Colleges and universities in urban centers have often leveraged their locales to appeal to students while also taking a more active role in addressing local challenges. They embrace civic engagement, support service-learning, tailor courses to local needs, and even provide university-community collaborations such as lab schools and innovation hubs. Engaging Place, Engaging Practices highlights the significant role the academy, in general, and urban history, in particular, can play in fostering these critical connections. The editors and contributors to this volume address topics ranging from historical injustices and affordable housing and land use to climate change planning and the emergence of digital humanities. These case studies reveal the intricate components of a city's history and how they provide context and promote a sense of cultural belonging. This timely book appreciates and emphasizes the critical role universities must play as intentional-and humble-partners in addressing the past, present, and future challenges facing cities through democratic community engagement.

Whatever does the word 'Bauseant' mean? Why does the Malta Cross have eight points? Whatever is a Turcopolier and why do knights have an Admiral? Over the last 25 years, whilst becoming Provincial Prior in two areas, the Revd Neville Barker Cryer has produced shorter booklets providing some of the answers to these and other similar questions. So successful have they been in explaining various aspects of the degrees of Knight Templar and of Malta that it was decided to expand the number of subjects dealt with and make them available to any knight in England.Stories about the Knights Templar and their exploits abound; here is something to help Masonic knights become more informed about what they do and say. The subjects include: Templar Churches and the Holy Sepulchre, Why Is the Royal Arch Linked with the Knights Templar?, The Pilgrim's Hat, The Accolade of Dubbing, What Is the Significance of the Mediterranean Pass?, What Does the Patte Cross of the Degrees Mean?, The Malta Banners, What Exactly Was the Office of Conservator?, The Knightly Garments, Is there any Link between the First Templars and Freemasonry?

From the #1 international bestselling author of The Revenant - the book that inspired the award-winning movie - comes the remarkable true story of the worst mining disaster in American history. In 1917, the lives of a company of miners changed forever when the underground labyrinth of tunnels in which they worked burst into flames. Within an hour, more than four hundred men would be locked in a battle to survive. Within three days, one hundred and sixty-four of them would be dead.

A collection of iconic, unbelievable, and intimate stories from baseball history that celebrate the enduring impact of the national pastime. Baseball--rooted as it is in tradition and nostalgia--lends itself to the retelling of its timeless tales. So it is with the stories in Classic Baseball, a collection of articles written by award-winning journalist John Rosengren and originally published by Sports Illustrated, The New Yorker, Sports on Earth, VICE Sports, and other magazines. These are stories about the game's legends--Ty Cobb, Christy Mathewson, Josh Gibson, Bob Feller, Frank Robinson, Sandy Koufax, Kirby Puckett--and its lesser-knowns with extraordinary stories of their own. They cover some of the game's most famous moments, like Hank Aaron hitting No. 715, and some you've never heard of, like the time the Ku Klux Klan played a game against an all-Black team. Whether it be the story of John Roseboro forgiving Juan Marichal for clubbing him in the head with a bat, Elston Howard breaking down the Yankees' systemic racism to integrate America's team, or the national pastime played on snowshoes during July in a remote Wisconsin town, these are stories meant to be read and read again for their poignancy, their humor, and their celebration of baseball.

Riche de ses editeurs scolaires et de ses collections enfantines, le dix-neuvieme siecle a-t-il invente le marche du livre pour enfants? Dans la France du dix-huitieme siecle, de nombreux acteurs s'efforcent deja de separer, au sein de la librairie, les lectures adaptees aux enfants et aux jeunes gens. Les rituels pedagogiques des colleges et des petites ecoles, les strategies commerciales des libraires, les preoccupations des Eglises, les projets et les politiques de reforme scolaire, tous pousses par la fievre educative de la noblesse et de la bourgeoisie, produisent alors d'innombrables bibliotheques enfantines, plurielles et plastiques, avec ou sans murs. Cet ouvrage montre comment, a un ordre des livres domine par les logiques des institutions scolaires et des metiers du livre, se surimpose a partir des annees 1760 une nouvelle categorie, celle du " livre d'education ", qui ne s'identifie plus a un lieu, mais a un projet de lecture, et s'accompagne de l'emergence de nouvelles figures d'auteurs. Alors que les etudes sur la litterature de jeunesse poursuivent partout leur developpement et leur structuration, ce livre dialogue avec les dernieres recherches europeennes sur la question. A l'inverse des travaux litteraires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalite est d'apporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de l'education, histoire des milieux litteraires 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.

