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The Story of School Desegregation’s Graduates
This is the untold story of a generation that experienced one of the most extraordinary chapters in our nation's history—school desegregation. Many have attempted to define desegregation, which peaked in the late 1970s, as either a success or a failure; surprisingly few have examined the experiences of the students who lived though it. Featuring the voices of blacks, whites, and Latinos who graduated in 1980 from racially diverse schools, Both Sides Now offers a powerful firsthand account of how desegregation affected students—during high school and later in life. Their stories, set in a rich social and historical context, underscore the manifold benefits of school desegregation while providing an essential perspective on the current backlash against it.
Educating Boys in Urban America, 1870–1970
Contemporary debates about the tendency toward poor academic performance among boys of color point to inadequate and punitive schools, poverty, and cultural conflicts. Julia Grant offers a historical perspective on the "boy problem," revealing it as an issue that has vexed educators for more than a century. Since compulsory schooling was enforced, immigrant, poor, and boys of color have constituted the most school-averse population with which educators have had to contend. Public schools developed vocational education, organized athletics, technical schools, and evening continuation schools—contributing to a culture of masculinity that devalued academic success in school. Urban educators sought ways to deal with the many "bad boys"—almost exclusively poor, immigrant, or migrant—who skipped school, behaved badly when they attended, and sometimes landed in special education classes and reformatory institutions. The problems these boys posed led to sustained innovations in public education and juvenile justice. This historical perspective sheds light on contemporary concerns over the academic performance of boys of color who now flounder in school or languish in the juvenile justice system. Grant's cogent analysis will interest education policymakers and educators, as well as scholars of the history of education, childhood, gender studies, American studies, and urban history.
Technology and Foreign Language Learning
Brave New Digital Classroom deftly interweaves results of pedagogical research and descriptions of the most successful computer-assisted language learning (CALL) projects to explore how technology can best be employed in the foreign-language curriculum to assist the second language acquisition process. Directed to all language teachersùwhether at the school or the postsecondary level, with or without prior experienceùthis book focuses on how to use new technologies effectively. Blake urges teachers to move beyond a simple functional competence of knowing how to use the tools toward first a critical competenceùrealizing what the various tools are good forùand ultimately a rhetorical competence of knowing how the tools will help transform the learning environment. This book examines the effective use of a range of technologies, from Internet sites through computer-mediated communication such as synchronous chatting and blogs, to distance learning. At the end of each chapter questions and activities demonstrate the interactionist, learner-centered pedagogy Blake espouses. An invaluable reference for experienced researchers and CALL developers as well as those of limited experience, Brave New Digital Classroom is also ideal for graduate-level courses on second language pedagogy. It will also be of interest to department chairs and administrators seeking to develop and evaluate their own CALL programs.
How Literature Will Save the Planet
The activist tradition in American literature has long testified to the power of words to change people and the power of people to change the world, yet in recent years many professional humanists have chosen to distract themselves with a postmodern fundamentalism of indeterminacy and instability rather than engage with social and political issues. Throughout her bold and provocative call to action, Elizabeth Ammons argues that the responsibility now facing humanists is urgent: inside and outside academic settings, they need to revive the liberal arts as a progressive cultural force that offers workable ideas and inspiration in the real-world struggle to achieve social and environmental justice.
Brave New Words challenges present and future literary scholars and teachers to look beyond mere literary critique toward the concrete issue of social change and how to achieve it. Calling for a profound realignment of thought and spirit in the service of positive social change, Ammons argues for the continued importance of multiculturalism in the twenty-first century despite attacks on the concept from both right and left. Concentrating on activist U.S. writers—from ecocritics to feminists to those dedicated to exposing race and class biases, from Jim Wallis and Cornel West to Winona LaDuke and Paula Moya and many others—she calls for all humanists to link their work to the progressive literature of the last half century, to insist on activism in the service of positive change as part of their mission, and to teach the power of hope and action to their students.
As Ammons clearly demonstrates, much of American literature was written to expose injustice and motivate readers to work for social transformation. She challenges today’s academic humanists to address the issues of hope and purpose by creating a practical activist pedagogy that gives students the knowledge to connect their theoretical learning to the outside world. By relying on the transformative power of literature and replacing nihilism and powerlessness with conviction and faith, the liberal arts can offer practical, useful inspiration to everyone seeking to create a better world.
2000 - 2007
Published annually, Brookings Papers on Education Policy (BPEP) analyzes policies intended to improve student performance. In each volume, analysts review the current situation in education and consider programs for reform.
Students, Segregationists, and the Struggle for Justice in Prince Edward County, Virginia
In 1959, Prince Edward County, Virginia, abolished its public school system in opposition to the landmark decision against school segregation, Brown v. Board of Education. It took five years and another Supreme Court decision for the county to reopen public school doors. Titus explores the background of the crisis, the period in which the schools were closed, and the repercussions of this educational tragedy. She focuses on the years between 1951 (when black students walked out of the decrepit Moton High School) and 1969 (when black students staged a second strike), but also carries the story up to the present to demonstrate the consequences of the county's years of massive resistance to desegregation. Titus show that the Prince Edward County story is a vital chapter of America's civil rights story. While there have been journalistic, autobiographical, and fictional stories about the educational crisis, there has been no scholarly treatment of the subject. In 1965 the Press published journalist Bob Smith's They Closed Their Schools: Prince Edward County, Virginia, 1951-1964. However, Titus has a wealth of new archival material to draw upon and takes a broader perspective.
