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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 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 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 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 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.
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.
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.
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