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This book offers easily implemented strategies for use with
secondary and undergraduate students to promote greater engagement
with the realities of diversity and commitment to social justice
within their classrooms. Defining diversity broadly, the book
provides effective pedagogical techniques to help students question
their own assumptions, think critically, and discuss issues within
race, religion, ethnicity, gender, sexual orientation,
socioeconomic status, and ability. The K-12 student population is
increasingly diverse in terms of race, ethnicity, language,
religion, socio-economic status, and family structure. However, the
overwhelming majority of teachers continues to come from White,
non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al.,
2011) These differences can have serious repercussions for student
learning. Non-majority students who feel that their culture or
background is not acknowledged or accepted at school are likely to
disengage from expected academic and social activities (Hughes et
al., 2011). Concurrently, the majority students remain unaware of
privilege and ignorant of societal systemic discrimination. In
order to teach for social justice, ideas regarding power structure,
privilege, and oppression need to be discussed openly. Fear of
upsetting students or not knowing how to handle the issue of social
justice are commonly heard reasons for not discussing "difficult"
subjects (Marks, Binkley, & Daly, 2014). However, when teachers
choose not to discuss topics within diversity, students assume that
the topics are taboo, dangerous, or unimportant. These assumptions
impede students' abilities to ask important questions, learn how to
speak about issues effectively and comprehend the complex
challenges woven into current national conversations.
This volume presents fifteen chapters of biography of African
American and black champions and challengers of the early prize
ring. They range from Tom Molineaux, a slave who won freedom and
fame in the ring in the early 1800s; to Joe Gans, the first African
American world champion; to the flamboyant Jack Johnson, deemed
such a threat to white society that film of his defeat of former
champion and "Great White Hope" Jim Jeffries was banned across much
of the country. Photographs, period drawings, cartoons, and fight
posters enhance the biographies. Round-by-round coverage of select
historic fights is included, as is a foreword by Hall-of-Fame
boxing announcer Al Bernstein.
Rural Places and Planning provides a compact analysis for students
and early-career practitioners of the critical connections between
place capitals and the broader ideas and practices of planning,
seeded within rural communities. It looks across twelve
international cases, examining the values that guide the pursuit of
the 'good countryside'. The book presents rural planning - rooted
in imagination and reflecting key values - as being embedded in the
life of particular places, dealing with critical challenges across
housing, services, economy, natural systems, climate action and
community wellbeing in ways that are integrated and recognise
broader place-making needs. It introduces the breadth of the
discipline, presenting examples of what planning means and what it
can achieve in different rural places.
Ireland is now an urban society, and both parts of the island have
experienced rapid urban-generated growth and new patterns of
development in recent years. This inter-disciplinary book adopts an
all-Ireland perspective to investigate the tension that exists
between sustainable urban development values and rhetoric - such as
increased densities, brown field development, the compact city and
social inclusion - and the emerging geography of urban Ireland,
influenced by consumer and lifestyle choices. The introduction
provides an overview of the dynamics of urban change, particularly
during the 1990s, and the experience of rapid economic growth. The
following chapters are divided into two parts, considering
sustainable urban environments, and sustainable communities. This
book will appeal to students, academics, policy and
decision-makers, given that it adopts both a qualitative and
quantitative approach, and introduces a range of new empirical
studies covering both physical and social sustainable development.
Whether opening saloons, raising cattle, or promoting sporting
events, George Lewis ""Tex"" Rickard (1870-1929) possessed a drive
to be the best. After an early career as a cowboy and Texas
sheriff, Rickard pioneered the largest ranch in South America,
built a series of profitable saloons in the Klondike and Nevada
gold rushes, and turned boxing into a million-dollar sport. As
""the Father of Madison Square Garden,"" he promoted over 200
fights, including some of the most notable of the 20th century: the
""Longest Fight,"" the ""Great White Hope,"" fight, and the famous
""Long Count"" fight. Along the way, he rubbed shoulders with some
of history's most renowned figures, including Teddy Roosevelt,
Wyatt Earp, Bat Masterson, John Ringling, Jack Dempsey, and Gene
Tunney. This detailed biography chronicles Rickard's colorful life
and his critical role in the evolution of boxing from a minor sport
into a modern spectacle.
Joe Gans captured the world lightweight title in 1902, becoming the
first black American world title holder in any sport. Gans was a
master strategist and tactician, and one the earliest practitioners
of "scientific" boxing. As a black champion reigning during the Jim
Crow era, he endured physical assaults, a stolen title, bankruptcy,
and numerous attempts to destroy his reputation. Four short years
after successfully defending his title in the 42-round "Greatest
Fight of the Century," Joe Gans was dead of tuberculosis. This
biography features original round-by-round ringside telegraph
reports of his most famous and controversial fights, a complete
fight history, photographs, early newspaper cartoons depicting
boxers, and discussion of contemporary cultural representations of
and tributes to the man considered to be among the finest boxers in
history.
