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An Illustrated History
The motto of Berea College is “God has made of one blood all peoples of the earth,” a phrase underlying Berea’s 150-year commitment to egalitarian education. The first interracial and coeducational undergraduate institution in the South, Berea College is well known for its mission to provide students the opportunity to work in exchange for a tuition-free quality education. The founders believed that participation in manual labor blurred distinctions of class; combined with study and leisure, it helped develop independent, industrious, and innovative graduates committed to serving their communities. These values still hold today as Berea continues its legendary commitment to equality, diversity, and cultural preservation and, at the same time, expands its mission to include twenty-first-century concerns, such as ecological sustainability. In Berea College: An Illustrated History, Shannon H. Wilson unfolds the saga of one of Kentucky’s most distinguished institutions of higher education, centering his narrative on the eight presidents who have served Berea. The college’s founder, John G. Fee, was a staunch abolitionist and believer in Christian egalitarianism who sought to build a college that “would be to Kentucky what Oberlin was to Ohio, antislavery, anti-caste, anti-rum, anti-sin.” Indeed, the connection to Oberlin is evident in the college’s abolitionist roots and commitment to training African American teachers, preachers, and industrial leaders. Black and white students lived, worked, and studied together in interracial dorms and classrooms; the extent of Berea’s reformist commitment is most evident in an 1872 policy allowing interracial dating and intermarriage among its student body. Although the ratio of black to white students was nearly equal in the college’s first twenty years, this early commitment to the education of African Americans was shattered in 1904, when the Day Law prohibited the races from attending school together. Berea fought the law until it lost in the U.S. Supreme Court in 1908 but later returned to its commitment to interracial education in 1950, when it became the first undergraduate college in Kentucky to admit African Americans. Berea’s third president, William Goodell Frost, shifted attention toward “Appalachian America” during the interim, and this mission to reach out to Appalachians continues today. Wilson also chronicles the creation of Berea’s many unique programs designed to serve men and women in Kentucky and beyond. A university extension program carried Berea’s educational opportunities into mountain communities. Later, the New Opportunity School for Women was set up to help adult women return to the job market by offering them career workshops, job experience on campus, and educational and cultural enrichment opportunities. More recently, the college developed the Black Mountain Youth Leadership Program, designed to reduce the isolation of African Americans in Appalachia and encourage cultural literacy, academic achievement, and community service. Berea College explores the culture and history of one of America’s most unique institutions of higher learning. Complemented by more than 180 historic photographs, Wilson’s narrative documents Berea’s majestic and inspiring story.
Parts of Berry's history have achieved legendary status--the story, for example, of how Martha Berry was inspired to start a school after visiting with poor mountain children in her log cabin. Ouida Dickey and Doyle Mathis separate myth from fact as they address Berry's traditions, controversies, and triumphs and relate important developments at Berry to wider events in Georgia and Appalachia.
As Berry graduates and career-long members of its faculty and staff, Dickey and Mathis themselves are part of the Berry tradition. Their meticulous research draws on a rich trove of documents to reveal a story that surpasses many of the familiar and beloved tales connected to the school. Berry's enviable standing--as a model for work-study colleges nationwide, as a place intimately tied to the cultural life of its region, as a choice recipient of philanthropy--makes this new book important to historians, scholars of higher education, and thousands of Berry students, faculty, and alumni.
Praise for Sam Pickering: "Pickering has all of Thurber's humor, and he writes as well as E. B. White. He writes with passion, wit, and a strange personal note of self-mockery; he is humanely educated, wise, and capable of a wide range of stylistic effects." ----Jay Parini ". . . he writes in the tradition of Montaigne hammering together a ramshackle affair of surprising nooks, crannies and additions-all under the same roof." ---The Oxford American "Pickering has the natural essayist's intimate yet distanced take on the world that combines a devotion to particulars . . . with a near-indifference to the status- and achievement-mongering that marks modern life." ---Publishers Weekly "Pickering writes with the sensitivity and craft of a poet, finding meaning in the commonplace and ordinary." ---Library Journal "Pickering's genre is unique, but I'm not sure anyone else can write this stuff. I can live with that, as long as Pickering himself continues to wend through the forests, classrooms, airports, billiards championships, hometown parades, and his inner world of Tennessee gags and characters." ---Hartford Courant His writing is as unique and recognizable as the music of Mozart, the painting of Picasso, or the poetry of Dickinson. Yet most Americans likely know Sam Pickering, the University of Connecticut English professor, from the movie Dead Poets Society. In the film, Robin Williams plays an idiosyncratic instructor---based on Pickering---who employs some over-the-top teaching methods to keep his subjects fresh and his students learning. Fewer probably know that Pickering is the author of more than 16 books and nearly 200 articles, or that he's inspired thousands of university students to think in new ways. And, while Williams may have captured Pickering's madcap classroom antics, he didn't uncover the other side of the author-Sam Pickering as one of our great American men of letters. The Best of Pickering amply demonstrates Pickering's amazing powers of perception, and gives us insight into the mind of a writer nearly obsessed with turning his back on the conventional trappings of American success-a writer who seems to prefer lying squirrel's-eye-level next to a bed of daffodils in the spring or trespassing on someone else's property to pursue a jaunt through joe-pye weed and goldenrod. Indeed, Pickering's philosophy, at least on paper, may very well be "Now is the only time." If you haven't met Sam Pickering before, prepare to be surprised and delighted by these wry and sometimes self-deprecating essays that are witty and elegant and concrete yet wander widely, and include Pickering's well-trod fictional Southern town of Carthage, Tennessee, full of strange goings-on. This definitive collection of the best of Pickering is a must for Pickering fans and a fine introduction for the uninitiated to one of our greatest men of letters.
