Framing the Nation: Documentary Film in Interwar France argues that, between World Wars I and II, documentary film made a substantial contribution to the rewriting of the French national narrative to include rural France and the colonies. The book mines a significant body of virtually unknown films and manuscripts for their insight into revisions of French national identity in the aftermath of the Great War. From 1918 onwards, government institutions sought to advance social programs they believed were crucial to national regeneration. They turned to documentary film, a new form of mass communication, to do so.

Many scholars of French film state that the French made no significant contribution to documentary film prior to the Vichy period. Using until now overlooked films, Framing the Nation refutes this misconception and shows that the French were early and active believers in the uses of documentary film for social change - and these films reached audiences far beyond the confines of commercial cinema circuits in urban areas.

Long repressed following the collapse of empire, memories of the French colonial experience have recently gained unprecedented visibility. In popular culture, scholarly research, personal memoirs, public commemorations, and new ethnicities associated with the settlement of postcolonial immigrant minorities, the legacy of colonialism is now more apparent in France than at any time in the past. How is this upsurge of interest in the colonial past to be explained? Does the commemoration of empire necessarily imply glorification or condemnation? To what extent have previously marginalized voices succeeded in making themselves heard in new narratives of empire? While veils of secrecy have been lifted, what taboos still remain and why? These are among the questions addressed by an international team of leading researchers in this interdisciplinary volume, which will interest scholars in a wide range of disciplines including French studies, history, literature, cultural studies, and anthropology.

Long repressed following the collapse of empire, memories of the French colonial experience have recently gained unprecedented visibility. In popular culture, scholarly research, personal memoirs, public commemorations, and new ethnicities associated with the settlement of postcolonial immigrant minorities, the legacy of colonialism is now more apparent in France than at any time in the past. How is this upsurge of interest in the colonial past to be explained? Does the commemoration of empire necessarily imply glorification or condemnation? To what extent have previously marginalized voices succeeded in making themselves heard in new narratives of empire? While veils of secrecy have been lifted, what taboos still remain and why? These are among the questions addressed by an international team of leading researchers in this interdisciplinary volume, which will interest scholars in a wide range of disciplines including French studies, history, literature, cultural studies, and anthropology.

"Written with warmth, humor, and extraordinary insight, Teach Me! is a book that will change the way teachers think."
"--Doris Kearns Goodwin, Pulitzer Prize-winning author of No Ordinary Time and Wait Till Next Year"

"Murray Levin starts with a brilliant idea-to probe the political and social thought of African-American and Latino teenagers who are not supposed to have such thoughts-and fulfills it. The result is totally compelling, an education for the reader. Teach Me! is an original."
"--Howard Zinn, Author of A People's History of the United States"

Teach Me! is an account of a seasoned educator's experience in an urban high school. A book that confronts "social decay, . . . the malignancy of our time," Teach Me! also describes a remarkable collaboration between a teacher and his students, who came to recognize together that the world needs to change.

"I recommend this book to all mental health professionals and students in this field; it provides the reader with a historical perspective that can add meaning, and perhaps even reassurance, to those who continue to care for the mentally ill in these uncertain times." --Hospital and Community Psychiatry. "Well worth reading, and graduate students, scientists, and professionals who are involved even obliquely with the field of mental health should add this one to their library." --Contemporary Psychiatry

Vivre Ici invites the reader on a journey through the vast viewing landscape of contemporary French documentary film, a genre that has experienced a renaissance in the past twenty years. The films explored are connected not just by a general interest in engaging the "real," but by a particular attention to French space and place. From farms and wild places to roads, schools, and urban edgelands, these films explore the spaces of the everyday and the human and non-human experiences that unfold within them. Through a critical approach that integrates phenomenology, film theory, eco-criticism and cultural history, Levine investigates the notion of documentary as experience. She asks how and why, in the contemporary media landscape, these films seek to avoid argumentation and instead, give the viewer a feeling of "being there." As a diverse collection of filmmakers, both well-known and lesser-known, explore the limits and possibilities of these places, a collage-like, incomplete, and fragmented vision of France as seen and felt through documentary cameras comes into view. Venturing beyond film analysis to examine the production climate for these films and their circulation in contemporary France, Levine explores the social and political consequences of these "films that matter" for the viewers who come into contact with them.

Framing the Nation: Documentary Film in Interwar France argues that, between World Wars I and II, documentary film made a substantial contribution to the rewriting of the French national narrative to include rural France and the colonies. The book mines a significant body of virtually unknown films and manuscripts for their insight into revisions of French national identity in the aftermath of the Great War. From 1918 onwards, government institutions sought to advance social programs they believed were crucial to national regeneration. They turned to documentary film, a new form of mass communication, to do so. Many scholars of French film state that the French made no significant contribution to documentary film prior to the Vichy period. Using until now overlooked films, Framing the Nation refutes this misconception and shows that the French were early and active believers in the uses of documentary film for social change - and these films reached audiences far beyond the confines of commercial cinema circuits in urban areas.

The book is a very positive contribution to a thoughtful understanding of the advantages and disadvantages of mandated reporting. Although the general thrust of the discussion leaves one frustrated with the reality of the unintended consequences of these laws meant to protect and/or benefit children, the authors also provide examples of how mental health providers have used these laws for positive effects. This book should be read by anyone in the business of treating children and families. --Doody's Health Sciences Book Review Journal Therapists and counselors often grapple with the requirements of mandated reporting laws, which are in part responsible for the veritable explosion of child maltreatment reports received by child protection during the last decade. Concerned with the impact of mandated reporting on the confidential psychotherapeutic relationship, the authors of this timely analysis address the challenges of balancing the law and the counseling process. Focused interviews with therapists and child protection workers as well as the results from a national mail survey of licensed clinical psychologists reflect reporting issues as manifested in real-life situations. Out of these experiences, the authors sculpt practical clinical strategies, an assessment of both the positive and negative effects of mandated reporting, and suggested considerations of practice and policy implications. Both therapists and child protection workers will find that this volume addresses the issues of reporting faced on a consistent basis. The Impact of Mandated Reporting on the Therapeutic Process also offers support and insight into complexities soon to be confronted by recent psychology, social work, and counseling graduates, advanced students, and interns. "Well written and interesting. . . . The questions of whether and how reports of suspected child maltreatment should be made are ones with which clinicians often struggle. . . . This study joins a remarkably sparse literature about the experiences of the various actors in the child protection system and about the role of mental health professionals within that system. I will be glad to have the book on my shelf." --Gary B. Melton, Director, Institute for Families in Society, University of South Carolina, Columbia "This is a timely work because the considerable costs and high proportion of unsubstantiated reports have created growing concerns in the field that mandatory child abuse reporting laws may be casting too wide a net. . . . The authors have produced a first-rate piece of work that performs a real service for the field. They illuminate the implications of mandated reporting in a way that students, therapists, and CPS workers will find tremendously useful. Policymakers will also benefit from these insights." --Neil Gilbert, School of Social Welfare, University of