What does one contested account of an enslaved woman tell us about our difficult racial past? Part history, part anthropology, and part detective story, The Accidental Slaveowner traces, from the 1850s to the present day, how different groups of people have struggled with one powerful story about slavery.

For over a century and a half, residents of Oxford, Georgia (“the birthplace of Emory University”), have told and retold stories of the enslaved woman known as “Kitty” and her owner, Methodist bishop James Osgood Andrew, first president of Emory’s board of trustees. Bishop Andrew’s ownership of Miss Kitty and other enslaved persons triggered the 1844 great national schism of the Methodist Episcopal Church, presaging the Civil War. For many local whites, Bishop Andrew was only “accidentally” a slaveholder, and when offered her freedom, Kitty willingly remained in slavery out of loyalty to her master. Local African Americans, in contrast, tend to insist that Miss Kitty was the Bishop’s coerced lover and that she was denied her basic freedoms throughout her life.

Mark Auslander approaches these opposing narratives as “myths,” not as falsehoods but as deeply meaningful and resonant accounts that illuminate profound enigmas in American history and culture. After considering the multiple, powerful ways that the Andrew-Kitty myths have shaped perceptions of race in Oxford, at Emory, and among southern Methodists, Auslander sets out to uncover the “real” story of Kitty and her family. His years-long feat of collaborative detective work results in a series of discoveries and helps open up important arenas for reconciliation, restorative justice, and social healing.

For Norma Rosen, the Holocaust is the central event of the twentieth century. In this book, she examines the relationship of post-Holocaust writers to their work in terms of subject, language, imagery, and facing up to the task of writing in a post-Holocaust era. She considers the work of such major influences on our time as T. S. Eliot, Simone Weil, Anne Frank, E. L. Doctorow, Norman Mailer, Eugenio Montale, Philip Roth, and Saul Bellow. Accidents of Influence combines critical analysis with personal response and autobiographical moments. It includes quotidian encounters in friendship, sex, society, art, politics, response to violence, and religious observance, which struggle for moral ground in this post-Holocaust era.

Accommodating Revolutions addresses a controversy of long standing among historians of eighteenth-century America and Virginia—the extent to which internal conflict and/or consensus characterized the society of the Revolutionary era. In particular, it emphasizes the complex and often self-defeating actions and decisions of dissidents and other non-elite groups. By focusing on a small but significant region, Tillson elucidates the multiple and interrelated sources of conflict that beset Revolutionary Virginia, but also explains why in the end so little changed.

Le présent ouvrage porte plus spécifiquement sur ces enjeux en situation de stage. Il est conçu afin que les divers acteurs de la formation en milieu de pratique – stagiaires, enseignants et professionnels du milieu scolaire, superviseurs et formateurs universitaires – y trouvent des repères importants pour leur dialogue. Leurs perceptions et leurs attentes à l’égard de leurs rôles respectifs sont mis en lumière, à partir de résultats de recherches, de recensions d’écrits et de réflexions systématiques. Des aspects technologiques jusqu’aux dimensions éthiques, en passant par les enjeux relationnels et identitaires, les auteurs proposent au lecteur un riche questionnement sur les pratiques de supervision, des perspectives originales sur l’apprentissage en contexte de la profession et des pistes concrètes pour un accompagnement concerté des stagiaires en enseignement.

Comment favoriser l'implantation d'un changement en éducation comme celui de la réforme québécoise actuelle ? Comment intervenir dans une approche socioconstructiviste de l'apprentissage ? Les auteures de ce livre proposent aux personnes intervenant auprès des enseignantes et des enseignants, aux directions d'école, aux services pédagogiques et à tout autre secteur engagé dans ce processus, un programme de formation à l'accompagnement socioconstructiviste illustré par 15 activités qui permettent de s'approprier un changement comme celui prôné par le programme de formation de l'école québécoise. Les activités présentées concernent autant le développement de bases conceptuelles que la réflexion sur des pratiques, le partage d'expériences et la modélisation de la démarche d'accompagnement.

