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Career Paths for the Forgotten Half
In a society where everyone is supposed to go to college, the problems facing high school graduates who do not continue their education are often forgotten. Many cannot find jobs, and those who do are often stuck in low-wage, dead-end positions. Meanwhile employers complain that high school graduates lack the necessary skills for today's workplace. Beyond College for All focuses on this crisis in the American labor market. Around the world, author James E. Rosenbaum finds, employers view high school graduates as valuable workers. Why not here? Rosenbaum reports on new studies of the interaction between employers and high schools in the United States. He concludes that each fails to communicate its needs to the other, leading to a predictable array of problems for young people in the years after graduation. High schools caught up in the college-for-all myth, provide little job advice or preparation, leading students to make unrealistic plans and hampering both students who do not go to college and those who start college but do not finish. Employers say they care about academic skills, but then do not consider grades when deciding whom to hire. Faced with few incentives to achieve, many students lapse into precisely the kinds of habits employers deplore, doing as little as possible in high school and developing poor attitudes. Rosenbaum contrasts the situation in the United States with that of two other industrialized nations-Japan and Germany-which have formal systems for aiding young people who are looking for employment. Virtually all Japanese high school graduates obtain work, and in Germany, eighteen-year-olds routinely hold responsible jobs. While the American system lacks such formal linkages, Rosenbaum uncovers an encouraging hidden system that helps many high school graduates find work. He shows that some American teachers, particularly vocational teachers, create informal networks with employers to guide students into the labor market. Enterprising employers have figures out how to use these networks to meet their labor needs, while students themselves can take steps to increase their ability to land desirable jobs. Beyond College for All suggests new policies based on such practices. Rosenbaum presents a compelling case that the problems faced by American high school graduates and employers can be solved if young people, employers, and high schools build upon existing informal networks to create formal paths for students to enter the world of work.
Contributors to Beyond Postprocess reconsider writing and writing studies through posthumanism, ecology, new media, materiality, multimodal and digital writing, institutional critique, and postpedagogy. Through the lively and provocative character of these essays, Beyond Postprocess aims to provide a critical site for nothing less than the broad reevaluation of what it means to study writing today. Its polyvocal considerations and conclusions invest the volume with a unique potential to describe not what that field of study should be, but what it has the capacity to create. The central purpose of Beyond Postprocess is to unleash this creative potential.
Women’s Rhetorical Roles in the Antebellum Religious Press
In the formative years of the Methodist Church in the United States, women played significant roles as proselytizers, organizers, lay ministers, and majority members. Although women's participation helped the church to become the nation's largest denomination by the mid-nineteenth century, their official roles diminished during that time. In Beyond the Pulpit, Lisa Shaver examines Methodist periodicals as a rhetorical space to which women turned to find, and make, self-meaning. In 1818, Methodist Magazine first published "memoirs" that eulogized women as powerful witnesses for their faith on their deathbeds. As Shaver observes, it was only in death that a woman could achieve the status of minister. Another Methodist publication, the Christian Advocate, was America's largest circulated weekly by the mid-1830s. It featured the "Ladies' Department," a column that reinforced the canon of women as dutiful wives, mothers, and household managers. Here, the church also affirmed women in the important rhetorical and evangelical role of domestic preacher. Outside the "Ladies Department," women increasingly appeared in "little narratives" in which they were portrayed as models of piety and charity, benefactors, organizers, Sunday school administrators and teachers, missionaries, and ministers' assistants. These texts cast women into nondomestic roles that were institutionally sanctioned and widely disseminated. By 1841, the Ladies' Repository and Gatherings of the West was engaging women in discussions of religion, politics, education, science, and a variety of intellectual debates. As Shaver posits, by providing a forum for women writers and readers, the church gave them an official rhetorical space and the license to define their own roles and spheres of influence. As such, the periodicals of the Methodist church became an important public venue in which women's voices were heard and their identities explored.
Outstanding Academic Title, Choice, 1995 "What makes Lane's approach unique is that he weaves together different perspectives on the nature of school into a very colorful but informative and lucid tapestry that seeks the outer limits of free expression within the boundaries of the school context, always with an eye toward promoting the goal of inculcation of values, a worthy end for students and school officials alike." â€”Samuel M. Davis, Allen Post Professor of Law, University of Georgia *In a 1969 landmark case, the U.S. Supreme Court ruled that the suspension of student for protesting the Vietnam War violated the First Amendment. *In 1972, the U.S. court of appeals upheld the suspension of black high school students for protesting the playing of "Dixie" at a pep rally. *In 1986, a U.S. district court ruled that the suspension of a student for directing a vulgar gesture at one of his school teachers in a fast-food restaurant was unconstitutional. On what grounds do public school students merit First Amendment protection? These three examples illustrate the broad range of litigation that has attempted to answer this question. Robert Wheeler Lane reviews the obstacles of this important issue and suggests a mix of protection and autonomy for students. Pulling together evidence about the aims of public education, the changing legal status of children, and the values underlying freedom of expression, Lane debates the relationship between constitutional litigation and the dual pursuits of academic excellence and classroom order. Ultimately, utilizing both lower court and Supreme Court decisions, he finds that independent student expression deserves considerable constitutional protection; student expression assisted by school officials (such as school-funded student newspapers) should be subject to some control; and nonstudent expression (such as a school's selection of library books) should be left largely to the school's discretion. His conclusions suggest that in forging First Amendment protection for public school students, strongly held positions need not be extreme.
