How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.
Self-harm is a distressing and all too common presentation to emergency departments, and yet there is no clear understanding of what it represents, and success rates of interventions to prevent future episodes are enormously variable.Therapeutic Assessment for self-harm is a pragmatic model, developed by the authors of this book and forming an orga
Get Licensed and Get Teaching! NEW Massachusetts Teacher Certification Test Prep Puts Teachers in a Class of Their Own! First Edition with CD-ROM TestWare(R)! REA's new test prep for the MTEL (Massachusetts Tests for Educator Licensure) English (Field 07) was specifically designed for prospective educators seeking a Massachusetts English Language teaching license. Teacher candidates typically take the MTEL as they are nearing completion of, or have completed, their undergraduate work. Fully aligned with the standards of the Massachusetts Department of Education, the book contains an in-depth, targeted review that covers all areas of the state's official exam topics, including Literature & Language, Rhetoric & Composition, Reading Theory, Research & Instruction, and the Integration of Knowledge and Understanding. Two full-length practice exams feature every type of question, subject area, and skill tested on the MTEL exam. Our practice tests replicate the multiple-choice and open-ended portions of the official exam, allowing teacher candidates to assess their skills and gauge their test-readiness. The interactive CD-ROM includes the book's two exams in a timed format with automatic scoring and instant feedback, allowing teacher candidates to identify their strengths and weaknesses. Our test prep comes complete with test-taking tips and strategies, plus detailed explanations of all practice test answers. This book is a must for anyone seeking certification as an English teacher in Massachusetts.
Through careful analysis of Levertov's social verse, she demonstrates that there is a consistency and pattern in what the artist herself has termed the "poems of engagement." Denise Levertov began her career in England as a lyric poet in the Romantic mode, but even then was touched by the reductive nature of war, revealed in her first published poem, "Listening to Distant Guns." During the mid-1960s Levertov's social conscience, notably her strong antiwar sentiment, was reawakened by the Vietnam War. This reawakening resulted in several volumes of poetry that mirrored her concerns with the war (and political activism at home) and her perplexity at the nature of human beings - often great and compassionate, but at times cruel and insensitive. There exists a common thread in Levertov's pilgrimage from her beginning as a lyric poet to her status as an artist definitively in the world: she has always responded to everything within the compass of her experience.
Well, finally, here it is-the long-promised "Revenge of the Higher Rank Symmetric Spaces and Their Fundamental Domains." When I began work on it in 1977, I would probably have stopped immediately if someone had told me that ten years would pass before I would declare it "finished." Yes, I am declaring it finished-though certainly not perfected. There is a large amount of work going on at the moment as the piles of preprints reach the ceiling. Nevertheless, it is summer and the ocean calls. So I am not going to spend another ten years revising and polishing. But, gentle reader, do send me your corrections and even your preprints. Thanks to your work, there is an Appendix at the end of this volume with corrections to Volume I. I said it all in the Preface to Volume I. So I will try not to repeat myself here. Yes, the "recent trends" mentioned in that Preface are still just as recent.
This sweeping work traces the idea of race for more than three centuries to show that 'race' is not a product of science but a cultural invention that has been used variously and opportunistically since the eighteenth century. Updated throughout, the fourth edition of this renowned text includes a compelling new chapter on the health impacts of the racial worldview, as well as a thoroughly rewritten chapter that explores the election of Barack Obama and its implications for the meaning of race in America and the future of our racial ideology.
The authors draw on their extensive early years experience to provide a comprehensive and up-to-date review of the key issues in the field of early childhood care and education. In this fully updated and revised new edition, rewritten to include the new Early Years Foundation Stage, students will find that this text now meets the needs of students on Foundation degrees, Early Childhood Degrees and the new Early Years Professional qualification. Topics covered in this essential textbook include: an overview of the principles of effective practice discussions on equal opportunities and children's rights an update of the latest development theories relating to brain development and how children learn and the difficulties children may face in their learning investigations into what working with parents really means consideration of the different early years systems in operation summaries of key management issues and useful information on how to address them comparison with European perspectives on early years care and education the importance of play in children's early learning. Readers of this second edition will also find the expansion of existing chapters in order to include topics such as inclusion, transitions, child protection in relation to the internet and partnerships with parents. The book covers the whole age range from birth to eight years with a special section on the birth to three years age group. Each chapter is fully referenced and has case studies or reflective practice boxes within the text. Informative and engaging, the book challenges the reader to think about how underlying theory may be reflected in practice. It will be essential reading for all students who are studying for early childhood qualifications at levels four, five and six.
