A Genealogy of the Gentleman argues that eighteenth-century women writers made key interventions in modern ideals of masculinity and authorship through their narrative constructions of the gentleman. It challenges two latent critical assumptions: first, that the gentleman’s masculinity is normative, private, and therefore oppositional to concepts of performance; and second, that women writers, from their disadvantaged position within a patriarchal society, had no real means of influencing dominant structures of masculinity. By placing writers such as Mary Davys, Eliza Haywood, Charlotte Lennox, Elizabeth Inchbald, and Mary Robinson in dialogue with canonical representatives of the gentleman author—Joseph Addison and Richard Steele, David Hume, Samuel Johnson, and Samuel Richardson—Mary Beth Harris shows how these women carved out a space for their literary authority not by overtly opposing their male critics and society’s patriarchal structure, but by rewriting the persona of the gentleman as a figure whose very desirability and appeal were dependent on women’s influence. Ultimately, this project considers the import of these women writers’ legacy, both progressive and conservative, on hegemonic standards of masculinity that persist to this day.  

A Genealogy of the Gentleman argues that eighteenth-century women writers made key interventions in modern ideals of masculinity and authorship through their narrative constructions of the gentleman. It challenges two latent critical assumptions: first, that the gentleman’s masculinity is normative, private, and therefore oppositional to concepts of performance; and second, that women writers, from their disadvantaged position within a patriarchal society, had no real means of influencing dominant structures of masculinity. By placing writers such as Mary Davys, Eliza Haywood, Charlotte Lennox, Elizabeth Inchbald, and Mary Robinson in dialogue with canonical representatives of the gentleman author—Joseph Addison and Richard Steele, David Hume, Samuel Johnson, and Samuel Richardson—Mary Beth Harris shows how these women carved out a space for their literary authority not by overtly opposing their male critics and society’s patriarchal structure, but by rewriting the persona of the gentleman as a figure whose very desirability and appeal were dependent on women’s influence. Ultimately, this project considers the import of these women writers’ legacy, both progressive and conservative, on hegemonic standards of masculinity that persist to this day.  

Like the figure of the governess, the seamstress occupied a unique place in the history of the nineteenth century, appearing frequently in debates about women's work and education, and the condition of the working classes generally in the rapidly changing capitalist marketplace. Like the governess, the figure of the needlewoman is ubiquitous in art, fiction and journalism in the nineteenth century. The fifteen articles in this book address the seamstress's appearance as a 'real' figure in the changing economies of nineteenth-century Britain, America, and France, and as an important cultural icon in the art and literature of the period. They treat the many different types of needlewomen in the nineteenth century-from skilled milliners and dressmakers, some of whom owned their own businesses selling merchandise to other women (forming a unique 'female economy') to women who, through reduced circumstances, were forced into the lowest end of paid needlework, sewing clothing at home for starvation wages-like the impoverished shirt-maker in the famous Victorian poem by Thomas Hood, 'The Song of the Shirt.' This volume assembles the work of leading American, British and Canadian scholars from many different fields, including art history, literary criticism, gender studies, labor history, business history, and economic history to draw together recent scholarship on needlewomen from a variety of different disciplines and methodologies. Famine and Fashion will therefore appeal to anyone studying images of work in the nineteenth century, popular and canonical nineteenth-century literature, the history of women's work, the history of sweated labor, the origins of the ready-made clothing industry and early feminism.

Like the figure of the governess, the seamstress occupied a unique place in the history of the nineteenth century, appearing frequently in debates about women's work and education, and the condition of the working classes generally in the rapidly changing capitalist marketplace. Like the governess, the figure of the needlewoman is ubiquitous in art, fiction and journalism in the nineteenth century. The fifteen articles in this book address the seamstress's appearance as a 'real' figure in the changing economies of nineteenth-century Britain, America, and France, and as an important cultural icon in the art and literature of the period. They treat the many different types of needlewomen in the nineteenth century-from skilled milliners and dressmakers, some of whom owned their own businesses selling merchandise to other women (forming a unique 'female economy') to women who, through reduced circumstances, were forced into the lowest end of paid needlework, sewing clothing at home for starvation wages-like the impoverished shirt-maker in the famous Victorian poem by Thomas Hood, 'The Song of the Shirt.' This volume assembles the work of leading American, British and Canadian scholars from many different fields, including art history, literary criticism, gender studies, labor history, business history, and economic history to draw together recent scholarship on needlewomen from a variety of different disciplines and methodologies. Famine and Fashion will therefore appeal to anyone studying images of work in the nineteenth century, popular and canonical nineteenth-century literature, the history of women's work, the history of sweated labor, the origins of the ready-made clothing industry and early feminism.

