Considers whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. This volume contains essays which focus on the United States, the United Kingdom, Europe, Australia, and New Zealand.

Barry M. Franklin's new work uses the concept of community as a lens for interpreting urban school reform since 1960. Focusing on the curriculum and employing case studies, he applies the concept to reform initiatives in a number of city school systems. Included are compensatory education, community control, mayoral takeovers, educational partnerships, and smaller learning communities. This comprehensive work concludes with a consideration of how we can employ the concept of cosmopolitanism to change the idea of community for a twenty-first century, globalized world and its schools.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.

This volume's unifying theme is the question: Is a concept of development relevant to art? Bringing together contributions from the perspectives of philosophical aesthetics, psychoanalysis, architecture and design, and the practicing artist, as well as developmental theory in psychology, this volume provides a unique assembly of voices from different disciplines. The twelve chapters span artistic production in childhood, transformations in the work of the individual artist, and historical changes in art, thus establishing a broad canvas for examining how concepts of development are used in relation to the arts. The contributors consider specific phenomena and questions against the background of theoretical issues, taking markedly different views on whether change in artistic work can be aptly characterized as development and, if so, what modulations of the concept may be required in light of accompanying assumptions and implications. Given the nature of this discourse, this richly illustrated book should lead to a radical rethinking among those who apply developmental concepts to artistic phenomena and aesthetic movements, and to reconsideration of the role of art in optimal human development within the individual and within social orders.

This volume's unifying theme is the question: Is a concept of development relevant to art? Bringing together contributions from the perspectives of philosophical aesthetics, psychoanalysis, architecture and design, and the practicing artist, as well as developmental theory in psychology, this volume provides a unique assembly of voices from different disciplines. The twelve chapters span artistic production in childhood, transformations in the work of the individual artist, and historical changes in art, thus establishing a broad canvas for examining how concepts of development are used in relation to the arts.
The contributors consider specific phenomena and questions against the background of theoretical issues, taking markedly different views on whether "change" in artistic work can be aptly characterized as "development" and, if so, what modulations of the concept may be required in light of accompanying assumptions and implications. Given the nature of this discourse, this richly illustrated book should lead to a radical rethinking among those who apply developmental concepts to artistic phenomena and aesthetic movements, and to reconsideration of the role of art in optimal human development within the individual and within social orders.

This volume of presents an account of current thinking on central issues within and beyond the humanities. It brings together such leading figures as Sacvan Bercovitch and Helen Vendler, Anthony Appiah and Barbara Johnson, Seyla Benhabib and Norman Bryson, Martha Minow and Henry Louis Gates,Jr, Marjorie Garber and Susan Suleiman. It explores such questions as: What is culture? What are cultures? Are literary texts and cultural texts different? What do literary and other fields engaged in cultural work have in common? What can literary studies profitably do with other disciplines? and What can cultural studies tell us about culture ?

This presents an account of current thinking on central issues within and beyond the humanities today. Brings together leading figures such as Sacvan Bercovitch, Helen Vendler, Anthony Appiah, Norman Bryson, Seyla Benhabib and Marjorie Garber.

This book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.

This groundbreaking volume considers whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. Essays focus on the United States, the United Kingdom, Europe, Australia, and New Zealand.

This book asserts that efforts to reform schools, particularly urban schools, are events that engender a host of issues and conflicts that have been interpreted through the conceptual lens of community.

This groundbreaking volume considers whether the question of the high school's seeming demise is exaggerated and why it is experiencing the many problems that it does. Essays focus on the United States, the United Kingdom, Europe, Australia, and New Zealand.

In August 1946, Marcel Duchamp spent five weeks in Switzerland, and stayed at the Hotel Bellevue (today, Le Baron Tavernier) near Chexbres, on Lake Geneva. It was here that he discovered the Forestay waterfall, which was to become the starting point for (and ultimately the landscape of) his enigmatic and final masterpiece, "Etant donnes: 1 la chute d'eau, 2 le gaz d'eclairage" ("Given: 1. The Waterfall, 2. The Illuminating Gas"). Now, for the first time, the full significance of the choice of this waterfall is explored. Among the contributors to this volume are Caroline Bachmann, Stefan Banz, Etienne Barilier, Lars Blunck, Ecke Bonk, Paul B. Franklin, Antje von Graevenitz, Dalia Judovitz, Michael Luthy, Bernard Marcade, Herbert Molderings, Adeena Mey, Stanislaus von Moos, Francis M. Naumann, Mark Nelson, Molly Nesbit, Dominique Radrizzani, Roman Signer, Michael R. Taylor, Hans Maria de Wolf and Philip Ursprung.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.

Educational Partnerships and the State is a compelling collection of essays by an international group of scholars that provides a critical exploration of the role of partnerships in contemporary educational reform. Their focus is on the expanding role that collaboration between the public and private sector has come to play in the governing of schools, children, and families in response to an array of worldwide economic and social changes. The contributors to this volume highlight the new relationship between civil society and the state through partnerships and what that linkage has come to mean for an array of educational issues including academic achievement, school governance, school parent-relationships, teacher education, the construction of family and community involvement, and the discourses of reform as practices that order participation and action.