Encompassing a variety of perspectives on the lives of older women in modern America, this book is a rich mosaic, drawing on demographic, social-psychological, social-historical, economic, and gerontological data, and incorporating transcripts of oral histories, interviews with women artists, fiction and essays by and about women in the second half of their lives, autobiographies, diaries, journals, letters, and other sources.
International treaties are the primary means for codifying global human rights standards. However, nation-states are able to make their own choices in how to legally commit to human rights treaties. A state commits to a treaty through four commitment acts: signature, ratification, accession, and succession. These acts signify diverging legal paths with distinct contexts and mechanisms for rights change reflecting legalization, negotiation, sovereignty, and domestic constraints. How a state moves through these actions determines how, when, and to what extent it will comply with the human rights treaties it commits to. Using legal, archival, and quantitative analysis this important book shows that disentangling legal paths to commitment reveals distinct and significant compliance outcomes. Legal context matters for human rights and has important implications for the conceptualization of treaty commitment, the consideration of non-binding commitment, and an optimistic outlook for the impact of human rights treaties.
First published in 1986, this book has been enormously influential in the training and professional development of early years workers. This new edition has been fully revised to take account of changes in the National Curriculum, the publication of the government's 'desirable outcomes' statement for the under-fives, and the introduction of NVQ's in child care and education. The new edition also includes sections on:* the effects of developmental psychology on the early years curriculum* working with two-year-olds on self-awareness and social skills* developing communication, motor, analytical and problem solving skills* fostering aesthetic and creative awareness* play and the learning environment* record-keeping and assessment* involving parents* continuity from pre-schooling to statutory schooling.
Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students‘ academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet often ignored mainly by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) being inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and termination. Unfortunately, their unintended consequences are not fully recognized at this point either. Given such, the timeliness of this well-researched and thoughtful book cannot be overstated. This book sheds important light on the debate surrounding VAMs and thereby offers states and practitioners a highly important resource from which they can move forward in more research-based ways.
Talking about Domestic Abuse is an activity pack for children of nine years and above and adolescents where families have experienced domestic abuse, to help and encourage them to open up to their mothers about their distressing experiences. Based on the authors' work with families who have experienced domestic abuse, the activities are designed around four important themes: building self-esteem; naming feelings; facilitating communication between mothers and children; and talking about personal experiences, including domestic violence, and are accompanied by photographs which act as prompts for discussion. The authors explain the need of young people to communicate with their parents about painful memories. They also establish practical 'ground rules' on how mothers can enter into that communication successfully and how to make the most of the activities provided. Further information is also given on support services that are available to families coping with domestic abuse. This will be an essential tool for families including young people who have lived through domestic abuse, as well as social workers and other professionals working with them.
Funny yet down-to-earth, honest yet full of exaggeration, actor Walter Matthau (1920-2000) will always occupy a place in America's heart as one of the great comic talents of his generation. Born Walter Matuschanskayasky into Jewish tenements on New York's Lower East Side, he was a child actor in New York Yiddish theater, and later a World War II Air Force radioman-gunner. He paid dues for ten years on Broadway, in summer stock, and on television before landing his film debut The Kentuckian in 1955. By the time of his 1968 casting as cantankerous but lovable slob Oscar Madison in the film version of Neil Simon's The Odd Couple, Matthau had won major Hollywood stardom. Based on dozens of interviews and extensive research, this book covers the breadth of his often-complicated personal life and multi-faceted career, including his unforgettable performances in such films as The Fortune Cookie, A Guide for the Married Man, Plaza Suite, Charley Varrick, The Taking of Pelham One Two Three, The Sunshine Boys, The Bad News Bears, California Suite, and Grumpy Old Men.
How can citizenship in schools meet the needs of learners in multicultural and globalized communities? Can schools resolve the tensions between demands for effective discipline and pressures to be more inclusive? Educators, politicians and the media are using the concept of citizenship in new contexts and giving it new meanings. Citizenship can serve to unite a diverse population, or to marginalise and exclude. With the introduction of citizenship in school curricula, there is an urgent need for developing the concept of cosmopolitan and inclusive citizenship. Changing Citizenship supports educators in understanding the links between global change and the everyday realities of teachers and learners. It explores the role that schools can play in creating a new vision of citizenship for multicultural democracies. Key reading for education researchers and students on PGCE, B.Ed and Masters courses in Education, as well as citizenship teachers and co-ordinators. Changing Citizenship is of interest to all concerned about social justice and young people's participation in decision-making.
