Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University This book on bilingual education policy represents a multidimensional and longitudinal study of "policy processes" as they play out on the ground (a single school in Los Angeles), and over time (both within the same school, and also within the state of Georgia). In order to reconstruct this complex policy process, Anderson impressively marshals a great variety of forms of "discourse." Most of this discourse, of course, comes from overheard discussions and spontaneous interviews conducted at a particular school-the voices of teachers and administrators. Such discourse forms the heart of her ethnographic findings. Yet Anderson also brings an ethnographer's eye to national and regional debates as they are conducted and represented in different forms of media, especially newspapers and magazines. She then uses the key theoretical concept of "articulation" to conceptually link these media representations with local school discourse. The result is an illuminating account of how everyday debates at a particular school and media debates occurring more broadly mutually inform one another. Reviews: Anderson's timely, methodologically sophisticated, and compelling account surrounding the politics of bilingual education moves beyond instrumental notions of policy to advance the idea that mandates are themselves resources that may be vigorously contested as contending parties vie for inclusion in the schooling process. Her work artfully demonstrates how improving schooling for all children is inseparable from a larger, much-needed discussion of what we as a polity believe about whether and how we are interconnected, together with who should and does have a voice in the policy making and implementation process. -Angela Valenzuela, Professor, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind Anderson shows the gap between clear-cut assumptions and ideologies informing education policy and legislation on language and immigration, and the complications that arise for teachers when they actually implement language legislation in the classroom. She also illustrates assumptions about language and being American, as these are both debated and shared by each "side" of the language and immigration debates in California and Georgia. Her chapter on California's Proposition 227 is a particular eye-opener, demonstrating in detail the embedding of local identities and oppositions in these debates. Above all, she makes quite clear the complex, often contradictory, web of relations among politics, language, race, and cultural citizenship. --Bonnie Urciuoli, Professor, Hamilton College, author of Exposing Prejudice

A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University Sally Anderson's book on sport, cultural policy, and ""civil sociality"" in Denmark has been a long time in coming, but it's well worth the wait. Based on many years of familiarity with Danish society, and countless hours of intensive fieldwork, Dr. Anderson provides us with a unique anthropological perspective on the process by which state cultural policy actively engages civil society in a quest to shape social relations in the public sphere. The particular domain of policy and social activity is nonschool, voluntary sport, in its various forms. By definition, of course, such activity takes place outside the regular Danish school curriculum, but it is not for this reason any less ""educational."" Indeed, although it is very broadly attended and institutionalized, perhaps because Danish after-school sport is not compulsory, it is all the more compelling for children and youth, and therefore more powerful in certain ways. Indeed, Dr.Anderson has a signal talent for showing us how afterschool sport in Denmark both transmits and produces social knowledge, and powerfully shapes social relations.

A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University This book explores the diversity of American roles in education for democracy cross-culturally, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them. Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called ""recipients"", a problematic label that gives the misleading impression that partners are relatively passive in the overall process. The authors pay close attention to the cultures, contexts, structures, people, and processes involved in education for democracy. Woven throughout this volume's qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, and that local meanings play a critical role in the dynamic exchange of peoples and ideas.The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, and the broad horizon of the past that shapes the present: history, anthropology, literacy studies, policy analysis, political science, and journalism. This collection provides a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. This volume introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University Hopes in Friction offers a vivid portrait of life and the implementation of Universal Primary Education in Eastern Uganda, based on longterm fieldwork following a group of children as they grow up. The book considers how the actions and hopes of these children and families, to attain what they perceive as 'a good life', are crosscut by political aspirations and projects of schooling and health education.When hopes are in friction inspiration as well as disappointment occur. Policy makers in Uganda and in international organisations expect health improvements as one of the bonuses of education programs. Families in Eastern Uganda also hope for and experience health - in the local sense of a good life - as part of schooling. Lotte Meinert explores the taken for granted effect of schooling on health and focuses a careful eye on how boys and girls appropriate and negotiate ideas and moralities about health in the context of what is possible ethically, materially and experientially. Endorsement: Hope in Friction gives us first-hand insight into the aspirations and ideals of Ugandan schoolchildren. Meinert shows us how local communities shape and reshape health education policies. Like two sticks rubbed together, top-down programs and bottom-up perceptions of wellbeing grate to produce sparks of hope. This work makes an important contribution to a growing literature on schooling in contemporary Africa. [Amy Stambach, author of Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in east Africa] Amy Stambach, University of Wisconsin-Madison What do we learn when we go to school? Among other things, Lotte Meinert reminds us, children learn the bodily techniques of a hierarchical modernity: standing in lines, singing during parades, bending to be caned, sitting at desks. Within this frame, formal abstractions about health care in the eastern Ugandan primary school curriculum are not translated into domestic practice. Yet this lively and insightful book holds further surprises. School children do use their education-for example, to mediate for their parents with disrespectful health professionals. Hopes in Friction exemplifies the power of the anthropological gaze to move us outside the narrow confines of educational policy debates, allowing us to re-examine both the dead-ends and promises of schooling. Anna Tsing, University of California, Santa Cruz.

