In this collection, the contributors look at the current spread of universalizing discourses concerning young children across the globe, examining the way these discourses, which purport to describe everyone in a scientific and neutral way, actually create mechanisms through which children are divided and excluded. The contributors to this book employ post-structuralist, postcolonial, and feminist theoretical frameworks.

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.

People are Talking About Stand for the Best

"There couldn't be a more compelling story at a more critical time. Our schools need us; our young people need us. Tom Bloch boldly moved from success to significance. He became a teacher and in turn teaches us all the power and rewards of service."
--Marguerite W. Kondracke, president and CEO, America's Promise Alliance

"This is the story of an American hero, a modest and good-humored man who is bringing hope to children most in need. Everyone who cares about the children of America should read this book."
--Benno C. Schmidt, Jr., chairman of the Board of Trustees, City University of New York; former president, Yale University

"Stand for the Best should be read by any educator who wants to make a memorable difference in the dreams, character, and lives of young people . . . It should also be read by any person, whatever their calling, who wants to leave a lasting legacy for good. I loved this book."
--Tom Lickona, co-author, Smart & Good High Schools;director, Center for the 4th and 5th Rs, State University ofNew York at Cortland

"Tom Bloch's transition from CEO of H&R Block to inner-city math teacher is . . . a selfless portrait in educational leadership."
--John Baugh, Margaret Bush Wilson Professor in Arts and Sciences; director, African and African American Studies, Washington University in St. Louis

"Thomas Bloch is one of those rare people who 'walk the walk' and put their ethics into practice."
--LouAnne Johnson, author, Dangerous Minds, The Queen of Education, and Teaching Outside the Box

The contributors look at universalizing discourses concerning young children across the globe, which purport to describe everyone in a scientific and neutral way, but actually create mechanisms through which children are divided and excluded. The contributors to this book employ post-structuralist, postcolonial, and feminist theoretical frameworks.

A new collection of essays that address the international changes in welfare policy, this book incorporates examinations of changing patterns of regulation and reform. An international group of authors explore changes in the political, economic, and cultural systems of knowledge that relate to changing discourses of reform and governing in relation to the child, family, and education. The contributors examine the role of international donors and their emphasis on efficiency and lower social subsidies, international migration and its impact on welfare policy inclusions (and exclusions), and national policy change. While representing many different locations and traditions, contributors work within a variety of critical theoretical perspectives that critique our cultural ways of reasoning about the care and education of the child, the role and practice of the state, and the social and cultural construction of citizenship and nationhood.

In this collection, the contributors look at the current spread of universalizing discourses concerning young children across the globe, examining the way these discourses, which purport to describe everyone in a scientific and neutral way, actually create mechanisms through which children are divided and excluded. The contributors to this book employ post-structuralist, postcolonial, and feminist theoretical frameworks.

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.

Die jahrlich erscheinende Reihe bietet praxisbezogene Fort- und Weiterbildung speziell fur den niedergelassenen Arzt und den Klinikassistenten - aktuell, informativ und in erstklassiger didaktischer Aufbereitung. In regelmassigem Turnus werden alle fur die HNO-Praxis wichtigen Bereiche je nach Aktualitat behandelt. Der neue Band 16 umfasst wieder ein breitgefachertes Themenspektrum, u.a. zum Bereich Tumore. Dieser Band erscheint erstmals mit zweifarbiger Innengestaltung, die den Praxisbezug der Reihe noch starker hervorhebt. Der HNO-Arzt kann sich mit dieser Reihe eine komprimierte und standig aktuelle Bibliothek aufbauen, die ihm das sichere Know-how der praktischen HNO-Heilkunde vermittelt.

Issues Of A Miniature Newspaper, Containing Selected Articles From The Three Cleveland Newspapers Of 1860, The Cleveland Plain Dealer, The Daily Herald, And The Leader.