In Three Centuries of Girls' Education, Mary Anne O'Neil offers both an examination and the first English translation of Les Reglemens des religieuses Ursulines de la Congregation de Paris. Published in 1705, Regulations is the first pedagogical system explicitly designed for the education of girls. It is also one of the few surviving documents describing the day-to-day operations of early Ursuline schools. O'Neil traces the history of the document from the writings of the Italian foundress of the Ursulines, to the establishment of the religious order in Paris in 1612, to the changes in the organization of Ursuline schools in nineteenth-century France, and, finally, to Mother Marie de St. Jean Martin's spirited defense of the traditional French Ursuline method after World War II. In the eighteenth century, New Orleans Ursulines used the Regulations as a guide to establish their schools and teaching methods. Overall, O'Neil's history and translation recover a vital source for historians of the early modern era but will also interest scholars in the fields of education history and female religious life.

Although the evolution of human rights diplomacy during the second half of the 20th century has been the subject of a wealth of scholarship in recent years, British foreign policy perspectives remain largely underappreciated. Focusing on former Foreign Secretary David Owen's sustained engagement with the related concepts of human rights and humanitarianism, David Owen, Human Rights and the Remaking of British Foreign Policy addresses this striking omission by exploring the relationship between international human rights promotion and British foreign policy between c.1956-1997. In doing so, this book uncovers how human rights concerns have shaped national responses to foreign policy dilemmas at the intersections of civil society, media, and policymaking; how economic and geopolitical interests have defined the parameters within which human rights concerns influence policy; how human rights considerations have influenced British interventions in overseas conflicts; and how activism on normative issues such as human rights has been shaped by concepts of national identity. Furthermore, by bringing these issues and debates into focus through the lens of Owen's human rights advocacy, analysis provides a reappraisal of one of the most recognisable, albeit enigmatic, parliamentarians in recent British history. Both within the confines of Whitehall and without, Owen's human rights advocacy served to alter the course of British foreign policy at key junctures during the late Cold War and post-Cold War periods, and provides a unique prism through which to interrogate the intersections between Britain's enduring search for a distinctive 'role' in the world and the development of the international human rights regime during the period in question.

The abolitionist movement not only helped bring an end to slavery in the United States but also inspired the large-scale admission of African Americans to the country's colleges and universities. Oberlin College changed the face of American higher education in 1835 when it began enrolling students irrespective of race and sex. Camaraderie among races flourished at the Ohio institution and at two other leading abolitionist colleges, Berea in Kentucky and New York Central, where Black and white students allied in the fight for emancipation and civil rights. After Reconstruction, however, color lines emerged on even the most progressive campuses. For new generations of white students and faculty, ideas of fairness toward African Americans rarely extended beyond tolerating their presence in the classroom, and overt acts of racial discrimination against Blacks grew increasingly common by the 1880s. John Frederick Bell's Degrees of Equality analyzes the trajectory of interracial reform at Oberlin, New York Central, and Berea, noting its implications for the progress of racial equality in nineteenth-century America. Drawing on student and alumni writings, institutional records, and promotional materials, Bell uses case studies to interrogate how abolitionists and their successors put their principles into practice. The ultimate failure of these social experiments illustrates a tragic irony of interracial reform, as the achievement of African American freedom and citizenship led whites to divest from the project of racial pluralism.

"As departments...scramble to decolonize their curriculum, Givens illuminates a longstanding counter-canon in predominantly black schools and colleges." -Boston Review "Informative and inspiring...An homage to the achievement of an often-forgotten racial pioneer." -Glenn C. Altschuler, Florida Courier "A long-overdue labor of love and analysis...that would make Woodson, the ever-rigorous teacher, proud." -Randal Maurice Jelks, Los Angeles Review of Books "Fascinating, and groundbreaking. Givens restores Carter G. Woodson, one of the most important educators and intellectuals of the twentieth century, to his rightful place alongside figures like W. E. B. Du Bois and Ida B. Wells." -Imani Perry, author of May We Forever Stand: A History of the Black National Anthem Black education was subversive from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of "fugitive pedagogy"-a theory and practice of Black education epitomized by Carter G. Woodson-groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged. Fugitive Pedagogy chronicles his ambitious efforts to fight what he called the "mis-education of the Negro" by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson's materials and methods as they fought for power in schools. Forged in slavery and honed under Jim Crow, the vision of the Black experience Woodson articulated so passionately and effectively remains essential for teachers and students today.