This volume brings together scholars working the relatively new terrain of ethnographic policy studies to debate and provisionally chart the methodological and theoretical parameters of such a project. The opening section on "theory" will survey the conceptual antecedents of qualitative policy studies, citing the relevant literature and laying out an agenda for research. The section on "methods" will consist of accounts of innovative field experiences and analytic approaches that can illuminate the new field. The final section on "experiences" will extend the reflections in the methods section with concrete case studies.

""Don't look for it "" The voice startles Judy and Honey as it seems to come out of nowhere. The girls search the area but cannot discover the source of the voice. The strange voice is the first in a series of events drawing Judy into her latest mystery. Judy takes in Helen Riker and her children Penny and Paul as boarders at her home in Dry Brook Hollow. Penny speaks of a green doll but is scolded by her brother. What Judy does hear leads her to believe that some men stole some type of green doll from Mrs. Riker and that it has something to do with their Uncle Paul Riker. Judy and Horace go with the Rikers to visit Uncle Paul, but he has disappeared, his house has burned to the ground, and his entire collection of jade has been stolen. Judy has quite a mystery to solve. She must find the thieves and Uncle Paul and help Mrs. Riker through a difficult time.

""What do you mean?"" Judy asks her new friend, Clarissa Valentine. ""How could you look in a mirror and not see your reflection?"" When Clarissa insists that this strange thing has happened to her, Judy and the other girls think she is teasing them. But when Clarissa disappears in the middle of a television show, even Judy has to admit something peculiar is going on. The three other girls are angry, because with Clarissa went the twenty dollars they had loaned her. But Judy still believes in Clarissa, though something certainly is very wrong. Judy wishes her FBI husband, Peter Dobbs, would complete his mysterious mission and join her in New York City. She wants him to help her find the young girl, who might be in real danger. What Judy does not know is that Peter himself is in danger. The next time she sees him, he is lying injured in a hospital bed. But by a weird combination of circumstance, what happens to Peter gives Judy her first clue to what might have happened to Clarissa. When Judy, with Peter's help, finally learns what really did happen, she uncovers a mystery far more exciting than she could possibly have imagined.

The one unsolved mystery from Judy's childhood is that of the haunted fountain on the Brandt estate. Judy visited the fountain one time and it told her to make a wish. She never did learn how the fountain spoke.After relating the story to Lois and Lorraine, the three girls visit the Brandt estate to see the fountain. After ignoring a ""No Trespassing"" sign, they are confronted by two men who threaten them. The girls leave but sneak back so they can visit the fountain. Judy finds a diamond in the fountain and wonders how it came to be there. Something is also bothering Lorraine, and it is apparently connected to the mysterious events at the Brandt estate. Judy wants to help Lorraine, but her biggest obstacle is getting proud Lorraine to speak about her problems.