This book presents an ethnographic case study of the personal motivations, advocacy, and activation of social capital needed to create and sustain the Immortelle Children's Centre, a private school that has served children with disabilities in Trinidad/Tobago for four decades. Based on narratives by parents from the 1980's, current parents, teachers, community advocates, and the author, who was the founder of Immortelle in 1978, the study views the school within the context of a nation standing in a liminal space between developed and developing societies. It argues that the attainment of equity for children with disabilities will require an agenda that includes a legal mandate for education of all children, increased public funding for education, health and therapeutic services, and an on-going public awareness campaign. Relating this study to the global debate on inclusion, the author shows how the implementation of this agenda would have to be adapted to the social, cultural, and economic realities of the society.

You've read the history and the background, now meet the families! This companion book to Meeting Families Where They Are traces the advocacy journeys of 12 caregivers across a range of racial, ethnic, social, disability, economic, and family identities. The stories reflect the unique lives, histories, and needs of each family, as well as the different approaches they employ to meet the needs of their children. Caregivers indicate when they began to advocate; describe how they continue their efforts across schools, medical offices, therapies, communities, and virtual spaces; and discuss how they adapt to changing social and health climates and educational delivery modes. They also share their collective wisdom to assist other parents who are new to the advocacy platform or are feeling discouraged with the process. This is must-reading for family members, teachers, administrators, health care personnel, and everyone invested in creating a culture of respect, love, and understanding.Book Features: Emphasizes how families have resisted the deficit-based view of their children while still utilizing systems of support. Identifies gaps and challenges across multiple systems, as well as "what's working." Incorporates the fields of special education and disability studies in education. Uses the framework of DisCrit to explore how disability and other social identities operate in tandem, examining concepts such as power, access, privilege, and barriers. Positions caregivers as experts in their children's lives, illustrating how they advocate for their children, teens, and young adults. Takes a deep dive into the nuances of generational, cultural, organizational, and geographical factors that impact how caregivers advocate. Resists approaches that typically involve professionals dictating what families need, centering instead on a collaborative model that includes families and professionals.

This book presents an ethnographic case study of the personal motivations, advocacy, and activation of social capital needed to create and sustain the Immortelle Children's Centre, a private school that has served children with disabilities in Trinidad/Tobago for four decades. Based on narratives by parents from the 1980's, current parents, teachers, community advocates, and the author, who was the founder of Immortelle in 1978, the study views the school within the context of a nation standing in a liminal space between developed and developing societies. It argues that the attainment of equity for children with disabilities will require an agenda that includes a legal mandate for education of all children, increased public funding for education, health and therapeutic services, and an on-going public awareness campaign. Relating this study to the global debate on inclusion, the author shows how the implementation of this agenda would have to be adapted to the social, cultural, and economic realities of the society.

This book presents an in-depth discussion of how human disability and parental advocacy have been constructed in American society, including recommendations for a more authentically inclusive vision of parental advocacy. The authors provide a cultural-historical view of the conflation of racism, classism, and ableism that have left a deeply entrenched stigma-one that positions children with disabilities and children of color as less valuable than others. To redress these inequities, the authors offer a working model of co-constructed advocacy designed to benefit all families. Because advocacy is not a "one size fits all" endeavor, the authors propose meeting families where they are and learning their strengths and needs, while preparing and repositioning families to empower themselves.Book Features: Takes a cultural-historical view that explores the reasons why individuals with disabilities are so stigmatized. Shows how the intersection of different stigmatized identity markers, such as poverty, race, and language, have been woven into negative interpretations of "difference." Celebrates the history of parent advocacy in the United States since World War II. Examines how social and racial privilege have dictated which parent voices are heard. Proposes collaborative approaches that can produce more authentic and more representative advocacy. Explores the motivations and purposes that drive parent advocacy.

You've read the history and the background, now meet the families! This companion book to Meeting Families Where They Are traces the advocacy journeys of 12 caregivers across a range of racial, ethnic, social, disability, economic, and family identities. The stories reflect the unique lives, histories, and needs of each family, as well as the different approaches they employ to meet the needs of their children. Caregivers indicate when they began to advocate; describe how they continue their efforts across schools, medical offices, therapies, communities, and virtual spaces; and discuss how they adapt to changing social and health climates and educational delivery modes. They also share their collective wisdom to assist other parents who are new to the advocacy platform or are feeling discouraged with the process. This is must-reading for family members, teachers, administrators, health care personnel, and everyone invested in creating a culture of respect, love, and understanding.Book Features: Emphasizes how families have resisted the deficit-based view of their children while still utilizing systems of support. Identifies gaps and challenges across multiple systems, as well as "what's working." Incorporates the fields of special education and disability studies in education. Uses the framework of DisCrit to explore how disability and other social identities operate in tandem, examining concepts such as power, access, privilege, and barriers. Positions caregivers as experts in their children's lives, illustrating how they advocate for their children, teens, and young adults. Takes a deep dive into the nuances of generational, cultural, organizational, and geographical factors that impact how caregivers advocate. Resists approaches that typically involve professionals dictating what families need, centering instead on a collaborative model that includes families and professionals.

The second edition of this powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling, research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. They examine the children's experiences, their families' interactions with school personnel, the teachers' and schools' estimation of the children and their families, and the school climate that influences decisions about referrals to special education. Based on the authors' 4 years of ethnographic research in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal.