In an age of globalization and connectivity, the idea of "mainstream culture" has become quaint. Websites, magazines, books, and television have all honed in on ever-diversifying subcultures, hoping to carve out niche audiences that grow savvier and more narrowly sliced by the day. Consequently, the discipline of graphic design has undergone a sea change. Where visual communication was once informed by a designer's creative intuition, the proliferation of specialized audiences now calls for more research-based design processes. Designers who ignore research run the risk of becoming mere tools for communication rather than bold voices. Design Studies, a collection of 27 essays from an international cast of top design researchers, sets out to mend this schism between research and practice. The texts presented here make a strong argument for performing rigorous experimentation and analysis. Each author outlines methods in which research has aided their designwhether by investigating how senior citizens react to design aesthetics, how hip hop culture can influence design, or how design for Third World nations is affected by cultural differences. Contributors also outline inspired ways in which design educators can teach research methods to their students. Finally, Design Studies is rounded out by five annotated bibliographies to further aid designers in their research. This comprehensive reader is the definitive reference for this new direction in graphic design, and an essential resource for both students and practitioners.
The widespread view that girls are succeeding in education and are therefore 'not a problem' is a myth. By drawing directly on girls' own accounts and experiences of school life and those of professionals working with disaffected youth, this book offers startling new perspectives on the issue of exclusion and underachievement amongst girls. This book demonstrates how the social and educational needs of girls and young women have slipped down the policy agenda in the UK and internationally. Osler and Vincent argue for a re-definition of school exclusion which covers the types of exclusion commonly experienced by girls, such as truancy, self-exclusion or school dropout as a result of pregnancy. Drawing on girls' own ideas, the authors make recommendations as to how schools might develop as more inclusive communities where the needs of both boys and girls are addressed equally. The book is essential reading for postgraduate students, teachers, policy-makers and LEA staff dedicated to genuine social and educational inclusion.
Essential reading on how technology empowers rogue actors and how society can adapt. Never have so many possessed the means to be so lethal. A dramatic shift from 20th century "closed" military innovation to "open" innovation driven by commercial processes is underway. The diffusion of modern technology--robotics, cyber weapons, 3-D printing, synthetic biology, autonomous systems, and artificial intelligence--to ordinary people has given them access to weapons of mass violence previously monopolized by the state. As Audrey Kurth Cronin explains in Power to the People, what we are seeing now is the continuation of an age-old trend. Over the centuries, from the invention of dynamite to the release of the AK-47, many of the most surprising developments in warfare have occurred because of technological advances combined with changes in who can use them. That shifting social context illuminates our current situation, in which new "open" technologies are reshaping the future of war. Cronin explains why certain lethal technologies spread, which ones to focus on, and how individuals and private groups will adapt lethal off-the-shelf technologies for malevolent ends. Now in paperback with a foreword by Lawrence Freedman and a new epilogue, Power to the People focuses on how to both preserve the promise of emerging technologies and reduce risks. Power is flowing to the people, but the same digital technologies that empower can imperil global security--unless we act strategically.
This book documents the critiques and theorizings that working-class African-American women have drawn from their educational experiences. Based on a study of five African-American females enrolled in an employer-sponsored workplace speech and language training program, the book presents lessons learned from participants' efforts to negotiate effects of race, class, and gender discrimination both in and out of school. Particularly relevant to the field of education, participants provide insight - on the roles of teachers and schools, instruction, expectations, motivation, race and education, educational experiences at work, and relevant education - to inform and help effect change. Because of its interdisciplinarity, Sisters of Hope, Looking Back, Stepping Forward is an asset for a variety of courses that seek to be inclusive of the educational experiences and theorizings of marginalized groups. Its insights on race, class, gender, marginalization, and inequality are relevant to courses in areas such as African-American studies, women's studies, ethnic studies, multicultural education, sociolinguistics - black Englishes, history, oral history/autobiography, communication, and religion.
Audrey Wilson was born in England and grew up in the twenties in the country and London when milk was still delivered in bottles by pony and cart. She was bombed out in the Blitz of l940 and spent four months in a public shelter. She joined the Womens Royal Naval Service, W.R N.S., and, after training as a radio technician, was assigned to MI-5 to listen to German U-boat communications. After the invasion in l944 she was sent to London to translate captured German documents at the time of the V1 and V2 rocket bombs. After the war she married an American musician who taught piano at FSU Music School. Audreys husband died young and she was left with three young boys and no college education. She took her B.A in English Summa cum Laude at Florida State University 1968, M.A. 1969, and Ph.D. in Humanities in 72. She taught Humanities from 1969 through 1997 at FSU. She taught at the Florence Center for six months in 1980. She also accompanied student groups on several occasions to Europe, teaching Art History.
