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.

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.

Edna Lewis (1916-2006) wrote some of America's most resonant, lyrical, and significant cookbooks, including the now classic The Taste of Country Cooking. Lewis cooked and wrote as a means to explore her memories of childhood on a farm in Freetown, Virginia, a community first founded by black families freed from slavery. With such observations as "we would gather wild honey from the hollow of oak trees to go with the hot biscuits and pick wild strawberries to go with the heavy cream," she commemorated the seasonal richness of southern food. After living many years in New York City, where she became a chef and a political activist, she returned to the South and continued to write. Her reputation as a trailblazer in the revival of regional cooking and as a progenitor of the farm-to-table movement continues to grow. In this first-ever critical appreciation of Lewis's work, food-world stars gather to reveal their own encounters with Edna Lewis. Together they penetrate the mythology around Lewis and illuminate her legacy for a new generation. The essayists are Annemarie Ahearn, Mashama Bailey, Scott Alves Barton, Patricia E. Clark, Nathalie Dupree, John T. Edge, Megan Elias, John T. Hill (who provides iconic photographs of Lewis), Vivian Howard, Lily Kelting, Francis Lam, Jane Lear, Deborah Madison, Kim Severson, Ruth Lewis Smith, Toni Tipton-Martin, Michael W. Twitty, Alice Waters, Kevin West, Susan Rebecca White, Caroline Randall Williams, and Joe Yonan. Editor Sara B. Franklin provides an illuminating introduction to Lewis, and the volume closes graciously with afterwords by Lewis's sister, Ruth Lewis Smith, and niece, Nina Williams-Mbengue.

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.

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.