This book is about Freedom of Speech and public discourse in the United States. Freedom of Speech is a major component of the cultural context in which we live, think, work, and write, generally revered as the foundation of true democracy. But the issue has a great deal more to do with social norms rooted in a web of cultural assumptions about the function of rhetoric in social organization generally, and in a democratic society specifically. The dominant, liberal notion of free speech in the United States, assumed to be self-evidently true, is, in fact, a particular historical and cultural formation, rooted in Enlightenment philosophies and dependent on a collection of false narratives about the founding of the country, the role of speech and media in its development, and the relationship between capitalism and democracy. Most importantly, this notion of freedom of speech relies on a warped sense of the function of rhetoric in democratic social organization. By privileging individual expression, at the expense of democratic deliberation, the liberal notion of free speech functions largely to suppress rather than promote meaningful public discussion and debate, and works to sustain unequal relations of power. The presumed democratization of the public sphere, via the Internet, raises more questions than it answers-who has access and who doesn't, who commands attention and why, and what sorts of effects such expression actually has. We need to think a great deal more carefully about the values subsumed and ignored in an uncritical attachment to a particular version of the public sphere. This book seeks to illuminate the ways in which cultural framing diminishes the complexity of free speech and sublimates a range of value-choices. A more fully democratic society requires a more critical view of freedom of speech.

This book details an innovative multi-scalar framework to examine the intersection of spatial levels in shaping social justice issues in education. Including an examination of key dimensions such as geographic divisions (between and within countries), school design, online learning, home-schooling, and student mobility, the framework is applied to analyse the interrelation between space, identity, and education. The authors reveal how this novel integration of scales is essential for a more comprehensive and probing understanding of educational inequalities. As an example of theoretical interdisciplinarity mobilised to tackle the urgent issues of our time, the twin dimensions of space and identity, discussed at multi-scalar levels, provides an invaluable theoretical resource for scholars and students of education, sociology and geography.

When Major Michael Donnelly was instructing his U.S. Air Force student pilots, he used to tell them three things: Timing is everything; it's nice to be lucky; and there is no justice. Highly decorated fighter pilot, proud young patriot, loyal friend with a mischievous sense of humor, loving husband and father of two, he could not have imagined the tragic meaning those words would assume just a few years after his tour of duty in Desert Storm. In 1996 Major Donnelly was diagnosed with ALS, Lou Gehrig's Disease, at the unusually young age of 35; the onset of this illness marked the beginning of a kind of torture beyond the scope of even the most rigorous military survival training. Betrayed by his body, eventually paralyzed and confined to a wheelchair, he experienced another betrayal perhaps even more difficult to comprehend--betrayal by his country. For despite the fact that over 110,000 Desert Storm veterans are sick, many dying of mysterious cancers and neurological diseases, including more than ten times the normal incidence of ALS--and despite all evidence pointing to U.S. troops having been dosed by low levels of Iraqi nerve agents and exposed to chemical weapons' fallout--the Pentagon adamantly denies any connection between their illnesses and their service in the Gulf War. "Falcon's Cry: A Desert Storm Memoir," Michael Donnelly's unforgettable story, is his courageous attempt to unearth the truth and force an acknowledgment of that truth by the government he and his fellow veterans defended with their lives.

Flying 44 fighter jet combat missions in a war fought on an all-or-nothing scale was thrilling for Michael Donnelly. When the war was won, he and his country rejoiced in the knowledge that, unlike in Vietnam, America had gotten it right in the Persian Gulf. Less than a decade later, the world is learning what veterans and their families have known since Desert Storm--we did not get it right at all. Saddam Hussein is still terrorizing a large portion of the globe. Moreover, we did not learn the lesson of Agent Orange which the Department of Defense denied for decades was the cause of early deaths and birth defects among Vietnam veterans and their families. Yet, thanks largely to the testimony of the author before the House of Representatives in 1997, a first step has been taken toward justice for the tens of thousands of Desert Storm veterans who are suffering virtually in isolation, many without any medical or disability benefits. Major Donnelly believes the truth about Gulf War Illnesses will be uncovered by studies funded in the recently passed Omnibus Appropriations bill, as well as through stories like his own, and he fervently hopes that America can, at last, get it right.

This book is about Freedom of Speech and public discourse in the United States. Freedom of Speech is a major component of the cultural context in which we live, think, work, and write, generally revered as the foundation of true democracy. But the issue has a great deal more to do with social norms rooted in a web of cultural assumptions about the function of rhetoric in social organization generally, and in a democratic society specifically. The dominant, liberal notion of free speech in the United States, assumed to be self-evidently true, is, in fact, a particular historical and cultural formation, rooted in Enlightenment philosophies and dependent on a collection of false narratives about the founding of the country, the role of speech and media in its development, and the relationship between capitalism and democracy. Most importantly, this notion of freedom of speech relies on a warped sense of the function of rhetoric in democratic social organization. By privileging individual expression, at the expense of democratic deliberation, the liberal notion of free speech functions largely to suppress rather than promote meaningful public discussion and debate, and works to sustain unequal relations of power. The presumed democratization of the public sphere, via the Internet, raises more questions than it answers-who has access and who doesn't, who commands attention and why, and what sorts of effects such expression actually has. We need to think a great deal more carefully about the values subsumed and ignored in an uncritical attachment to a particular version of the public sphere. This book seeks to illuminate the ways in which cultural framing diminishes the complexity of free speech and sublimates a range of value-choices. A more fully democratic society requires a more critical view of freedom of speech.

