|
Showing 1 - 11 of
11 matches in All Departments
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."
|
|