First published in 1967. Based on original Chinese sources, including the press and government documents, this book describes the operation of the Chinese economy in the twentieth century. Certain trends become apparent, notably the extent to which China's economic life is decentralized and the tendency towards self-sufficiency within provinces and smaller administrative units. Among the topics covered are: Agriculture, the organization of large and small scale industry, mining and transport, management and labour in state enterprises. The fiscal system, together with the operation of the banks and the control of currency, credit and prices, and economic planning are also discussed.
Psychiatric Mental Health Nursing: An Interpersonal Approach, Third Edition is a foundational resource that weaves both the psychodynamic and neurobiological theories into the strategies for nursing interventions.
Join project management researcher-practitioners from Pennsylvania State University and the Stevens Institute of Technology as they go inside five different organizations from across the business spectrum in search of the answers. These dramatically different organizations, which ranged from financial services and telecommunications, to technology and government-based R&D, all shared one thing: the reliance upon effective project portfolio management for their success. In this landmark study, researchers were granted unprecedented access to reams of internal project documentation and hours of one-on-one time with key personnel, from C-Suite and project management executives to front-line staff. This enabled the team to assemble the inside story of how project portfolios were actually managed in each of these organizations, and identify what worked and what didn't. Using this understanding and a comprehensive literature review as a foundation, they created an empirically grounded definition of project portfolio management effectiveness that can be applied to organizations of all kinds. They were then able to identify the five critical process, organizational, and human factors that impact project portfolio management effectiveness and propose common-sense criteria for accurately measuring it.
On July 12, 1962, the Marquis Club in London debuted a new band. Scruffy-looking and irreverent, they performed music that hadn't really been heard on English shores, a combination of the blues, a style of music written and performed by slaves in the American South, and a newer genre, rock and roll. They called themselves The Rolling Stones. Through informative sidebars, fascinating direct quotations, and revealing personal facts, this book explores the past, present, and future of the legendary band that more than fifty years later, still keeps turning out hits.
Have you had experiences with telepathy, precognition or subtle energies? You are not alone. These and many other extraordinary abilities have been reported since the earliest days of humankind and hint at an indwelling potential we all share. To broaden our understanding of these abilities, Infinite Possibility compares eight different spiritual traditions and the Scientific paradigm to understand: How different cultures understand the extraordinary The range of abilities seen across cultures Where in the hierarchy of consciousness extraordinary abilities occur The methods used to evoke abilities And the risks reported in undertaking the extraordinary Perhaps you are interested in what your particular tradition has contributed to our understanding of the extraordinary. Or you may simply enjoy reading about the exploits of saints, lamas, shaman and intuitives. Whatever your reason, this exceptional survey of the worlds traditions is guaranteed to deepen your understanding of our infinite human potential.
Take a journey through one of the most costly psychiatric disorders: Conduct Disorder. Explore why children in the same environment as a child with conduct disorder are more affected than the child diagnosed with the problem. Delve into the reasons most practicing clinicians of conduct disorder are influenced more so by the persons they treat and their desire to refine theoretical understanding of others and improve their methods of helping than by empirical research. With the increasing need to effectively address conduct-disordered youth, this book offers a comparative analysis of eight distinctive theoretical and practical interventions by expert therapists of one case study of conduct-disordered youth. Coverage of each treatment includes: Overview of the model Establishment of treatment goals Discussion of assessment procedures Specific clinical interventions In addition, a comparison grid offers a summation and comparison of the eight treatment models for use in developing and enhancing patient-tailored treatment approaches.
‘You’ll have to sit with the orphans,’ she said. ‘On the bottom table.’ Lily pulled her coat tight. ‘I’m not an orphan. I have a Mam.’ ‘But you haven’t got a dad. Never did have one.’ Growing up in Macclesfield, a town whose cotton and silk industries were hit hard by the war, poor Lily Stanway never got to know her father. Neither can she understand the tensions and ties between her mother and the members of two Macclesfield families, the Hammonds and the Chancellors. But when she falls for a man she shouldn’t and finds herself in trouble, many family secrets start to unravel...