Illness and the Limits of Expression
“Kathlyn Conway opens primordial questions about the shattering events of illness through close readings of selected illness narratives, proposing that only writing of a daring kind can utter the knowledge of the self-telling body. Wielding her ferocious intellect and braving exposure to self and other, Conway makes original discoveries about writing and illness and, more stunningly, about writing and life. Not a book about illness, this is a book about writing and being. It is taut, brave, unequalled in our scholarship, and true. Conway joins our most powerful investigators of the human predicament of mortality, helping us to see, helping us to live.”—Rita Charon, Columbia University, Program in Narrative Medicine
Published accounts of illness and disability often emphasize hope and positive thinking: the woman who still looked beautiful after losing her hair, the man who ran five miles a day during chemotherapy. This acclaimed examination of the genre of the illness narrative questions that upbeat approach. Author Kathlyn Conway, a three-time cancer survivor and herself the author of an illness memoir, believes that the triumphalist approach to writing about illness fails to do justice to the shattering experience of disease. By wrestling with the challenge of writing about the reality of serious illness and injury, she argues, writers can offer a truer picture of the complex relationship between body and mind.
This study emphasizes the importance of family support for deaf members, particularly through the use of both American Sign Language (ASL) and spoken/and or written English. Research has shown how factors influence such areas as a child’s development, performance in school, and relationships with brothers and sisters. In this volume, authors Barbara Bodner-Johnson and Beth S. Benedict concentrate on the vital, positive effects of bilingualism and how families that share their experiences with other families can enhance all of their children’s achievement and enrichment. Bilingual Deaf and Hearing Families: Narrative Interviews describes the experiences of ten families who have at least one deaf family member. In five of the families, the parents are hearing and they have a deaf child; two of the children in these families have cochlear implants. In three families, both the parents and children are deaf. In one family, the parents are deaf and their daughter is hearing; and in one family, the parents and one child are deaf and they all have cochlear implants, and the deaf child’s twin is hearing. The interviews were conducted in the families’ homes using set topics and questions. The family discussions cover a wide range of subjects: cochlear implants, where they live, their thoughts about family relationships, how they participate in the Deaf community, how they arrive at certain decisions, their children’s friendships, and the goals and resiliencies they have as a family.
Southeast Asian Perspectives
This book aims at meeting this urgent need by discussing, in accessible language, research findings on key concepts of bilingual education, and recent developments of bilingual education policies in Hong Kong, Singapore and Malaysia. Teachers, students and researchers in the areas of bilingual education, language policy and planning (LPP), and studies of medium of instruction policy and practice both in Hong Kong and other Southeast Asian contexts will benefit from the book.
There are few things that are purely American. On that short list are baseball and the two-year community college. Bill Jason Priest possessed skill and acumen for both. The better part of his life was spent developing and defining the junior college into the comprehensive community college. His contributions earned him a prestigious place in the annals of higher education, but his personality was not one of a stereotypical stodgy educator, nor is the story of his life a dry read. After working his way through college, Priest played professional baseball before serving in Naval Intelligence during World War II. His varied experiences helped shape his leadership style, often labeled as autocratic and sometimes truculent in conservative convictions. The same relentless drive that brought him criticism also brought him success and praise. Forthright honesty and risk-taking determination combined with vision brought about many positive results. Priest’s career in higher education began with the two-year college system in California before he was lured to Texas in 1965 to head the Dallas County Junior College District. Over the next fifteen years Priest transformed the junior college program into the Dallas County Community College District (DCCCD) and built it up to seven colleges. He performed major roles in the evolution of nursing education, the founding of a telecommunications center for the production of televised courses, the delivery and acceptance of vocational education, and in greater breadth in noncredit courses. After his retirement in 1981, he continued to serve as Chancellor Emeritus until 2003. Drawing from archives as well as from numerous interviews with Priest and his personal and professional associates, Kathleen Krebbs Whitson presents the life of a giant in Texas education and reveals his lasting influence upon the community college movement.