by
Kirp, David L.
Call Number
372.210973 22
Publication Date
2009 2007
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4.9483
by
Chaput, Catherine.
Call Number
378.050973 22
Publication Date
2008
Summary
Focuses on the relationship between American universities and globalization, showing how the trend toward professionalization contributes to the production of surplus value and the ways that the American university model circulates outside the United States.
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3.4498
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by
Wolfe, Alan, 1942-
Call Number
379.111 22
Publication Date
2003
Summary
School choice has lately risen to the top of the list of potential solutions to America's educational problems, particularly for the poor and the most disadvantaged members of society. Indeed, in the last few years several states have held referendums on the use of vouchers in private and parochial schools, and more recently, the Supreme Court reviewed the constitutionality of a scholarship program that uses vouchers issued to parents. While there has been much debate over the empirical and methodological aspects of school choice policies, discussions related to the effects such policies may h.
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3.1664
4.
by
Abernathy, Scott Franklin, 1966-
Call Number
379.1110973 22
Publication Date
2005
Summary
InSchool Choice and the Future of American Democracy, Scott Franklin Abernathy shows what is lost in the school choice debate. Abernathy looks at parents as citizens who exert power over the educational system through everything from their votes on school budgets to their membership on school boards. Challenging the assumption that public schools will improve when confronted with market-based reforms, Abernathy examines the possibility that public schools will become more disconnected and isolated as civic life is privatized."Scott Abernathy takes up big questions and provides answers grounded in the complex reality of policy and politics. School Choice and the Future of American Democracyis a book written for those who understand that the world does not fit the simple explanations too often put forward."--Clarence Stone, Professor Emeritus, University of Maryland, and Research Professor, George Washington University"Will school choice revive or eviscerate democratic processes and institutions? Will it narrow or exacerbate the range of educational inequities? This book takes several differently angled slices into these questions and draws intriguing answers."--Jeffrey R. Henig, Teachers College, Columbia University, and author ofRethinking School Choice: Limits of the Market Metaphor"Through extensive research and refreshingly impartial analysis, Scott Abernathy probes how the use of market principles to reform public schools affects democratic citizenship. Treating citizens first and foremost as customers, he finds, threatens civic engagement and the well-being of schools, especially in the nation's neediest communities. This thoughtful and balanced appraisal is must-reading for those concerned about the future of American education and democracy."--Suzanne Mettler, Alumni Associate Professor, Syracuse University, and author ofSoldiers to Citizens: The G.I. Bill and the Making of the Greatest GenerationScott Franklin Abernathy is Assistant Professor of Political Science, University of Minnesota.
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3.0660
by
Weisser, Christian R., 1970-
Call Number
808.042071 21
Publication Date
2002
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Electronic Resources
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2.3175
by
Long, Lisa A.
Call Number
305.89607300711 22
Publication Date
2005
Summary
The essays in this collection explore the many difficulties created by the fact that white scholars greatly outnumber black scholars in the study and teaching of African American literature. Contributors, including some of the most prominent theorists in the field as well as younger scholars, examine who is speaking, what is being spoken and what is not, and why framing African American literature in terms of an exclusive black/white racial divide is problematic and limiting. In highlighting the ""whiteness"" of some African Americanists, the collection does not imply that the teac.
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2.1233
by
Hayward, Clarissa Rile.
Call Number
303.3 21
Publication Date
2000
Summary
"Clarissa Rile Hayward challenges the prevailing view which treats power as something powerful people have and use. Rather than seeing it as having a "face," she considers power as a complex network of social boundaries - norms, identities, institutions - which define both the field of action and the individual's freedom within it, for the "powerful" and "powerless" alike. Hayward suggests that the critical analysis of power relations should focus on the ways in which these relationships affect people's capacities to help shape the institutions and practices that govern their lives. Using a detailed comparative analysis of the relationships within two ethnically diverse educational settings - one in a low-income, predominantly African-American, urban school, the other in an affluent, predominantly white, suburban school - this book develops a compelling account of the concept of power in terms of networks of practices and relations."--Jacket.
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0.4287
by
Drew, Julie.
Call Number
320.973014 22
Publication Date
2010
Format:
Electronic Resources
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0.4228
by
Longaker, Mark Garrett, 1974-
Call Number
808.0071173 22
Publication Date
2007
Summary
Examines the political, cultural, economic, and religious agendas that drove the various curricula and contrasting visions of what good citizenship entails. This work studies the specific trends in rhetorical education offered at various early institutions with analyses of student lecture notes, classroom activities, and more.
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0.3214
by
Enoch, Jessica.
Call Number
808.042071 22
Publication Date
2008
Summary
Refiguring Rhetorical Education: Women Teaching African American, Native American, and Chicano/a Students, 1865-1911 examines the work of five female teachers who challenged gendered and cultural expectations to create teaching practices that met the civic and cultural needs of their students. The volume analyzes Lydia Maria Child's The Freedmen's Book, a post-Civil War educational textbook for newly freed slaves; Zitkala Ša's autobiographical essays published in the Atlantic Monthly in 1900 that questioned the work of off-reservation boarding schools.
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0.3125
11.
by
Hall, Joan Kelly.
Call Number
428.0071 21
Publication Date
2000
Summary
This text aims to present such dimensions as language policies, cultural expectations and the societal roles of languages to practicising and aspiring teachers in order to raise awareness of the sociopolitical nature of English language teaching.
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0.2977
by
Peckham, Irvin.
Call Number
808.0420711073 22
Publication Date
2010
Summary
A long-time writing program administrator and well-respected iconoclast, Irvin Peckham is strongly identified with progressive ideologies in education. However, in Going North Thinking West, Peckham mounts a serious critique of what is called critical pedagogy & mdash;primarily a project of the academic left & mdash;in spite of his own sympathies there. College composition is fundamentally a middle-class enterprise, and is conducted by middle-class professionals, while student demographics show increasing presence of the working class. In spite of best intentions to ameliora.
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0.2868
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