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At a time when popularizers of cultural literacy are prescribing a cultural canon for the purpose of prying open the closed minds' of American youth . . . Literacy provides an articulate and courageous response.
Harvard Educational Review
a book for all practitioners and all members of the greater community. Giroux demands reader involvement, transformation, and empowerment. He helps us understand that the political relationship between schools and society is neither artificial nor neutral nor necessarily negative. Rather, school personnel have a positive and dynamic political role to play.
Educational Leadership
... one of the most important books for American teachers. . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head. Democratic Schools
Highly recommended. . . . Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pedagogy. There is a satisfactory blend of theoretical investigation and practical personal anecdote. . . . The text is well researched. Choice
Globalization theorists predict that the forces of globalization will divide the countries of the world into a few winners and many losers. This book challenges that idea and suggests that the very margins of the global world system--where the construction of local relations and group identities within a deterritorialized, transnational political economy allows for a creative postmodernism--may become the areas of the most creative cultural activity. The difficulties facing those who are globalizing in the margins come from powerful transnational movements such as the environmental movement, the international drug trade, and migrations of people including international tourists. Ironically, instant contact with the rest of the world has created a sense of local identity that transcends the local and is truly multicultural.
Belize is a diverse, multicultural society that is both cosmopolitan and deterritorialized, searching for new forms of collective expression, identity, and imagined possibilities, coming into its own as a nation at a time of increasing awareness of global social realities. Perhaps the rreatest challenge faced by Belizeans is the power of the transnational eco-colonialists who have, with missionary zeal, garnered control of land and resources and placed themselves in positions of political power. The present is an end of history for Belize and the beginning of a new era, one that is peculiarly postmodern, globalized, and creative.
Born in the 1960s, the middle-class Biracial Americans of this study are part of a transitional cohort between the hidden biracial generations of the past and the visible blended generations of the future. As individuals, they have variously dealt with their ambiguous status in American society; as a generation, they share common existential realities in relation to White culture.
During the last decade of the 20th century public awareness of mixed race Americans increased significantly, in no small part because there has been a substantial increase in interracial marriages and offspring since 1960. This study, based on ethnographic interviews, provides an historical overview of the study of Biracial Americans in the social sciences, a sociological profile of project participants, sociocultural discussions of family and race as well as racial identity choices, and examinations of racial realities in adult lives and of recurrent systemic and personal life themes. The textual part of the book demonstrates the diversity of perception and experience regarding race and identity of these biracial young adults. The Epilogue not only reviews major findings pertaining to this transitional generation of Biracial Americans but discusses biraciality and the deconstruction of race in contemporary American society. An extensive bibliography of popular and scholarly sources concludes the book.
Some two dozen boys tell of growing up in the Hebrew National Orphan Home. Though punishment was often brutal and where a few boys were victims of sexual predators, residents had many religious, recreational, educational, cultural, and athletic opportunities. Most agree that the good far outweighed the bad.
Orphanage horror stories of the 19th and early 20th centuries brought on the modern welfare system that includes foster-care programs. Yet as effective as the foster-care programs throughout the nation have been in providing good care and safety for many hundreds of thousands of children, there are still far too many youngsters who have been ill-served by these programs. Many are shunted from place to place. The authors argue that well-run orphanages offer a better solution. Their essays tell the story of The Home that reared them and provides understanding of what life in an orphanage was like.
The first book to examine how the ancient Maya defined gender. Contributors explain what it meant to be male and female. They show how gender was experienced and what the bases were for gender designations. They demonstrate how gender relations affected other areas of Mayan life, such as the arts, cosmology, economics, politics, religion, and social structure. And they analyze the changes in Mayan gender relations and identities that were fostered by evolving historical systems.
