This thought-provoking collection of essays analyses the complex, multi-faceted, and even contradictory nature of Stalinism and its representations. Stalinism was an extraordinarily repressive and violent political model, and yet it was led by ideologues committed to a vision of socialism and international harmony. The essays in this volume stress the complex, multi-faceted, and often contradictory nature of Stalin, Stalinism, and Stalinist-style leadership, and. explore the complex picture that emerges. Broadly speaking, three important areas of debate are examined, united by a focus on political leadership: * The key controversies surrounding Stalin's leadership role * A reconsideration of Stalin and the Cold War * New perspectives on the cult of personality Revisioning Stalin and Stalinism is a crucial volume for all students and scholars of Stalin's Russia and Cold War Europe.

Simultaneously a handbook and a critique of one, Beyond Craft combines an orientation to the field of creative writing with an insight into current scholarship surrounding creative writing pedagogy. A much-needed alternative to the traditional craft guide, this text pairs advice and exercises on composition with an illuminating commentary on the issues surrounding these very techniques. Teaching the craft whilst apprising students of the issues of craft pedagogy, this book allows them to gain an awareness of how current pedagogy comes at the expense of larger and increasingly relevant cultural concerns. Westbrook and Ryan bring emerging writers into the larger conversations that define the field, inviting them to: - Contextualize their own writing practices and educational experiences in relation to the history of creative writing as an academic discipline. - Determine how New Critical lore and Romantic mythology may affect-even distort-their understanding of literary production. - Critically examine their notions of authorship, collaboration, and invention in relation to contemporary literary and rhetorical theory. - Understand and evaluate the economic, social, political, and professional challenges facing creative writers today. - Analyze the contemporary literary marketplace not only to identify potential publication contexts but also to understand how issues of diversity and bias affect writing communities. - Reflect on how increasingly rapid technological developments may affect their own writing and the future of literature. Earnestly self-aware throughout, Beyond Craft both inducts new writers into the field of creative writing and infuses them with an understanding of the wider dialogue surrounding their craft.

This edited collection of chapters from invited scholars, explores issues of social justice and micropolitics in educational institutions. More specifically, it examines the ways in which social justice workers navigate, or can navigate, (micro) political systems in their quest to promote social justice. Issues of social justice and micropolitics are particularly important in this day and age as standardizing regimes and polarizing forces continue to erode the already perilous condition of the traditionally disadvantaged. While social justice workers make it a point to acknowledge the plight of the less fortunate, their well-meaning attempts to take action are not always successful. This requires that they acknowledge the realities of the micropolitical environments in which they work, and to take action in these arenas if they are to achieve their socialjustice goals. The title of the book, Working (With/out) the System, draws attention to the ways in which social justice workers/leaders (teachers, administrators, students, community members) navigate educational institutions and the wider social systems that are not always hospitable to changes that promote social justice. This volume describes the prospects, possibilities and actual practice of working with, working without, and working outside of educational organizations to promote social justice. Among other topics, the chapters probe: the manner in which social justice-minded leaders navigate micropolitical environments the ways in which social justice minded leaders promote and sustain social justice action within systemic contexts the difficulties and successes that they experience.

This book describes the struggles in which inclusive-minded administrators find themselves when they promote equity initiatives. Administrators routinely struggle when they attempt to include all members of their school communities - teachers, students, and parents - in the various aspects of schooling. Given the presence of a host of obstacles, setting right the injustices associated with racism, classism, sexism, ableism, homophobia, and other exclusive practices is not an easy thing to do. Resistance from colleagues who fail to recognize exclusive practices when they see them, and from others who do recognize them but see no harm, too few resources, exclusive policies, personal uncertainties or insecurities, and conflicted priorities are just a few of the phenomena that get in the way of these efforts. This book explores these struggles. It looks at the contexts within which these encounters occur, the various challenges that inclusive-minded administrators encounter, and the strategies that they employ to meet these tests. Employing the results of original empirical studies, surveys of current research, recent theoretical literature and personal experiences, this book seeks to provide school leaders with a sense of what it is like to promote inclusion and equity in the contemporary neoliberal context. Among other things, it looks to provide educators of an understanding of the obstacles that stand in the way of inclusion, the nature of the struggles that await them, and ideas for what they might do. Among other things, the book concludes that in relation to the pursuit of inclusion: (1) exclusion continues to be part of contemporary schools and communities; (2) struggles for inclusion transcend individual educators, students and parents; (3) administrators are sometimes part of the problem of exclusion; (4) administrators struggle with issues of difference; (5) administrators struggle with circumstances they inherit, people with whom they work, and with themselves; and (6) administrators have resources to employ in their struggles for inclusion.