Reading the Chinese New Historical Fiction (1986-1999)
This book explores some essential features of the Chinese new historical fiction (NHF) and its socio-cultural implications. It argues that the NHF constitutes an oppositional discourse that rejects, both the grand narrative of linear (revolutionary) history, which dominates Chinese official historiography, and naïve confidence in ‘Chinese modernity.’
Kyler Daniels was born in 1988 with a profound bilateral hearing loss. Her deafness went undetected for a year since newborn screening for hearing loss was not yet available. Kyler benefited, however, from the great support of her family and a string of excellent professionals in deaf education, including Ann Darby Getty, the author of this shared, experiental story. As soon as they realized that their daughter was deaf, Kyler’s parents, who were hearing, immediately began to learn sign language. They also engaged Darby, a parent/infant educator employed by the state school for the deaf, to work with Kyler. From the age of 13 months until Kyler’s college graduation 22 years later, Darby was involved in her education and development. Despite living in a rural area, Kyler enjoyed an array of services, including parent/infant education, sign language interaction/modeling, speech and language therapy, and also a cochlear implant. At the same time that she developed her speech skills, sign language continued to be a critically important facet of her communication. In grade school, she learned with other deaf students, while in high school, she worked successfully in mainstream classrooms with interpreters and notetakers. As a college graduate, gifted artist, and veterinarian’s assistant today, Kyler exemplifies how a balanced approach to deaf education, using all resources at hand, can achieve remarkable results. Her story serves as a model for parents of other deaf children and professionals working with deaf children.
"Building Capacity promotes the vision that the teaching of African languages can best achieve its aim of boosting the economic and cultural development of the Africans if they are made to work in synergy with a revamping of the course contents of international languages that will be taught within the frame of a development-oriented literacy curriculum. Great emphasis is put on the oral skills in the use of African languages as they are to serve as a link between the community and the school for the ultimate revitalization of the positive aspects of African cultures in a world beset by globalization. The book is supplemented with a sample of texts in the appendix that are meant to be a bridge between formal texts taught in classrooms and literacy texts that can raise the genuine interests of the local populations in that they address their immediate needs. Among the possible topics language teachers are encouraged to explore in their classes are those concerning economic development, but also such issues as health, education, the environment, food security, and conflict resolution. ""In the face of the growing interest in the use of African Languages by Africans as symbols of personal and cultural identity and as means of empowering the rural communities in the entreprise of national development,the need for a methodologically appropriate manual to guide the teaching and learning of African languages becomes urgent.This book is a timely response, predicated on a policy of the symbiotic use of African languages along with partner (foreign-official) languages, to attain a balanced level of economic and socio-cultural development.It is based on a compendium of well- thought-out principles geared towards a rapid acquisition of written and oral language skills that are congruent with and reflect the socio-cultural and economic concerns of the linguistic community."" Beban Sammy Chumbow, Professor of Linguistics, University of Yaounde I ""Among the numerous proposals in this book is the necessity for Africans, and I would add, for the communities of Asia and Latin America, to re-think the contents of their language courses and assign them an objective which aims at the integral development of their communities. It is indeed imperative that these courses reflect clear objectives of seeking social, cultural, and economic developments that harmonize with African, Asian, and Latin American values that are deep rooted in their respective various cultures."" Jean-Pierre Angenot Professor of Linguistics, Federal University of Rond?nia, Porto Velho, Brazil."
No less than other divisions of the college or university, contemporary writing centers find themselves within a galaxy of competing questions and demands that relate to assessment—questions and demands that usually embed priorities from outside the purview of the writing center itself. Writing centers are used to certain kinds of assessment, both quantitative and qualitative, but are often unprepared to address larger institutional or societal issues. In Building Writing Center Assessments that Matter, Schendel and Macauley start from the kinds of assessment strengths already in place in writing centers, and they build a framework that can help writing centers satisfy local needs and put them in useful dialogue with the larger needs of their institutions, while staying rooted in writing assessment theory.
The authors begin from the position that tutoring writers is already an assessment activity, and that good assessment practice (rooted in the work of Adler-Kassner, O'Neill, Moore, and Huot) already reflects the values of writing center theory and practice. They offer examples of assessments developed in local contexts, and of how assessment data built within those contexts can powerfully inform decisions and shape the futures of local writing centers. With additional contributions by Neal Lerner, Brian Huot and Nicole Caswell, and with a strong commitment to honoring on-site local needs, the volume does not advocate a one-size-fits-all answer. But, like the modeling often used in a writing consultation, examples here illustrate how important assessment principles have been applied in a range of local contexts. Ultimately, Building Writing Assessments that Matter describes a theory stance toward assessment for writing centers that honors the uniqueness of the writing center context, and examples of assessment in action that are concrete, manageable, portable, and adaptable.