There was no single Mayan polity nor was there a unitary cultural approach. Certain similarities in culture account for the observation of a general commonality among the ancient Maya, but there clearly were significant differences between Mayan sites, within the same site over time, and even between social sectors at the same site in any given time--this is no less true for ancient Maya gender identity and relations. Thus, the authors seek to explain why emphasis upon bilateral inheritance of power and prerogative was emphasized in artwork at some periods and some sites and not at others. Avoiding the vain attempt to provide a single explanation, they seek to offer a clearer sense of the richness of their topic.
First taught in the United States in 1971, the Enneagram is now used in counseling settings, corporations, university classrooms (including Stanford Business School) and other educational institutions. The Enneagram system is a model of human development which describes nine patterns of personality. Each type is distinct with its own point of view and focus of attention based on nine psychological strategies. Janet Levine, a long-term educator, and with many years experience using the model, has through research and refinement, pioneered an application for educators and students in their quest to facilitate teaching and learning. This is an in-depth description of the system, and a practical guide.
The Enneagram Intelligences pioneers a new field, a study of the impact of personality in education on both teaching and learning styles, and other areas of institutions--for instance, the faculty roles and rewards debate. The Enneagram model describes with great accuracy why we behave the way we do. The book is a practical guide to understanding personality and applying that knowledge in all educational dynamics. Through the words and observations of educators, we gain insight into the Enneagram. We can see and understand the 360 degrees of human possibility, and are no longer limited to our forty degree take on reality. This liberates us into a new understanding of ourselves and others, a new way of perceiving differences. Levine's book does for personality and teaching and learning styles what other great innovations such as those of A.S. Neill, Maria Montessori, Rudolf Steiner, John Dewey, Isabel Myers and Katherine Briggs, and Ernest Boyer have done for education in general: move forward the frontier of understanding, shift the paradigm, change the perceptual lens.
A comprehensive, case study portrait of the childrearing context of a predominantly Eskimo village in the remote Northwest Arctic, designed to look for evidence of reinvention, transformation, or conscious choice as process features of change in the mix of traditional childrearing beliefs and practices with infusions from the dominant culture.
The rearing environment and child well-being were studied during 18 months of anthropological fieldwork in an Alaskan Inupiaq village in the Northwest Arctic. Volunteers for the sample consisted of 44 adults from 16 extended families who were raising a child between the ages of three and six years. Results from guided interviews, card sorts, standardized family and home assessments, and review of the children's medical records revealed a complex portrait of culture continuity and change and included the following trends:
Using new case data from South American, Australian, and Papua New Guinean societies, the authors explore how cultural ideas for humanity are reflected in seemingly universal understandings of our potential for anthropophagy. Whether or not a society actually practices cannibalism, these conceptions are often articulated at the level of folklore and myth, where flesh-eating is imbued with symbolic meanings centered on ideas about regeneration after death, the equivalence between human flesh and food, and the morality of social exchange in and between groups. Thus, cannibalism emerges at once as a resource for political agendas that perpetuate ethnic stereotypes of exotic others; a cultural practice capable of expressing violent suppression as well as transforming death into a life-sustaining process; and a theme whose horrific potentiality engenders baleful monsters and myths for public delectation as well as child control.
Cannibalism exists in folklore traditions as the definition of the antithesis of socially accepted morality, as well as something that in practice was a conduit for the regeneration and reproduction of positive values. Cannibalism is seen as bound up with the commerce of exchange between people intent on defining their economic and political worlds in and through symbols. This book is a major milestone, providing a valuable set of correctives for both the academic discourse on cannibalism as well as the wider conventional beliefs about the topic.
More and more couples are choosing not to have children. While much attention has been paid to this trend from a woman's point of view, men are often seen as having a secondary role in this choice, as ready to accept whatever their partners decide. In an age when men are expected to be caregivers as well as breadwinners and encouraged to take on more parental responsibilities, this volume argues that they need to be active participants in this crucial, life-altering decision. Based on in-depth interviews with 30 American and British childless men, this is the first book to explore the motives and consequences of voluntary childlessness from a man's perspective.
