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The Politics of Deafness embarks upon a post-modern examination of the search for identity in deafness and its relationship to the prevalent hearing culture that has marginalized Deaf people. Author Owen Wrigley plainly states his intention to disrupt “normal” thought about the popularly considered condition of deafness as a physical deficiency. From his decade of experience working and living in the Deaf community in Thailand, he uses wide-ranging examples to go beyond disputing conventional theorists for their interpretation of deafness as the lack of a sensory function. By calling attention to the different lingual potential created by the instant visual expression of cyberspace, he explodes orthodox conceptualization of the nature of language as serially ordered and dependent upon sound. In bold style, this provocative work poses the relationship of the bodies physical and mental of Deaf people as subject to a form of "colonialism" by the dominant Hearing culture. It proceeds to expose and attack presumptions and practices that derive from and descend upon deaf bodies. Related analysis also addresses tensions little noted in the current literature on deafness and on the popular move to reconstitute Deafness as a global culture. Through displacement of logistical anchors, ironic stances, and disconcerting perspectives, The Politics of Deafness practices a form of de-naturalization to demand space within and between the normalizing frames of daily lives. By doing so, it offers an insightful and intriguing perspective on the meanings of Deafness, the politics of Deaf identity, and what it costs to be “unusual.”
Educatiion and Economic Renewal in Kalamazoo
When a group of anonymous donors announced in 2005 that they would send every graduate of this midsized public school district to college for free, few within or outside Kalamazoo, Michigan, understood the magnitude of the gesture. Now, in the first comprehensive account of the Kalamazoo Promise, Michelle Miller-Adams charts its initial impact as well as its potential to bring about fundamental economic and social change in a community hurt by job loss, depopulation, and racial segregation.
Education, long the key to opportunity in the United States, has become simply essential to earning a decent living. By 2018, 63 percent of all jobs will require at least some postsecondary education or training. Teachers and civic leaders stress the value of study through high school and beyond, but to an alarmingly large segment of America's population—including a disproportionate number of ethnic and racial minorities—higher education seems neither obtainable nor relevant. Preparing Today's Students for Tomorrow's Jobs in Metropolitan America, edited by Laura W. Perna, offers useful insights into how to bridge these gaps and provide urban workers with the educational qualifications and skills they need for real-world jobs.
Preparing Today's Students for Tomorrow's Jobs in Metropolitan America probes more deeply than recent reports on the misalignment between workers' training and employers' requirements. Written by researchers in education and urban policy, this volume takes a comprehensive approach. It informs our understanding of the measurement and definition of the learning required by employers. It examines the roles that different educational sectors and providers play in workforce readiness. It analyzes the institutional practices and public policies that promote the educational preparation of today's students for tomorrow's jobs. The volume also sheds light on several recurring questions, such as what is the "right" amount of education, and what should be the relative emphasis on "general" versus "specific" or "occupational" education and training?
Ensuring that today's students have the education and training to meet future career demands is critical to the economic and social well-being of individuals, cities, and the nation as a whole. With recommendations for institutional leaders and public policymakers, as well as future research, this volume takes important steps toward realizing this goal.
"Breathe[s] new life into the historiography of Meiji education." --Monumenta Nipponica
Fear and Citizenship in American Public Education
In a society increasingly dominated by zero-tolerance thinking, Punishing Schools argues that our educational system has become both the subject of legislative punishment and an instrument for the punishment of children. William Lyons and Julie Drew analyze the connections between state sanctions against our schools (the diversion of funding to charter schools, imposition of unfunded mandates, and enforcement of dubious forms of teacher accountability) and the schools' own infliction of punitive measures on their students-a vicious cycle that creates fear and encourages the development of passive and dependent citizens. "Public schools in the United States are no longer viewed as a public good. On the contrary, they are increasingly modeled after prisons, and students similarly have come to mirror the suspicions and fears attributed to prisoners. Punishing Schools is one of the most insightful, thoughtful, and liberating books I have read on what it means to understand, critically engage, and transform the present status and state of schools from objects of fear and disdain to institutions that value young people, teachers, and administrators as part of a broader vision of social justice, freedom, and equality. William Lyons and Julie Drew have done their homework and provide all the necessary elements for understanding and defending schools as public spheres that are foundational to a democracy. This book should be required reading for every student, teacher, parent, and concerned citizen in the United States. In the end, this book is not just about saving schools, it is also about saving democracy and offering young people a future that matters." --Henry Giroux, McMaster University "This is an important book . . . a distinctive contribution. The authors move back and forth convincingly between the micropolitics of school discipline and the 'politics writ large' of the liberal left and the utopian right. The result is an expansive, idealistic, and well-grounded book in the spirit of the very best of social control literature." --Stuart Scheingold, Professor Emeritus, Political Science, University of Washington William Lyons is Director of Center for Conflict Management and Associate Professor of Political Science, University of Akron. Julie Drew is Associate Professor of English, University of Akron.
The reputation of a college or institution depends upon the integrity of its faculty and administration. Though budgets are important, ethics are vital, and a host of new ethical problems now beset higher education. From MOOCS and intellectual property rights to drug industry payments and conflicts of interest, this book offers AAUP policy language and best practices to deal with all the campus-wide challenges of today's corporate university:Preserving the integrity of research and public respect for higher education.Eliminating and managing individual and institutional financial conflicts of interest.Maintaining unbiased hiring and recruitment policies.Establishing grievance procedures and due process rights for faculty, graduate students, and academic professionals.Mastering the complications of negotiations over patents and copyright.Assuring the ethics of research involving human subjects.In a time of dynamic change, Recommended Principles to Guide Academy-Industry Relationships offers an indispensable and authoritative guide to sustaining integrity and tradition while achieving great things in twenty-first century academia.
Working within a Progressive Tradition during Conservative Times
In Reforming Schools, Jesse Goodman discusses the possibilities, struggles, and complexities involved in reforming today’s schools. Drawing from his own experiences at the Harmony Education Center—a progressive educational center he helped establish in 1990—Goodman offers a vision of how to persevere at a time when many progressive educators are feeling discouraged. He focuses on practical ideas for reform, such as establishing school autonomy; creating democratic structures, rituals, and values upon which school reform discourse can be generated; and by addressing the current conservative agenda, how to influence what happens in our nation’s public schools. By situating school reform within a progressive history of Western society, the author offers valuable insights and ideas that are alternatives to both the conservative and the radical left analyses of schools and society.
Have Urban Schools Failed, or Has the Reform Movement Failed Urban Schools?
Have urban schools failed, or has reform failed urban schools? This book examines existing urban school programs, ranging from desegregation to reading improvement, in light of available historical, empirical, and case study evidence. Mirón and St. John and their contributors probe the underlying theoretical, normative, and political assumptions embedded in specific reform initiatives. They explore how reforms might be reconstructed to better address the underlying challenges and they demonstrate that reforms can be constructively critiqued throughout the stages of implementation, arguing that greater attention should be paid to ethnic and cultural traditions within urban educational settings.