The School Practitioner's Concise Companions give busy social workers, psychologists, and counselors a quick guide to accessible, proven solutions for their students most common problems. Built around the expert advice from the acclaimed School Services Sourcebook, each volume is a rapid reference to a key school issue.
Here, readers will find an overview of the factors that put students at risk for missing school and dropping out. This Concise Companion presents innovative, effective strategies to improve school attendance and engage underserved student populations such as those who are pregnant or in foster care.
Each chapter is filled with charts, checklists, and cases and is conveniently organized around What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember. A portable catalog of best practices, it brings evidence-based practice within easy reach of school professionals.

The School Practitioner's Concise Companion gives busy social workers, psychologists, and counselors a quick guide to accessible, proven solutions for their students' most common problems. Built around the expert advice from the acclaimed School Services Sourcebook, each volume is a rapid reference to a key school issue.
Here, readers will find an overview of violence and interpersonal conflict in schools. This Concise Companion covers the types of violence that threaten school and student safety-from bullying to sexual assault to gang activity-and presents innovative, effective strategies to assess risk, teach conflict resolution skills, and create a violence-free culture.
Each chapter is filled with charts, checklists, and cases and is conveniently organized around What We Know, What We Can Do, Tools and Practice Examples, and Key Points to Remember. A portable catalog of best practices, it brings evidence-based practice within easy reach of school professionals.

Bringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors' previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal.Book Features: A unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district. Holistic views of the referral and placement process detailing students' trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education. An update on the patterns and literature related to disproportionality. Analysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories. Recommendations for changing the conceptualization of children's learning difficulties, moving away from the presumption of children's intrinsic deficits toward evaluations based on human variation.

Bringing to life the voices of children, families, and school personnel, this bestseller describes in detail the school climates and social processes that place many children of color at risk of being assigned inappropriate disability labels. Now in its third edition, this powerful ethnographic study examines the placement of Black and Hispanic students in the subjectively determined, high-incidence disability categories of special education. The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. Applying lenses of cultural-historical and critical disability theories, this edition expands on the authors' previous theoretical insights with updated recommendations for improving educational practice, teacher training, and policy renewal.Book Features: A unique examination of the school-based contributors to disproportionality based on research conducted in a large, culturally diverse school district. Holistic views of the referral and placement process detailing students' trajectories across 4 years from initial instruction to referral, evaluation, and placement in special education. An update on the patterns and literature related to disproportionality. Analysis of the cultural-historical nature of disproportionality and the socially constructed nature of the high-incidence disability categories. Recommendations for changing the conceptualization of children's learning difficulties, moving away from the presumption of children's intrinsic deficits toward evaluations based on human variation.

To succeed in increasingly diverse classrooms, tomorrow's special educators need explicit training on working effectively with all families. Prepare the next generation of teachers with this accessible text, developed by two highly respected experts on cultural and linguistic diversity and inclusive education.

Ideal for use as a supplementary textbook in a wide range of courses related to special education, this book gives educators a practical framework for cultural reciprocity--a process that helps professionals and families examine their own values, respect each other's differences, and collaborate skillfully to benefit children.Educators will learn how to

• strengthen awareness of their own cultural identities and roles
• 
  
• explore how their values and beliefs might affect interactions with families
• 
  
• sidestep stereotypes by treating each family and situation as unique
• 
  
• ensure successful IEP meetings through effective cross-cultural communication
• 
  
• avoid "right versus wrong" assumptions about parenting styles and practices
• 
  
• understand how diverse families might view key special education goals--independence, individuality, and work
• 
  
• combine ideas from different value systems to arrive at solutions that work for everyone
• 
  
• challenge the ways in which mainstream culture shapes special education policies and practices

The authors draw on their own experiences and research to describe applications of cultural reciprocity, including reader-friendly textboxes and memorable personal anecdotes.

To give special educators a deeper, more nuanced understanding of cultural reciprocity, the text also includes three chapter-long case studies that further illustrate the process at work. Readers will learn from the challenges and successes of an African American researcher working with a group of teenage mothers; two teacher educators collaborating on the Special Educators Entering a Diverse Society (SEEDS) project; and an Asian Indian teacher educator leading a class of mostly Caucasian students.

A key text for future special educators--and a valuable resource for inservice training--this book will help teachers build strong collaborative relationships with diverse families and ensure that all children receive the best possible education.

This book features vivid case studies that bring to life real children, school personnel, and family members from the bestselling book, ""Why Are So Many Minority Students in Special Education?"". Once again addressing the disproportionate placement of minority students in special education programs, this new book includes the voices and perspectives of all stakeholders to show the tremendous complexity of the issues and the dilemmas faced by professionals, family members, and children. Challenging questions and scenarios are offered at the end of each case study to provide thoughtful follow-up activities and topics for further study. This collection of cases can be used - on its own or as a companion to the main volume - in elementary and special education courses and professional development workshops.