The interviewees explain the reasons for their choice and explore its impact on their freedom, relationships, job opportunities, and finances. They also discuss their mixed feelings, their family background, and their concern over the world's ever-growing population. The picture that emerges challenges the stereotype of men who decide against parenthood as immature, selfish, and irresponsible. Although each man provides several reasons, the author identifies nine main types of childfree men, including workaholics, lifelong learners, early retirees, stress reducers, and men who don't want to repeat the mistakes of their parents.
Experts representing practitioners, researchers, advocates, and triad members, explore the similarities and differences between adoptees placed as infants and as older children. The book promotes better integration of theory, practice, policy, and research in working with clients who are members of the adoption triad: adoptees, birth parents, and adoptive families. For the first time, the separate practice areas are bridged, pointing out the significant overlap between the two populations and the similar interventions that can be used when working with adoptees regardless of their age at placement.
Developed as a resource text for practitioners, researchers, students, and adoptive triad members, the first chapter provides an overview of the clinical and practice issues. Next the work presents issues surrounding infertility, and explores identity development with a following chapter on search and reunion issues. The fifth chapter discusses adoption support, both historically and with current developments and issues. The work then examines ethics and offers a model for ethical adoption practice. The seventh chapter explores treatment issues from a family systems perspective. Chapter 8 discusses the issues in transracial adoptions, examining history, policy, research and practice. The final chapter offers an analysis of international adoption, one of the modes of adoption that has expanded greatly over the last 10 years.
In 1954, the United States Supreme Court's ruling in Brown v. Board of Education Topeka (347 U.S. 483) overturned the prevailing doctrine of separate but equal introduced by Plessy v. Ferguson (163 U.S. 537) fifty-eight years prior. By the time Brown was decided, many states had created dual collegiate structures of public education, most of which operated exclusively for Caucasians in one system and African Americans in the other.
Although Brown focused national attention on desegregation in primary and secondary public education, the issue of disestablishing dual systems of public higher education would come to the forefront two years later in Florida ex rel. Hawkins v. Board of Control (350 U.S. 413 [1956]). However, the pressure to dismantle dual systems of public education was not extended to higher education until the passage of the Civil Rights Act of 1964. Despite Title VI of this Act, which stated that No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, or be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance, nineteen states continued to operate dual systems of public higher education. The Quest to Define Collegiate Desegregation explores the evolution of the legal standard for collegiate desegregation after Adams v. Richardson (351 F2d 636 [D.C. Cir. 1972]).
The athor views the fiscal crisis as both a product and the process of class struggle. . . . Interview data and documents are combined to present a useful and interesting counter-perspective sensitive to the contingencies of struggle.
Choice
Anyone working to improve the childbearing experience and help women avoid unnecessary intervention has encountered numerous obstetric myths or old doctors' tales. And while the evidence in the medical literature may be solidly, often unequivocably, against whatever the doctor said, without access to that evidence, the pregnant woman is quite reasonably going to follow her doctor. This book is an attempt to make the medical literature on a variety of key obstetric issues accessible to people who lack the time, expertise, access, or proximity to a medical library to research concerns on their own. This compact, accurate, yet understandable reference is designed for people without medical training and organized for easy access.
After an introductory chapter giving basic information about the different types of medical studies, how to evaluate them, and some basic statistical concepts, Goer provides chapters on cesarean issues, pregnancy and labor management, and a review of alternative approaches. Each chapter begins with a stated myth, followed by an examination of the reality. Goer then analyzes the mainstream belief, pointing out its fallacies. Then comes a list of significant points gleaned from the studies and keyed to her abstracts. Next is the outline by which the abstracts are grouped. Finally come the numbered abstracts of relevant articles published, in most cases, after 1980. The book concludes with a glossary of medical terms and an index. This compact, accurate, and understandable reference tool is designed for people without medical training as well as care givers.