How is it that, half a century after Brown v. Board of Education, educational opportunities remain so unequal for black and white students, not to mention poor and wealthy ones?
In his important new book, Five Miles Away, A World Apart, James E. Ryan answers this question by tracing the fortunes of two schools in Richmond, Virginia--one in the city and the other in the suburbs. Ryan shows how court rulings in the 1970s, limiting the scope of desegregation, laid the groundwork for the sharp disparities between urban and suburban public schools that persist to this day. The Supreme Court, in accord with the wishes of the Nixon administration, allowed the suburbs to lock nonresidents out of their school systems. City schools, whose student bodies were becoming increasingly poor and black, simply received more funding, a measure that has proven largely ineffective, while the independence (and superiority) of suburban schools remained sacrosanct. Weaving together court opinions, social science research, and compelling interviews with students, teachers, and principals, Ryan explains why all the major education reforms since the 1970s--including school finance litigation, school choice, and the No Child Left Behind Act--have failed to bridge the gap between urban and suburban schools and have unintentionally entrenched segregation by race and class. As long as that segregation continues, Ryan forcefully argues, so too will educational inequality. Ryan closes by suggesting innovative ways to promote school integration, which would take advantage of unprecedented demographic shifts and an embrace of diversity among young adults.
Exhaustively researched and elegantly written by one of the nation's leading education law scholars, Five Miles Away, A World Apart ties together, like no other book, a half-century's worth of education law and politics into a coherent, if disturbing, whole. It will be of interest to anyone who has ever wondered why our schools are so unequal and whether there is anything to be done about it.

Children's adventure feature following the attempts of a dog to return his owner's beloved cuddly toy. When young Laney Brooks (Alyssa Shafer) is given a teddy bear as a present from one of her father, writer Michael (Dean Cain)'s acquaintances, she soon becomes enamoured with it, taking it everywhere. The teddy even sleeps beside her on the spot that used to belong to the family dog, Aussie (voice of James Ryan). Envious of Laney's new friend, the canine tries to get rid of him but he soon regrets his actions when he sees how sad his owner is. He sets out on a journey to retrieve the teddy, a feat that is made all the more difficult by the fact that the toy has been taken away by a rubbish truck.

It is autumn 1942, and young Balbriggan teacher Matt Duggan arrives on his first posting at the small town of Rathisland in the Irish midlands, barely alive to the global war raging outside. Lawn tennis alternates with Church and classroom politics, as rehearsals take place for a staging of Hamlet. Beneath the surface are pockets of support for Germany, and plans afoot to link up with the Wehrmacht. Matt has a mesmerizing first encounter with nineteen-year-old Madelene Coll and, as she edges her way out from the watchful eyes of her aunts, she and Matt enter a world they will remember for the rest of their lives. When a Messerschmitt crash-lands in the locality that world is knocked from its axis. Before long the inherent contradictions of Emergency Ireland boil to the surface, involving Matt and Madelene in a misadventure with deeply tragic consequences. This nuanced coming-of-age story rehearses the inner narrative of neutral Ireland as public perception contends with private experience in a series of convergent tableaux. Beautifully evoked and implosive, divided personal loyalties mirror the wider dramas of the wider European stage. South of the Border is a gem of narrative that brings the reader into the heart of a reality that was wartime Ireland.

Introduces undergraduates to the key debates regarding space and culture and the key theoretical arguments which guide cultural geographical work. This book addresses the impact, significance, and characteristics of the 'cultural turn' in contemporary geography. It focuses on the development of the cultural geography subdiscipline and on what has made it a peculiar and unique realm of study. It demonstrates the importance of culture in the development of debates in other subdisciplines within geography and beyond. In line with these previous themes, the significance of space in the production of cultural values and expressions is also developed. Along with its timely examination of the health of the cultural geographical subdiscipline, this book is to be valued for its analysis of the impact of cultural theory on studies elsewhere in geography and of ideas of space and spatiality elsewhere in the social sciences.

