposed in Congress and the key features of prominent CSA programs in operation around the country today, as well as new qualitative and quantitative CSA research. The book ultimately presents a critical development of the theories that, together, explain how universal, progressive, asset-based education financing could make education work equitably for all American children.
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Eakin, Marshall C. Brazilian Historical Writing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199225996.003.0022.
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This chapter addresses how, starting in the 1940s, historical writing in Brazil was gradually professionalized and then pluralized under the impact of Western historiographical trends such as Marxism, the Annales School, and dependency theory. With the independence of Brazil in 1822, gentlemen scholars began to produce the first notable historical works that helped define the nation’s identity, particularly focusing on Brazil’s culturally and racially mixed heritage of Africans, Native Americans, and Portuguese. Professional academic history began to emerge in the 1940s and 1950s, taking off after 1960. Over the last half-century, Brazilians have constructed a very sophisticated and vibrant community of professional historians writing for both academic and non-academic audiences. Although historical writing in Brazil over the last century has been deeply influenced by US and European historians, Brazilian historical writing today is largely shaped by domestic issues and concerns.
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Kotzee, Ben. Cyborgs, Knowledge, and Credit for Learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198769811.003.0013.
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If digital technology today makes children able to rely on external aids (pocket calculators, Google, etc.) in their learning, is it still necessary to teach traditional school knowledge (such as mental arithmetic, recall of facts)? In this chapter, the debate about extended cognition is approached from the perspective of education. It is asked whether a human–machine interaction constitutes good learning in an effort to distinguish between when a person truly comes to know something aided by technology and when they merely parrot or copy something from technology. The standard answer to this question is that the difference is made by how well the technology in question is integrated in one’s cognitive character. Instead, it is argued that the difference lies in one’s acquired facility with the technology in question—credit for what one comes to know using technology when one has learned to use that technology well enough.
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Kornell, Nate, and Bridgid Finn. Self-Regulated Learning. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.23.
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Effective self-regulated studying can influence students’ learning in school and beyond. This chapter reviews research on two key decisions: when to study and how to study. It first reviews the decisions people make about when to start and stop studying—that is, when to study—and the metacognitive judgments that underlie those decisions. It distinguishes between small-scale and large-scale decisions, such as which problem to work on next and whether to study today at all, respectively. It then discusses decisions about how to study, for example, whether or not to take notes, underline, test oneself, or reread. It then discusses key areas for future research, with an emphasis on student-centric research and research in digital learning environments. It offers practical recommendations for studiers about how to avoid overconfidence and procrastination and how to choose study strategies that increase short-term difficulty and long term success.
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Willett, Walter C. The Role of Nutrition in Integrative Preventive Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190241254.003.0010.
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Until recently, and still today in low-income countries, undernutrition during pregnancy and early childhood was a major cause of mortality. However, in recent decades, noncommunicable diseases account for the majority of premature deaths both in the United States and globally. Although dietary factors have been identified as the most important causes of this, physicians and other healthcare providers are taught little about nutrition in medical school or fellowship training. In conventional medical practice almost no attention is given to knowing what a patient is eating or providing dietary guidance that has the potential to improve dramatically their long-term health. This chapter describes what we know about the elements of a healthy diet and how these elements can be combined into an overall dietary pattern for the prevention of major illness and promotion of well-being. A brief section considers ways that this knowledge can be integrated into preventive healthcare.
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Loewenthal, Naftali. Hasidism Beyond Modernity. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781906764708.001.0001.
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The Habad school of Hasidism is distinguished today from other hasidic groups by its famous emphasis on outreach, on messianism, and on empowering women. This book provides a critical, thematic study of the movement from its beginnings, showing how its unusual qualities evolved. Topics investigated include the theoretical underpinning of the outreach ethos; the turn towards women in the twentieth century; new attitudes to non-Jews; the role of the individual in the hasidic collective; spiritual contemplation in the context of modernity; the quest for inclusivism in the face of prevailing schismatic processes; messianism in both spiritual and political forms; and the direction of the movement after the passing of its seventh rebbe, Rabbi Menachem Mendel Schneerson, in 1994. Attention is given to many contrasts: pre-modern, modern, and postmodern conceptions of Judaism; the clash between maintaining an enclave and outreach models of Jewish society; particularist and universalist trends; and the subtle interplay of mystical faith and rationality. Some of the chapters are new; others, published in an earlier form, have been updated to take account of recent scholarship. This book presents an in-depth study of an intriguing movement which takes traditional Hasidism beyond modernity.
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Snow, K. Mitchell. A Revolution in Movement. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066554.001.0001.
