Schooling Readers takes up a largely unexplored genre of fiction, the common school narrative, popular between 1830 and 1890. These stories both propagate and challenge the myth of the idyllic one-room school, and reveal Americans' perceptions of and anxieties about public education, many of which still resonate today.
Now in its third edition, American Military History examines how a country shaped by race, ethnicity, economy, regionalism, and power has been equally influenced by war and the struggle to define the role of a military in a free and democratic society. Organized chronologically, the text begins at the point of European conflict with Native Americans and concludes with military affairs in the early 21st century, providing an important overview of the military’s role on an international, domestic, social, and symbolic level. The third edition is fully updated to reflect recent developments in military policy and the study of military history and war and society, thus providing students a foundational understanding of the American military experience. This book will be of interest to students of American history and military history. It is designed to allow instructors flexibility in structuring a course.
In August 1990, Saddam Hussein's Iraqi forces boldly invaded and occupied neighboring Kuwait. It was a move that shocked the world and threatened the interests of those countries, such as the USA and the nations of Europe, dependent on oil from the Middle East. The ensuing Gulf War signaled, for many, a new dawn in warfare: one based upon lethal technology, low casualties, and quick decisive victory. Incorporating the latest scholarship, William Thomas Allison provides a concise overview of the origins, key events and legacy of the first Gulf War, as well as the major issues and debates. Allison also examines the relevance of this war to other twentieth-century conflicts and the ongoing situation in the region.
Showcasing the voices, perspectives, and experiences of rural English teachers and students, Teaching English in Rural Communities promotes equity, diversity, and inclusivity within rural education. Specifically, this book develops a Critical Rural English Pedagogy (CREP), which draws attention to issues of power, representation, and justice related to rurality. Based on the assumption that “rurality” is a social construct, CREP critiques deficit-laden stereotypes and renderings of rural places and people that circulate in media, popular discourse, and even education at times. In doing so, CREP opens up possibilities for educators and students to use the English classroom as a space to better understand the complex issues they face as rural people and ways to promote more nuanced and comprehensive representations of rurality. In particular, this book highlights English rural classrooms whereby students examine representations of rurality in literary and media texts; decenter dominant settler-colonist narratives of rural spaces, places, and people; develop understandings of Indigenous perspectives and cultural practices, particularly related to land stewardship; and engage in local outreach to promote inclusivity within rural communities. This book also gives special attention to ways race and racism may factor into literacy education in rural contexts and possibilities for rural educators to attend to these issues.
Schooling Readers takes up a largely unexplored genre of fiction, the common school narrative, popular between 1830 and 1890. These stories both propagate and challenge the myth of the idyllic one-room school, and reveal Americans' perceptions of and anxieties about public education, many of which still resonate today.
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