The first detailed account in English of the battle that defined the elite unit's fidelity to the mission. The battle was fought at Camerone, some 40 miles west of Vera Cruz, Mexico, on April 30, 1863; the opponents were the half-strength 3d Company, 1st Battalion, of the Legion opposed by more than 2,000 Mexican regulars and guerrillas. After several fights against the Mexican lancers just beyond the deserted La Trinidad Hacienda at Camerone, the 3d took cover behind the old walls of the hacienda. There, for ten hours the Legion withstands repeated assaults from a Mexican force that grew to more than 2,000 men. Finally, the surviving officer and four men of the 3d charge into the midst of the massed "juaristaS." The officer is mortally wounded, two men are killed, the other two captured. The Legion has never regarded Camerone as a defeat but rather as the prime example of fidelity to the mission. Annually, on April 30, Legion units, whether in peace or war, commemorate the gallantry of the 3d of the 1st.

This book explores the development of Lenin s thinking on violence throughout his career, from the last years of the Tsarist regime in Russia through to the 1920s and the New Economic Policy, and provides an important assessment of the significance of ideological factors for understanding Soviet state violence as directed by the Bolshevik leadership during its first years in power. It highlights the impact of the First World War, in particular its place in Bolshevik discourse as a source of legitimating Soviet state violence after 1917, and explains the evolution of Bolshevik dictatorship over the half decade during which Lenin led the revolutionary state. It examines the militant nature of the Leninist worldview, Lenin s conception of the revolutionary state, the evolution of his understanding of "dictatorship of the proletariat," and his version of "just war." The book argues that ideology can be considered primarily important for understanding the violent and dictatorial nature of the early Soviet state, at least when focused on the party elite, but it is also clear that ideology cannot be understood in a contextual vacuum. The oppressive nature of Tsarist rule, the bloodiness of the First World War, and the vulnerability of the early Soviet state as it struggled to survive against foreign and domestic opponents were of crucial significance. The book sets Lenin s thinking on violence within the wider context of a violent world. "

Follow along through life journey of Phillip, a man who believes he has a candle within his chest. He experiences life in its wide breadth, peaks, valleys, and everything in-between, while also exploring a relationship with the Candle Maker, who is the giver of all light. Through this unique relationship, Phillip learns about the gift of light and deciding what to do with it over the course of a lifetime.

This book explores the development of Lenin's thinking on violence throughout his career, from the last years of the Tsarist regime in Russia through to the 1920s and the New Economic Policy, and provides an important assessment of the significance of ideological factors for understanding Soviet state violence as directed by the Bolshevik leadership during its first years in power. It highlights the impact of the First World War, in particular its place in Bolshevik discourse as a source of legitimating Soviet state violence after 1917, and explains the evolution of Bolshevik dictatorship over the half decade during which Lenin led the revolutionary state. It examines the militant nature of the Leninist worldview, Lenin's conception of the revolutionary state, the evolution of his understanding of "dictatorship of the proletariat", and his version of "just war". The book argues that ideology can be considered primarily important for understanding the violent and dictatorial nature of the early Soviet state, at least when focused on the party elite, but it is also clear that ideology cannot be understood in a contextual vacuum. The oppressive nature of Tsarist rule, the bloodiness of the First World War, and the vulnerability of the early Soviet state as it struggled to survive against foreign and domestic opponents were of crucial significance. The book sets Lenin's thinking on violence within the wider context of a violent world.

Introduces undergraduates to the key debates regarding space and culture and the key theoretical arguments which guide cultural geographical work. This book addresses the impact, significance, and characteristics of the 'cultural turn' in contemporary geography. It focuses on the development of the cultural geography subdiscipline and on what has made it a peculiar and unique realm of study. It demonstrates the importance of culture in the development of debates in other subdisciplines within geography and beyond. In line with these previous themes, the significance of space in the production of cultural values and expressions is also developed. Along with its timely examination of the health of the cultural geographical subdiscipline, this book is to be valued for its analysis of the impact of cultural theory on studies elsewhere in geography and of ideas of space and spatiality elsewhere in the social sciences.