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A Revolution in Movement is the first book to illuminate how collaborations between dancers and painters shaped Mexico’s postrevolutionary cultural identity. K. Mitchell Snow traces this relationship throughout nearly half a century of developments in Mexican dance—the emulation of Diaghilev’s Ballets Russes in the 1920s, the adoption of U.S.-style modern dance in the 1940s, and the creation of ballet-inspired folk dance in the 1960s. Snow describes the appearances in Mexico by Russian ballerina Anna Pavlova and Spanish concert dancer Tortóla Valencia, who helped motivate Mexico to express its own national identity through dance. He discusses the work of muralists and other visual artists in tandem with Mexico’s theatrical dance world, including Diego Rivera’s collaborations with ballet composer Carlos Chávez; Carlos Mérida’s leadership of the National School of Dance; José Clemente Orozco’s involvement in the creation of the Ballet de la Ciudad de México; and Miguel Covarrubias, who led the “golden age” of Mexican modern dance. Snow draws from a rich trove of historical newspaper accounts and other contemporary documents to show how these collaborations produced an image of modern Mexico that would prove popular both locally and internationally and continues to endure today.
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Finn, Chester E., and Andrew E. Scanlan. Learning in the Fast Lane. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.001.0001.
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The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?
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Power, Sally, ed. Civil Society through the Lifecourse. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447354833.001.0001.
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This edited collection explores the temporal dimensions of civil society through examining how different lifecourse stages and events trigger or hinder engagement with civil society. There is increasing concern about declining levels of participation, and fears that young people today are far less civically engaged than older generations. Some believe that an already-weakened civil society looks set to enter a phase of terminal decline. However, these gloomy predictions do not consider the possibility not only that the nature of civic engagement may be changing, but that participation may wax and wane over the lifecourse. Drawing on a range of empirical data, including cross-sectional analyses, longitudinal data and interviews, this book investigates not changing levels of engagement, and the shifting priorities of citizens as they manage the contingencies of career, family and old age. Largely chronological in organisation, this book explores civic participation over the lifecourse – from school to later life. The book includes chapters on young people’s civil and political participation and the role of universities in promoting civic engagement. It also examines the challenges of parenthood and grandparenthood – as well as the opportunities for volunteering in later life. Finally, the examines how older people balance the competing claims of charities and family when thinking about their legacy.
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Contois, Emily, and Anastasia Day. The History of Food and Public Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190626686.003.0001.
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Economic, political, and social changes prompted the evolution of our current food system. Studying the historical context of these changes helps us to better understand and devise nutrition policy and programs today. This chapter begins with the roots of the modern U.S. food system at the dawn of the 20th century, isolating four key aspects that have shaped nutrition and public health: food production, processing, and consumption, along with state nutritional policy. To begin, government subsidies, in tandem with shifts in farming demographics and business models, have significantly determined what food is available to consumers at what prices. Next, an examination of food processing complicates this story, exploring the growing number of intermediaries between farmers and consumers over the 20th century. In addition, federal dietary advice and resources have sought to guide what and how people eat. At the same time, the consumer culture has influenced eaters through cookbooks, home economics, advertising, and a host of food media, from magazines and radio to blogs and social media. The Example in Practice addresses the history of the National School Lunch Program, combining the themes of production, processing, consumption, and policy in a single case study. This chapter provides readers with key landmarks and a basic historical context to understand the origins of and potential futures for today’s food, nutrition, and public health policy problems.
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Stevenson, Margaret C., Bette L. Bottoms, and Kelly C. Burke, eds. The Legacy of Racism for Children. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190056742.001.0001.
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The Legacy of Racism for Children: Psychology, Law, and Public Policy is the first volume to review the intersecting implications of psychology, public policy, and law with the goal of understanding and ending the challenges facing racial minority youth in America today. Proceeding roughly from causes to consequences—from early life experiences to adolescent and teen experiences—each chapter focuses on a different domain, explains the laws and policies that create or exacerbate racial disparity in that domain, reviews relevant psychological research and its implications for those laws or policies, and calls for next steps. Chapter authors examine how race and ethnicity intersect with child maltreatment (including child sex trafficking, corporal punishment, and memory for and disclosures of abuse), child dependency court decisions, custody and adoption, familial incarceration, the school-to-prison pipeline, police–youth interactions, jurors’ perceptions of child and adolescent victims and defendants, and U.S. immigration law and policy. The book is meant to be accessible to all who want to end law- and policy-related racial disparities for children—researchers, students, teachers, social workers and social service administrators, police, attorneys, judges, and the general public. Much of the value of this book lies in its potential to influence law and policy, and to help those working on the front lines understand what they can do to end the legacy of racism for children.