The Routledge Companion to Rural Planning provides a critical
account and state of the art review of rural planning in the early
years of the twenty-first century. Looking across different
international experiences - from Europe, North America and
Australasia to the transition and emerging economies, including
BRIC and former communist states - it aims to develop new
conceptual propositions and theoretical insights, supported by
detailed case studies and reviews of available data. The Companion
gives coverage to emerging topics in the field and seeks to
position rural planning in the broader context of global
challenges: climate change, the loss of biodiversity, food and
energy security, and low carbon futures. It also looks at old,
established questions in new ways: at social and spatial justice,
place shaping, economic development, and environmental and
landscape management. Planning in the twenty-first century must
grapple not only with the challenges presented by cities and urban
concentration, but also grasp the opportunities - and understand
the risks - arising from rural change and restructuring. Rural
areas are diverse and dynamic. This Companion attempts to capture
and analyse at least some of this diversity, fostering a dialogue
on likely and possible rural futures between a global community of
rural planning researchers. Primarily intended for scholars and
graduate students across a range of disciplines, such as planning,
rural geography, rural sociology, agricultural studies, development
studies, environmental studies and countryside management, this
book will prove to be an invaluable and up-to-date resource.
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Letting the Text Win
J. K Jones, Mark Scott
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R576
R479
Discovery Miles 4 790
Save R97 (17%)
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Ships in 10 - 15 working days
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In 2007 a caf owner in a small Colorado mountain town disappeared.
The charismatic philosopher and expert outdoorsman walked away from
the ideal life he had built in search of a greater cause. One year
later Winston B. Churchill 's emaciated body was found by hikers in
a remote mountain valley lying neatly outside the door of a
well-stocked cabin. What he left behind was the mystery of a man
compelled to undertake a fantastic journey of mental and physical
extremes. He emerged as a lone voice crying in the wilderness,
warning of the impending demise of civilization. Editorial Reviews
Riveting Forty Demons springs from the same "man missing in the
wilderness" genre as Jon Krakauer's Into the Wild and Erik Blehm's
The Last Season, but with its utterly unique and haunting story, it
breaks free of all past narratives and expectations. In this
exhaustively researched look into the death of Winston Branko
Churchill in the Colorado wilderness, Mark Scott-Nash pulls back
layer after layer of Churchill's complex personhood and the
enigmatic circumstances surrounding his demise--extreme meditation,
Kundalini awakenings, a controversial mining claim, the list goes
on. But like Matryoshka dolls, each question Scott-Nash answers
exposes a deeper mystery. I found my thoughts returning to ponder
Churchill's life long after I'd finished the book. I, for one, was
left believing that Churchill had found and slayed his 40 Demons.
-Kristin Bjorensen, Former Editor at Backpacker Magazine and
Climbing Magazine ...I read every frickin word and loved it This is
a great story that covers some tricky psychological ground in a
fascinating manner. It was written like John McPhee was trying to
get inside a crazy person's head. Bravo -Alan Stark, Outdoor
Publications Executive
"Known Unto God" It was the war to end all wars and became one of
the bloodiest and cruellest conflicts in history. Into the hands of
author Mark Scott came a poignant survivor of those nightmare years
- a notebook carried through the trenches by his great grandfather,
Jimmy Scott, nestled in the pocket of his uniform. In it was a list
of names, written with the tiny pencil still attached to the
fragile cover. With this family heirloom in his hand, the author
vowed to discover the stories of these men who gave their all in
the Great War. Along the way he unravelled a remarkable connection
to the story of the Unknown Warrior, unearthing valuable new
documents that detailed for the first time the full untold story of
this event - and what happened to the bodies of those not selected
for burial in Westminster Abbey in 1920 - those who, like thousands
of others, are "Known Unto God." Reading at times like a detective
story, this is the moving, often heart-breaking, account of the men
whose names Jimmy Scott carefully pencilled into his little
notebook.
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You Wish (Paperback)
Mark Scott Piper
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R475
R428
Discovery Miles 4 280
Save R47 (10%)
|
Ships in 10 - 15 working days
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This book offers easily implemented strategies for use with
secondary and undergraduate students to promote greater engagement
with the realities of diversity and commitment to social justice
within their classrooms. Defining diversity broadly, the book
provides effective pedagogical techniques to help students question
their own assumptions, think critically, and discuss issues within
race, religion, ethnicity, gender, sexual orientation,
socioeconomic status, and ability. The K-12 student population is
increasingly diverse in terms of race, ethnicity, language,
religion, socio-economic status, and family structure. However, the
overwhelming majority of teachers continues to come from White,
non-urban, middle class backgrounds (Fletcher, 2014; Hughes et al.,
2011) These differences can have serious repercussions for student
learning. Non-majority students who feel that their culture or
background is not acknowledged or accepted at school are likely to
disengage from expected academic and social activities (Hughes et
al., 2011). Concurrently, the majority students remain unaware of
privilege and ignorant of societal systemic discrimination. In
order to teach for social justice, ideas regarding power structure,
privilege, and oppression need to be discussed openly. Fear of
upsetting students or not knowing how to handle the issue of social
justice are commonly heard reasons for not discussing "difficult"
subjects (Marks, Binkley, & Daly, 2014). However, when teachers
choose not to discuss topics within diversity, students assume that
the topics are taboo, dangerous, or unimportant. These assumptions
impede students' abilities to ask important questions, learn how to
speak about issues effectively and comprehend the complex
challenges woven into current national conversations.
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