Meet the ghosts of Kansas! Visit with a librarian who moves books at the State Capitol and ghosts that have been known to go home with patrons at River House. Learn about the Holton House spirit seen on a thermal imaging camera. Drink a cold brew with a ghost at Fat Matt's, the Twilighter, and PJs Bar. Relive college days at the haunted fraternity in Manhattan, where a ghost rattles doorknobs during tours. Buy a hammer from Ghostly Grandpa at his hardware store in Shawnee. Kansas ghosts are here to thrill and entertain you!

The gaze of educational researchers has traditionally been turned "down" toward the experiences of communities deemed at-risk, presumably with the purpose of improving their plight. Indeed, theorizing about the relationship between education, culture, and society has typically emerged from the study of poor and marginalized groups in public schools. Seldom have educational researchers considered class privilege and educational advantage in their attempts at understanding inequality and fomenting social justice. This collection of groundbreaking studies breaks with this tradition by shifting the gaze of inquiry "up," toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources. This edited volume brings together established and emerging scholars in education and the social sciences working critically to interrogate a diversity of educational environments serving the interests of influential groups both within and beyond schools. The authors investigate the power relations that underlie various contexts of class privilege. They shed light into the ways in which the success of a few relates to the failure of many.

Passages from the Heart was compiled primarily as a record for our family, but I think you may find some of the writings to be interesting, even entertaining and they may inspire you to try the same thing with your own family.

The gaze of educational researchers has traditionally been turned 'down' toward the experiences of communities deemed at-risk, presumably with the purpose of improving their plight. Indeed, theorizing about the relationship between education, culture, and society has typically emerged from the study of poor and marginalized groups in public schools. Seldom have educational researchers considered class privilege and educational advantage in their attempts at understanding inequality and fomenting social justice. This collection of groundbreaking studies breaks with this tradition by shifting the gaze of inquiry 'up, ' toward the experiences of privilege in educational environments characterized by wealth and the abundance of material resources. This edited volume brings together established and emerging scholars in education and the social sciences working critically to interrogate a diversity of educational environments serving the interests of influential groups both within and beyond schools. The authors investigate the power relations that underlie various contexts of class privilege. They shed light into the ways in which the success of a few relates to the failure of many.