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Hogle, Jerrold E., and Robert Miles, eds. The Gothic and Theory. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474427777.001.0001.
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Each essay in this collection, after the introduction, focuses on a particular kind of theory-Gothic relationship, every one of which has a history and each of which is still being explored in enactments of the Gothic and of theory today. Rather than recounting how different schools of theory and criticism have viewed the Gothic, these chapters argue how Gothic and theory have defined and affected - and still define and affect -- each other in particular aesthetic, intellectual, and cultural realms. In each case, the Gothic is revealed as containing and inciting the very theoretical schemes and assumptions that have purported to explain it from particular perspectives. Hence the Gothic, as it has progressed across Western and world history, emerges as both a producer of what each school of theory promulgates and an active Gothic-izer of each scheme, thereby advancing the development of every theoretical enterprise in Gothic works. This approach allows each essayist to reflect from the perspective of 2018-19 on how a particular realm of theory has opened up forms of the Gothic to our understandings and to the wider possibilities of Gothic texts (broadly defined) as performers of "cultural work." But it equally enlists each of them to explain how those very openings are incipient in forms of the Gothic and how the Gothic can also question existing theoretical claims, challenge them, and reorient them.
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Pomson, Alex, and Howard Deitcher, eds. Jewish Day Schools, Jewish Communities. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.001.0001.
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About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. The book provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. It reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and for the community. Second, it brings a truly international perspective to the study of day schools, viewing them in relation to the socio-cultural contexts from which they emerge and where they have impact. Third, it considers day-school education in relation to insights derived from the study and practice of non-parochial education. This cross-cultural and comparative approach to the study of Jewish schooling draws on research from the United States, the former Soviet Union, South America, and Europe, making it possible to arrive at important and original insights into parochial Jewish schooling. The book reveals conflicting conceptions of the social functions of schooling and produces insights into the capacity of schools to build community. It studies questions about faith-based schooling and the public good that today are as much questions of public policy as they are of academic inquiry.
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Howe, Paul. Teen Spirit. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749827.001.0001.
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This book offers a novel and provocative perspective on how we came to be living in an age of political immaturity and social turmoil. The book argues it's because a teenage mentality has slowly gripped the adult world. It contends that many features of how we live today — some regrettable, others beneficial — can be traced to the emergence of a more defined adolescent stage of life in the early twentieth century, when young people started spending their formative, developmental years with peers, particularly in formal school settings. The book shows how adolescent qualities have slowly seeped upward, where they have gradually reshaped the norms and habits of adulthood. The effects over the long haul, the book contends, have been profound, in both the private realm and in the public arena of political, economic, and social interaction. Our teenage traits remain part of us as we move into adulthood, so much so that some now need instruction manuals for adulting. This book challenges our assumptions about the boundaries between adolescence and adulthood. Yet despite a cultural system that seems to be built on the ethos of Generation Me, it's not all bad. In fact, there has been an equally impressive rise in creativity, diversity, and tolerance within society: all traits stemming from core components of the adolescent character. The book helps make sense of the impulsivity driving society and encourages us to think anew about civic reengagement.
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Kabay, Sarah. Access, Quality, and the Global Learning Crisis. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192896865.001.0001.
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Around the world, 250 million children cannot read, write, or perform basic mathematics. They represent almost 40 percent of all primary school-aged children. This situation has come to be called the “Global Learning Crisis,” and it is one of the most critical challenges facing the world today. Work to address this situation depends on how it is understood. Typically, the Global Learning Crisis and efforts to improve primary education are defined in relation to two terms: access and quality. This book is focused on the connection between them. In a mixed-methods case study, this book provides detailed, contextualized analysis of Ugandan primary education. As one of the first countries in sub-Saharan Africa to enact dramatic and far-reaching primary education policy, Uganda serves as a compelling case study. With both quantitative and qualitative data from over 400 Ugandan schools and communities, the book analyzes grade repetition, private primary schools, and school fees, viewing each issue as an illustration of the connection between access to education and education quality. This analysis finds evidence of a positive association, challenging a key assumption that there is a trade-off or disconnect between efforts to improve access to education and efforts to improve education quality. The book concludes that embracing the complexity of education systems and focusing on dynamics where improvements in access and quality can be mutually reinforcing can be a new approach for improving basic education in contexts around the world.
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Chancer, Lynn S., Martín Sánchez-Jankowski, and Christine Trost, eds. Youth, Jobs, and the Future. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190685898.001.0001.
