In Civilizing the Child: Discourses of Race, Nation, and Child Welfare in America, Katherine S. Bullard analyzes the discourse of child welfare advocates who argued for the notion of a racialized ideal child. This ideal child, limited to white, often native-born children, was at the center of arguments for material support to children and education for their parents. This book illuminates important limitations in the Progressive approach to social welfare and helps to explain the current dearth of support for poor children. Civilizing the Child tracks the growing social concern with children in the nineteenth and early-twentieth centuries. The author uses seminal figures and institutions to look at the origins of the welfare state. Chapters focus on Charles Loring Brace, Jacob Riis, residents of the Hull House Settlement, and the staff of U.S. Children's Bureau, analyzing their work to unpack the assumptions about American identity that made certain children belong and others remain outsiders. Bullard traces the ways in which child welfare advocates used racialized language and emphasized the "civilizing mission" to argue for support of white native-born children. This language focused on the future citizenship of some children as an argument for their support and protection.

This is the first history of sport in Ireland, locating the history of sport within Irish political, social, and cultural history, and within the global history of sport. Sport and Ireland demonstrates that there are aspects of Ireland's sporting history that are uniquely Irish and are defined by the peculiarities of life on a small island on the edge of Europe. What is equally apparent, though, is that the Irish sporting world is unique only in part; much of the history of Irish sport is a shared history with that of other societies. Drawing on an unparalleled range of sources - government archives, sporting institutions, private collections, and more than sixty local, national, and international newspapers - this volume offers a unique insight into the history of the British Empire in Ireland and examines the impact that political partition has had on the organization of sport there. Paul Rouse assesses the relationship between sport and national identity, how sport influences policy-making in modern states, and the ways in which sport has been colonized by the media and has colonized it in turn. Each chapter of Sport and Ireland contains new research on the place of sport in Irish life: the playing of hurling matches in London in the eighteenth century, the growth of cricket to become the most important sport in early Victorian Ireland, and the enlistment of thousands of members of the Gaelic Athletic Association as soldiers in the British Army during the Great War. Rouse draws out the significance of animals to the Irish sporting tradition, from the role of horse and dogs in racing and hunting, to the cocks, bulls, and bears that were involved in fighting and baiting.

Exploring the nexus of music and religious education involves fundamental questions regarding music itself, its nature, its interpretation, and its importance in relation to both education and the religious practices into which it is integrated. This cross-disciplinary volume of essays offers the first comprehensive set of studies to examine the role of music in educational and religious reform and the underlying notions of music in early modern Europe. It elucidates the context and manner in which music served as a means of religious teaching and learning during that time, thereby identifying the religio-cultural and intellectual foundations of early modern European musical phenomena and their significance for exploring the interplay of music and religious education today.

An in-depth and multiperspectival look at the Astros’ sign-stealing scandal and its roots in the culture of baseball fandom. In 2017 the Houston Astros won their first World Series title, a particularly uplifting victory for the city following Hurricane Harvey. But two years later, the feel-good energy was gone after The Athletic revealed that the Astros had stolen signs from opposing catchers during their championship season, perhaps even during the playoffs and World Series. Their methods were at once high-tech and crude: staff took video of opponents’ pitching signals and transmitted the footage in real time to the Astros’ dugout, where players banged on trash cans to signal to their teammates at bat which pitches were coming their way. Wry observers labeled them the Asterisks, pointing to the title that no longer seemed so earned. Astros and Asterisks examines the scandal from historical, journalistic, legal, ethical, and cultural perspectives. Authors delve into the Astros’ winning-above-all attitude, cultivated by a former McKinsey consultant; the significance of hiring a pitcher recently suspended for domestic abuse; the career-ending effects of the Astros’ transgression on opposing players; and the ethically fraught choices necessary to participate in sign-stealing. Ultimately, it links the Astros’ choices to the sporting world’s obsession with analytics. What emerges is a sobering tale about the impact of new technology on a game whose romanticized image feels increasingly incongruous with its reality in the era of big data and video.

Few topics in modern history draw the attention that the Holocaust does. The Shoah has become synonymous with unspeakable atrocity and unbearable suffering. Yet it has also been used to teach tolerance, empathy, resistance, and hope. Understanding and Teaching the Holocaust provides a starting point for teachers in many disciplines to illuminate this crucial event in world history for students. Using a vast array of source materials-from literature and film to survivor testimonies and interviews-the contributors demonstrate how to guide students through these sensitive and painful subjects within their specific historical and social contexts. Each chapter provides pedagogical case studies for teaching content such as antisemitism, resistance and rescue, and the postwar lives of displaced persons. It will transform how students learn about the Holocaust and the circumstances surrounding it.

Listen to the podcast with Editors Merethe Roos and Henrik Edgren This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use a wide range of scholarly methods and perspectives. The overall objective is to highlight how textbooks reflect national cultural politics and legislation. The various chapters cast light on how textbooks are integrated in national politics and demonstrate how they have contributed to nation-building and to strengthening the nations' core values and other major political projects. Contributors are: Karl Christian Alvestad, Norunn Askeland, Kjell Lars Berge, Peter Bernhardsson, Kerstin Bornholdt, Mads B. Claudi, Henrik Edgren, Morten Fink-Jensen, Stig Toke Gissel, Thomas Illum Hansen, Pirjo Hiidenmaa, Marthe Hommerstad, Axel Hoerstedt, Kari-Anne Jorgensen-Vitterso, Tujia Laine, Esbjoern Larsson, Ragnhild Elisabeth Lund, Christina Matthiesen, Eva Maagero, Tuva Skjelbred Nodeland, Kari H. Nordberg, Merethe Roos, Henriette Hogga Siljan, Johan Laurits Tonnesson and Janne Varjo.