By age thirty-nine, Blair Kilpatrick had settled into life as a practicing psychologist, wife, and mother. Then a chance encounter in New Orleans turned her world upside down. She returned home to Chicago with unlikely new passions for Cajun music and its defining instrument, the accordion. Captivated by recurring dreams of playing the Cajun accordion, she set out to master it. Yet she was not a musician, was too self-conscious to dance, and didn't even sing in the shower. Kilpatrick's obsession took her from Chicago's Cajun dance scene to a folk music camp in West Virginia, back and forth to south Louisiana, and even to a Cajun festival in France. An unexpected family move brought her to the San Francisco Bay Area, home to the largest Cajun-zydeco music scene outside the Gulf Coast. There she became a protégé of renowned accordionist Danny Poullard, a Louisiana-born Creole and the guiding spirit of the local Louisiana French music community. Engaging, uplifting, and illuminating a unique patch of the American cultural landscape, Accordion Dreams is Kilpatrick's account of the possibility of passion, risk-taking, and change--at any age. Blair Kilpatrick has an independent practice in psychotherapy in the San Francisco Bay Area. She also performs and records with Sauce Piquante, a traditional Cajun-Creole band she founded in the late 1990s. Learn more at www.blairkilpatrick.com

An invention of the Industrial Revolution, the accordion provided the less affluent with an inexpensive, loud, portable, and durable "one-man-orchestra" capable of producing melody, harmony, and bass all at once. This rich collection considers the accordion and its myriad forms, from the concertina, button accordion, and piano accordion familiar in European and North American music to the more exotic-sounding South American bandoneón and the sanfoninha._x000B__x000B_Capturing the instrument's spread and adaptation to many different cultures in North and South America, contributors illuminate how the accordion factored into power struggles over aesthetic values between elites and working-class people who often were members of immigrant and/or marginalized ethnic communities. Specific histories and cultural contexts discussed include the accordion in Brazil, Argentine tango, accordion traditions in Colombia and the Dominican Republic, cross-border accordion culture between Mexico and Texas, Cajun and Creole identity, working-class culture near Lake Superior, the virtuoso Italian-American and Klezmer accordions, Native American dance music, and American avant-garde. _x000B__x000B_Contributors are María Susana Azzi, Egberto Bermúdez, Mark DeWitt, Joshua Horowitz, Sydney Hutchinson, Marion Jacobson, James P. Leary, Megwen Loveless, Richard March, Cathy Ragland, Helena Simonett, Jared Snyder, Janet L. Sturman, and Christine F. Zinni.

Based on eyewitness accounts of rituals conducted at the height of Inca rule, this is a key document that provides an unparalleled account of the prayers and religious celebrations of the Inca in a context of rapidly changing cultural practices.

For years, school reform efforts targeted either students in regular education or those with special needs, but not both. As a result of the No Child Left Behind legislation (NCLB) and its focus on accountability, administrators established policies that would integrate the needs of students who previously were served under separate frameworks. Using the NCLB structure as a starting point, Stephanie W. Cawthon’s new book Accountability-Based Reforms: The Impact on Deaf and Hard of Hearing Students discusses key assumptions behind accountability reforms. She specifically examines how elements of these reforms affect students who are deaf or hard of hearing, their teachers, and their families. Cawthon begins by providing a brief introduction to the deaf education context, offering detailed information on student demographics, settings, and academic outcomes for deaf students. She then outlines the evolution of accountability-based education reforms, following with a chapter on content standards, assessment accommodations, accountability as sanctions, and students with disabilities. The remaining chapters in Accountability-Based Reforms closely examine educational professionals, accountability, and students who are deaf or hard of hearing; school choice policies and parents; and deaf education and measures of success. Each chapter presents an overview of an important component of accountability reform, available research, and how it has been implemented in the United States. These chapters also offer recommendations for future action by educators, parents, researchers, and education policymakers.

Accounted For is a collection of lyrical poems voiced by a multi-faceted persona negotiating the transience of self and the social and psychological illusions of time. Other selves are encountered—mirrored, intimated, drawn, or fully detailed, each opening a view to the fractures of psyche. Prayers, dreams, invocations, and meditations suggest a relationship with the Unseen that can breach the natural world with the power of image. Endless contingency and depth of vision characterize these poems, open wholly to the mysteries of life and death.