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This book confronts the persistent issues of youth unemployment and worsening socioeconomic precarity in the United States. While overall unemployment has declined, the unemployment rate remains nearly twice as high for young people 16–19 years of age and nearly three times as high for those aged 20–24. Millions of youth are neither in school nor working, and rates of unemployment and underemployment are nearly two to three times higher for black and Latino youth. Despite these glaring statistics, far more attention has been given to diminished social prospects facing young people in Europe than in America, and this is what makes this book so important. The volume’s Introduction places the issue in a global and national context, while suggesting a range of solutions and discussing the distinctive cultural ideology of the American dream as it intersects with young people's diverse experiences. Chapters in each of the book’s four sections explore structural and cultural causes of youth unemployment, their ramifications for both native and immigrant youth, and how both middle- and working-class youth across diverse races and ethnicities are affected within and outside the legal economy. Overall, the book insists that because the youth of today face greater insecurity than earlier generations, the time has come to address factors like technological changes, the rise of the 24/7 and “gig” economy, and the polarization between “good” and “bad” jobs; thus, the book features chapters on potential solutions including effective school-to-work models, shorter and shared hours, full employment, and basic income.
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Lechtreck, Elaine Allen. Southern White Ministers and the Civil Rights Movement. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496817525.001.0001.
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How did southern white ministers who believed that racial segregation was against God’s teachings attempt to convince people in their churches and their communities to abandon fears of integration and overcome prejudices? This book is about important episodes in United States history, southern history, church history, and the power of faith. Southern white ministers who aligned with the Civil Rights Movement experienced harassment, vilification, jailing, beating, and psychological pain. Their sermons, efforts, and sacrifices on behalf of school integration and the Civil Rights Movement are chronicled in this book. Did their efforts help change southern society? Scholars differ in opinions. Most argue that black leaders and organizations brought an end to segregation, Others contend that the federal government speeded the process, but this book shows that southern white ministers were also influential, sometimes only locally, sometimes only personally, but counted together their actions become significant. Clinton High in Tennessee and Central High in Little Rock where ministers accompanied African American students amid angry and jeering mobs, today, are good functioning schools with interracial student bodies. The University of Mississippi, where an Episcopal vicar was knocked off a pedestal while trying to quell a bloody riot, has made great strides towards racial reconciliation. These ministers welcomed black people into their churches in spite of closed-door policies. A Baptist minister established an interracial farm that has endured for seventy-six years, a farm that birthed Habitat for Humanity. The sacrifices of these ministers showed African Americans that not all white people were enemies.
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Coyne, Christopher J., and Peter Boettke, eds. The Oxford Handbook of Austrian Economics. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199811762.001.0001.
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The Oxford Handbook of Austrian Economics provides an overview of the main methodological, analytical, and practical implications of the Austrian school of economics. This intellectual tradition in economics and political economy has a long history that dates back to Carl Menger in the late nineteenth century. The various contributions discussed in this book all reflect this "tension" of an orthodox argumentative structure (rational choice and invisible hand) to address heterodox problem situations (uncertainty, differential knowledge, ceaseless change).The Austrian economists, from the founders to today, seek to derive the invisible-hand theorem from the rational-choice postulate via institutional analysis in a persistent and consistent manner. The Handbook, which consists of nine parts, and 34 chapters, covers a variety of topics including: methodology, microeconomics (market process theory and spontaneous order), macroeconomics (capital theory and Austrian business cycle theory, and free banking), institutions and organizational theory, political economy, development and social change, and the 2008 financial crisis. The goals of the volume are twofold. First, to introduce readers to some of the main theories and insights of the Austrian school. Second, to demonstrate how Austrian economics provides a set of tools for making original and novel scholarly contributions to the broader economics discipline. By providing insight into the central Austrian theories, the volume will be valuable to those who are unfamiliar with Austrian economics. At the same time, it will be appealing to those already familiar with Austrian economics, given its emphasis on Austrian economics as a live and progressive research program in the social sciences.
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McLeish, Tom. The Poetry and Music of Science. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198797999.001.0001.
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‘I could not see any place in science for my creativity or imagination’, was the explanation, of a bright school leaver to the author, of why she had abandoned all study of science. Yet as any scientist knows, the imagination is essential to the immense task of re-creating a shared model of nature from the scale of the cosmos, through biological complexity, to the smallest subatomic structures. Encounters like that one inspired this book, which takes a journey through the creative process in the arts as well as sciences. Visiting great creative people of the past, it also draws on personal accounts of scientists, artists, mathematicians, writers, and musicians today to explore the commonalities and differences in creation. Tom McLeish finds that the ‘Two Cultures’ division between the arts and the sciences is not after all, the best classification of creative processes, for all creation calls on the power of the imagination within the constraints of form. Instead, the three modes of visual, textual, and abstract imagination have woven the stories of the arts and sciences together, but using different tools. As well as panoramic assessments of creativity, calling on ideas from the ancient world, medieval thought, and twentieth-century philosophy and theology, The Poetry and Music of Science illustrates its emerging story by specific close-up explorations of musical (Schumann), literary (James, Woolf, Goethe) mathematical (Wiles), and scientific (Humboldt, Einstein) creation. The book concludes by asking how creativity contributes to what it means to be human.