A Handbook for Teaching Practice Supervisors
This handbook is designed for those involved in teacher education and the supervision of practical teaching. It will be useful for university tutors on teacher education programmes and mentors in schools, as well as senior staff in schools who are involved in appraisal and evaluation.
Selected Writings on the History of Modern Educational Systems
Advanced reader on the history of education Developments in educational systems worldwide have largely contributed to the modernization and globalization of present-day society. However, in order to fully understand their impact, educational systems must be interpreted against a background of particular situations and contexts. This textbook brings together more than twenty (collaborative) contributions focusing on the two key themes in the work of Marc Depaepe: educationalization and appropriation. Compiled for his international master classes, these selected writings provide not only a thorough introduction to the history of modern educational systems, but also a twenty-five year overview of the work of a well-known pioneer in the field of history of education. Covering the modernization of schooling in Western history, the characteristics and origins of educationalization, the colonial experience in education and the process of appropriation, Between Educationalization and Appropriation will be of great interest to a larger audience of scholars in the social sciences.
Ambivalence, Identity, and the Education of Girls
Arguing for a recognition of the contradictory and ambivalent identifications that both attract and repel those who live the social category “girl,” Marnina Gonick analyzes the discourses and practices defining female sexuality, embodiment, relationship to self and other, material culture, use of social space, and cultural-political agency and power. Based on a school-community project involving collaborative production of a video which tells the stories of several fictional girl characters, Gonick examines the contradictory and textured structure of the discourses available to girls through which their identities are negotiated. Woven throughout the book is the integral concern with the way in which ethnographic writing as a discursive practice is also implicated in the production and signification of social identities for girls.
Reconsidering the Writing Conference
The teacher-student conference is standard in the repertoire of teachers at all levels. Because it's a one-to-one encounter, teachers work hard to make it comfortable; but because it's a pedagogical moment, they hope that learning occurs in the encounter, too. The literature in this area often suggests that a conference is a conversation, but this doesn't account for a teacher's need to use it pedagogically. Laurel Johnson Black's new book explores the conflicting meanings and relations embedded in conferencing and offers a new theoretical understanding of the conference along with practical approaches to conferencing more effectively with students.
Analyzing taped conferences of several different teachers and students, Black considers the influence that power, gender, and culture can have on a conference. She draws on sociolinguistic theory, as well as critical theory in composition and rhetoric, to build an understanding of the writing conference as an encounter somewhere between conversation and the classroom. She finds neither the conversation model nor versions of the master-apprentice model satisfactory. Her approach is humane, student-centered, and progressive, but it does not ignore the valid pedagogical purposes a teacher might have in conferencing. Between Talk and Teaching will be a valuable addition to the professional library of writing teachers and writing program administrators.
Reframing the Context of Higher Education
A century ago, universities were primarily in the business of molding upper-class young men for the professions. The world has changed, and universities have been forced to keep pace by experimenting with affirmative action, curriculum overhauls, part-time degree programs, and the like. But at the core of the modern university establishment is an ingrained academic culture that has operated in the same ways for centuries, contends Robert Ibarra, and in Beyond Affirmative Action, he calls for a complete paradigm shift.
Why does academic culture, he asks, emphasize individual achievement over teamwork? Why do so many exams test discrete bits of knowledge rather than understanding of the big picture? Why is tenure awarded for scholarly publications rather than for sharing knowledge in diverse ways with students and a wider community? Why do undergraduates drop out? And why do so many bright graduate students and junior faculty—including many minorities, women, and some majority males—become disenchanted with academia or fail to be accepted and rewarded by the tenured faculty?
Ibarra introduces a theory of "multicontextuality," which proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning. This revolutionary paradigm also addresses why current thinking about academic systems and organizational culture, affirmative action, and diversity must be revised. Ibarra bases his groundbreaking proposals upon his own synthesis of findings from anthropological, educational, and psychological studies of how people from various cultures learn, as well as findings from extended interviews he conducted with Latinos and Latinas who pursued graduate degrees and then either became university faculty or chose other careers. From his perspectives as a practicing anthropologist, teacher, researcher, and administrator, Ibarra provides a blueprint for change that will interest:
o Administrators developing campus strategic plans
o Boards, commissions, and agencies making policy for educational institutions
o Students and faculty struggling to find ways that academia can serve multiple constituencies
o Academic and career advisors to students
o Researchers in cognitive psychology, sociology, anthropology, education, and ethnic studies
o Businesses rethinking their organizational cultures and strategies