LENSES ON COMPOSITION STUDIES Edited by Sheryl I. Fontaine and Steve Westbrook Most treatments of plagiarism as part of undergraduate education deal with the issue in an overly simplistic and misleading fashion, tending to imply that plagiarism is a concept easily understood and easily avoided, casting the problem as an ethical issue-a choice between honesty and dishonesty-and/or as a technical issue, best avoided by attention to appropriate citation formats. Edited by Michael Donnelly, Rebecca Ingalls, Tracy Ann Morse, Joanna Castner Post, and Anne Meade Stockdell-Giesler, CRITICAL CONVERSATIONS ABOUT PLAGIARISM instead invites students and teachers to engage in deep, critical discussions about a complicated topic in ways that are both accessible and intellectually challenging. The essays address a range of complex, interrelated ideas, concepts, and issues: theories about knowledge creation and ideas about authorship; issues of collaboration, borrowing, remixing, and plagiarism; copyright and intellectual property; historical constructions of authorship; student and teacher identities and roles; cross-cultural perspectives on plagiarism; and the impact of new technologies. Contributors include Phillip Marzluf, Jessica Reyman, Esra Mirze Santesso, Paul Parker, Richard Schur, Martine Courant Rife, Danielle Nicole DeVoss, Deborah Harris-Moore, Sean Zwagerman, Bridget M. Marshall, Rachel Knaizer, Lise Buranen, and Anne-Marie Pedersen. Rather than speak down to students about what they don't know or understand, these essays invite students to explore and discuss in depth the controversies about plagiarism that writers constantly negotiate across a variety of contexts. CRITICAL CONVERSATIONS ABOUT PLAGIARISM makes such discussions accessible to undergraduate and graduate students, and, at the same time, it provides teachers with tools for facilitating those conversations. CRITICAL CONVERSATIONS ABOUT PLAGIARISM is the second volume in Parlor Press's LENSES ON COMPOSITION STUDIES series, which features texts written specifically for upper-level undergraduate and entry-level graduate courses in composition studies.

Despite being commonplace in American households a generation ago, corporal punishment of children has been subjected to criticism and shifting attitudes in recent years. Many school districts have banned it, and many child advocates recommend that parents no longer spank or strike their children. In this book, social theorist Michael Donnelly and family violence expert Murray A. Straus tap the expertise of social science scholars and researchers who address issues of corporal punishment, a subject that is now characterized as a key issue in child welfare.The contributors discuss corporal punishment, its use, causes, and consequences, drawing on a wide array of comparative, psychological, and sociological theories. Together, they clarify the analytical issues and lay a strong foundation for future research and interdisciplinary collaboration.

Despite being commonplace in American households a generation ago, corporal punishment of children has been subjected to criticism and shifting attitudes in recent years. Many school districts have banned it, and many child advocates recommend that parents no longer spank or strike their children. In this book, social theorist Michael Donnelly and family violence expert Murray A. Straus tap the expertise of social science scholars and researchers who address issues of corporal punishment, a subject that is now characterized as a key issue in child welfare. The contributors discuss corporal punishment, its use, causes, and consequences, drawing on a wide array of comparative, psychological, and sociological theories. Together, they clarify the analytical issues and lay a strong foundation for future research and interdisciplinary collaboration.

When Major Michael Donnelly was instructing his U.S. Air Force student pilots, he used to tell them three things: "Timing is everything; it's nice to be lucky; and there is no justice." Highly decorated fighter pilot, proud young patriot, loyal friend with a mischievous sense of humor, loving husband and father of two, he could not have imagined the tragic meaning those words would assume just a few years after his tour of duty in Desert Storm. In 1996 Major Donnelly was diagnosed with ALS, Lou Gehrig's Disease, at the unusually young age of 35; the onset of this illness marked the beginning of a kind of torture beyond the scope of even the most rigorous military survival training. Betrayed by his body, eventually paralyzed and confined to a wheelchair, he experienced another betrayal perhaps even more difficult to comprehend--betrayal by his country. For despite the fact that over 110,000 Desert Storm veterans are sick, many dying of mysterious cancers and neurological diseases, including more than ten times the normal incidence of ALS--and despite all evidence pointing to U.S. troops having been dosed by low levels of Iraqi nerve agents and exposed to chemical weapons' fallout--the Pentagon adamantly denies any connection between their illnesses and their service in the Gulf War. Falcon's Cry: A Desert Storm Memoir, Michael Donnelly's unforgettable story, is his courageous attempt to unearth the truth and force an acknowledgment of that truth by the government he and his fellow veterans defended with their lives. Flying 44 fighter jet combat missions in a war fought on an all-or-nothing scale was thrilling for Michael Donnelly. When the war was won, he and his country rejoiced in theknowledge that, unlike in Vietnam, America had "gotten it right" in the Persian Gulf. Less than a decade later, the world is learning what veterans and their families have known since Desert Storm--we did not get it right at all. Saddam Hussein is still terrorizing a large portion of the globe. Moreover, we did not learn the lesson of Agent Orange which the Department of Defense denied for decades was the cause of early deaths and birth defects among Vietnam veterans and their families. Yet, thanks largely to the testimony of the author before the House of Representatives in 1997, a first step has been taken toward justice for the tens of thousands of Desert Storm veterans who are suffering virtually in isolation, many without any medical or disability benefits. Major Donnelly believes the truth about Gulf War Illnesses will be uncovered by studies funded in the recently passed Omnibus Appropriations bill, as well as through stories like his own, and he fervently hopes that America can, at last, "get it right."