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Strhan, Anna. The Figure of the Child in Contemporary Evangelicalism. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198789611.001.0001.
Full textAbstract:
What does it mean to grow up as an evangelical Christian today? What meanings does ‘childhood’ have for evangelical adults? How does this shape their engagements with children and with schools? And what does this mean for the everyday realities of children’s lives? Based on ethnographic fieldwork carried out in three contrasting evangelical churches in the UK, Anna Strhan reveals how attending to the significance of children within evangelicalism deepens understanding of evangelicals’ hopes, fears, and concerns, not only for children, but for wider British society. Developing a relational approach to the study of children and religion, the book invites us to consider the complexities of children’s agency and how the figure of the child shapes the hopes, fears, and imaginations of adults, within and beyond evangelicalism. Strhan explores the lived realities of how evangelicals engage with children across church, school, home, and other informal educational spaces in a dechristianizing cultural context, and how children experience these forms of engagement. The book reveals how conservative evangelicals experience their understanding of childhood as increasingly countercultural, while charismatic and open evangelicals locate their work with children as a significant means of engaging with wider secular society. Setting out an approach that explores the relations between the figure of the child, children’s experiences, and how adult religious subjectivities are formed in both imagined and practical relationships with children, Strhan situates childhood as an important area of study within the sociology of religion and examines how we should approach childhood within this field.
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Dryfoos, Joy G., Jane Quinn, and Carol Barkin, eds. Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.001.0001.
Full textAbstract:
A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. How should such a school be structured? How can its success be measured? Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21st century. CAS began this work more than a decade ago and today operates thirteen such schools in three low-income areas of New York City. Through a technical assistance center operated by CAS, hundreds of other schools across the country and the world are adapting this model. Based on their own experiences working with community schools, the contributors to the volume supply invaluable information about the selected program components. They describe how and why CAS started its community school initiative and explain how CAS community schools are organized, integrated with the school system, sustained, and evaluated. The book also includes several contributions from experts outside of CAS: a city superintendent, an architect, and the director of the Coalition for Community Schools. Co-editors Joy Dryfoos, an authority on community schools, and Jane Quinn, CAS's Assistant Executive Director of Community Schools, have teamed up with freelance writer Carol Barkin to provide commentary linking the various components together. For those interested in transforming their schools into effective child- and family-centered institutions, this book provides a detailed road map. For those concerned with educational and social policy, the book offers a unique example of research-based action that has significant implications for our society.
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Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.
Full textAbstract:
Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.
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Shore, Bruce W. Our Changing Views of Photons. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198862857.001.0001.
Full textAbstract:
This book describes the changing views of the physics community toward photons, and how photons are viewed today in several contexts. The first portion, a ninechapter Memoir with few equations and many definitions, explains the changing view of physicists toward radiation and its wave-particle photons, written for those with interest but possibly without technical background. It gives operational definitions that have been used for photons and their association with quantum-state manipulations that include Quantum Information, astronomical sources and crowds of photons, the boxed fields of cavity Quantum Electrodynamics It defines, qualitatively, the historical photons of Planck, Einstein, Compton, and Bohr, the later photons of Dirac, Feynman, and Glauber, and the photon constituents of the Standard Model of Particle Physics. It points to contemporary photons as causers of change to atoms, as carriers of messages, and as subject to controllable creation and alteration. A second portion, of three tutorial appendices, explains the mathematical background of quantum theory and radiation needed by those whose profession involves photonics and who therefore want more detailed understanding of the Memoir portion: quantum theory and the Schrodinger equation for quantum-state manipulation; Maxwell equations for electromagnetism with wave modes that become photons through a quantization postulate, possibly exhibiting quantum entanglement; and the coupling of atoms and fields to create quasiparticles that are seen as slow and stored light pulses. As with other Memoirs, the present book has idiosyncrasies of the author. Most notably, on the opening page of each chapter, and at the end of the book, is a cartoon drawn by the author, as a grad student, that reflects the changing views of a PhD aspirant toward the grad school experience as he progressed through the graduate school of MIT in the 1950s.