In this timely work, Loren R. Cass argues that international norms and normative debates provide the keys to understanding the evolution of both domestic and international responses to the threat of global climate change. Ranging from the early identification and framing of this problem in the mid 1980s through the Kyoto Protocol’s entry into force in 2005, Cass focuses on two normative debates that were critical to the development of climate policy—who should bear primary responsibility for reducing global greenhouse gas emissions and what principles would guide these reductions. He examines why some nations, but not others, have met their commitments, and concludes that while many states affirmed the international norms, most did not fully translate them into domestic policy. Cass offers an index to measure the domestic salience of international norms and compare the level of salience across states and within states over time, and uses it to assess the European Union, Germany, the United Kingdom, and the United States.

Despite its prominence as a world cultural center and a locus of research on deaf culture, history, education, and language for more than 150 years, Gallaudet University has only infrequently been the focal point of historical study. Eminent historians Brian H. Greenwald and John Vickrey Van Cleve have remedied this scarcity with A Fair Chance in the Race of Life: The Role of Gallaudet University in Deaf History. In this collection, a remarkable cast of scholars examine the university and its various roles through time, many conducting new research in the Gallaudet University Archives, an unsurpassed repository of primary sources of deaf history. Pulitzer-Prize-winning historian James M. McPherson sets the stage in his essay “A Fair Chance in the Race of Life,” President Abraham Lincoln’s first statement to Congress championing the rights of all people. The papers that follow scrutinize Gallaudet’s long domination by hearing presidents, its struggle to find a place within higher education, its easy acquiescence to racism, its relationship with the federal government, and its role in creating, shaping, and nurturing the deaf community. These studies do more than simply illuminate the university, however. They also confront broad issues that deal with the struggles of social conformity versus cultural distinctiveness, minority cohesiveness, and gender discrimination. “Deaf” themes, such as the role of English in deaf education, audism, and the paternalism of hearing educators receive analysis as well.

Choice Outstanding Academic Title 2002

Once the egalitarian passions of the American Revolution had dimmed, the new nation settled into a conservative period that saw the legal and social subordination of women and non-white men. Among the Founders who brought the fledgling government into being were those who sought to establish order through the reconstruction of racial and gender hierarchies. In this effort they enlisted “the fair sex,”&#—white women. Politicians, ministers, writers, husbands, fathers and brothers entreated Anglo-American women to assume responsibility for the nation's virtue. Thus, although disfranchised, they served an important national function, that of civilizing non-citizen. They were encouraged to consider themselves the moral and intellectual superiors to non-whites, unruly men, and children. These white women were empowered by race and ethnicity, and class, but limited by gender. And in seeking to maintain their advantages, they helped perpetuate the system of racial domination by refusing to support the liberation of others from literal slavery.

Schloesser examines the lives and writings of three female political intellectuals—;Mercy Otis Warren, Abigail Smith Adams, and Judith Sargent Murray—;each of whom was acutely aware of their tenuous position in the founding era of the republic. Carefully negotiating the gender and racial hierarchies of the nation, they at varying times asserted their rights and demurred to male governance. In their public and private actions they represented the paradigm of racial patriarchy at its most complex and its most conflicted.

“This outstanding collection not only serves as an accessible introduction to Fair Trade but illuminates the gap between the sunny rhetoric and the actual practice. With ethnographic richness and nuance, the authors complicate our understanding of the market as a means of achieving economic and social justice.”

Fair Trade from the Ground Up documents achievements at both the producer and the consumer ends of commodity chains and assesses prospects for future growth, meeting a long-felt need among economic-justice activists, consumer groups, and academics for a reliable qualitative and quantitative overview of achievements of the Fair Trade movement.

In the summer of 1955, early in the modern civil rights era, six African American golfers in Beaumont, Texas, began attacking the Jim Crow caste system when they filed a federal lawsuit for the right to play the municipal golf course. The golfers and their African American lawyers went to federal court and asked a conservative white Republican judge to render a decision that would not only integrate the local golf course but also set precedent for desegregation of other public facilities, as well. In Fair Ways, Beaumont native Robert J. Robertson chronicles three parallel stories that converged in this important case. He tells the story of the plaintiffs—avid golfers who had learned the game while working as caddies and waiters—and their young lawyers, recent graduates from Howard University law school, and the Republican judge just appointed to the bench by President Eisenhower. Would the judge apply the new principles of Brown v. Board of Education to the questions before him? Would he use federal judicial power to override state laws and outlaw local customs? Fair Ways gives an uncommonly vivid picture of racial segregation and the forces that brought about its end. Using public case papers, public records, newspapers, and oral histories, Robertson has recreated the scene in Beaumont on the eve of desegregation, describing in detail the parallel white and black communities that characterized the Jim Crow caste system. Through this account, the forces at work in the South—education, military experience, rising expectations, the NAACP, and the rule of law—are personified dramatically by the golfers, the lawyers, and the judge.

Au primaire, au secondaire, au collégial et à l’université, des gens engagés dans l’éducation à la santé ont développé des outils, imaginé des méthodes et exploré des pistes pour contribuer, selon leurs moyens, à l’éducation à la santé en milieu scolaire. Cet ouvrage collectif, qui présente leurs projets, leurs recherches et leurs réflexions, démontre l’importance de faire participer parents, élèves, personnel enseignant et non enseignant, et autres acteurs des milieux communautaire et de la santé publique. Les intervenants des milieux scolaires de tous les ordres d’enseignement y trouveront des ressources et des références pour alimenter leurs réflexions et, surtout, pour soutenir leurs actions.

Translations of the forewords and afterwords by original fairy tale authors and commentaries by their contemporaries, material that has not been widely published in English.

When did fairy tales begin? What qualifies as a fairy tale? Is a true fairy tale oral or literary? Or is a fairy tale determined not by style but by content? To answer these and other questions, Jan M. Ziolkowski not only provides a comprehensive overview of the theoretical debates about fairy tale origins but includes an extensive discussion of the relationship of the fairy tale to both the written and oral sources. Ziolkowski offers interpretations of a sampling of the tales in order to sketch the complex connections that existed in the Middle Ages between oral folktales and their written equivalents, the variety of uses to which the writers applied the stories, and the diverse relationships between the medieval texts and the expressions of the same tales in the "classic" fairy tale collections of the nineteenth century. In so doing, Ziolkowski explores stories that survive in both versions associated with, on the one hand, such standards of the nineteenth-century fairy tale as the Brothers Grimm, Hans Christian Andersen, and Carlo Collodi and, on the other, medieval Latin, demonstrating that the literary fairy tale owes a great debt to the Latin literature of the medieval period. Jan M. Ziolkowski is the Arthur Kingsley Porter Professor of Medieval Latin at Harvard University.