In this acclaimed novel, Jane Austen’s Emma meets the misadventures of Manhattan’s modern dating scene as two lifelong neighbours discover that, in the search for love, sometimes you don’t have to look any further than your own backyard. Charming and clever Emma Woodhouse is used to getting her way. She’s content living in her tight-knit Upper East Side neighbourhood, maintaining perfect grades at university and keeping an eye on her lonely father. And when her budding matchmaking hobby results in her sister’s marriage, she knows she’s on to something. If only George Knightley, her annoying neighbour and childhood friend, would get out of her way. George is only too happy to point out Emma's flaws. Is she spoilt? Maybe a little. Does she insert herself into other people’s business? Only sometimes. Emma has the best of intentions, though – she just wants everyone around her to be happy, even as she focuses on completing her graduate degree and finding her own place in the world. But will anyone ever take her seriously? As Emma’s schemes collide with nearly everyone around them, Emma and George come toe to toe. But they slowly begin to realise that there might be more to the person they’ve known their entire life ... and that, sometimes, the best matches come from the most unexpected places.
NAMED A BEST BOOK OF 2021 BY THE NEW YORK POST AND BOOK RIOT NAMED A BEST TRUE CRIME BOOK OF 2021 BY CRIMEREADS For readers of The Immortal Life of Henrietta Lacks and The Phantom of Fifth Avenue, "a sensational story told with nuance and humanity" (Susannah Cahalan, #1 New York Times bestselling author) about the sordid court battle between Ann Cooper Hewitt and her socialite mother. At the turn of the twentieth century, emboldened American women began to seek passion and livelihood outside the home. This alarmed authorities, who feared "over-sexed" women could destroy civilization, either by crossing the color line or passing their evident defects on to their children. Set against this backdrop, The Unfit Heiress chronicles the fight for inheritance between Ann Cooper Hewitt and her socialite mother Maryon, who had her daughter sterilized without her knowledge. A sensational court case ensued, and powerful eugenicists saw an opportunity to restrict reproductive rights in America for decades to come. This riveting story unfolds through the brilliant research of Audrey Clare Farley, who captures the interior lives of these women on the pages and poses questions that remain relevant today: What does it mean to be "unfit" for motherhood? How do racial anxieties continue to influence who does and does not reproduce? In the battle for reproductive rights, can we forgive those who side against us? And can we forgive our mothers if they are the ones who inflict the deepest wounds?
Ancient Native American trails led the first settlers to Roselle Park. Samuel Williams and his family established a farm, some of the first roads, and a home on the road to the West Fields. Later, this area felt the trudge of soldiersa feet, as Revolutionary War skirmishes were fought along Galloping Hill Road. Former battlefields gave way to prospering farms, and by New Years Day of 1839, farmers heard the train engines that were to provide the predominant means of direct transportation to work, markets, and recreation. When Roselle Parkas founding fathers separated from Union Township and incorporated, the community defined itself as a most unique borough, different in many ways from its neighbors. As you journey through Roselle Park, you may catch a glimpse of a military general, a famous inventor, a governor, a president, a famous actor, a sports figure, family members, classmates, teachers, neighbors, and old friends. Photographs included in this long-awaited history represent a collection acquired by the Roselle Park Historical Society. Diligent research offers insight into a community that has been involved in the forefront of important developments, including Marconias wireless telegraph, WDYas radio broadcasting, Edisonas electrical wiring, women in politics, and the first poured cement school building. Although Roselle Park is only 1.3 square miles, it has always been an important link in the chain of transportation, industry, and historical events.
Build an Asset-based Approach as the Foundation for Equitable Practice Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued sources of knowledge. This ready-to-use guide offers practical strategies for educators seeking thoughtful, research-informed, and accessible information on how to guide MLLs. Focused on the deliberate daily actions that all teachers of MLLs can take, this book captures a compelling advocacy framework for culturally and linguistically responsive equity work, including Examples of educators responding to MLLs through an equity lens Student portraits of MLL experiences Answers to essential how-to questions Robust professional learning activities Access to print and online resources for additional information
Thomas J. Lyon Book Award from the Western Literature Association A Planetary Lens delves into the history of the photo-book, the materiality of the photographic image on the page, and the cultural significance of landscape to reassess the value of print, to locate the sites where stories resonate, and to listen to western women's voices. From foundational California photographers Anne Brigman and Alma Lavenson to contemporary Native poets and writers Leslie Marmon Silko and Joy Harjo, women artists have used photographs to generate stories and to map routes across time and place. A Planetary Lens illuminates the richness and theoretical sophistication of such composite texts. Looking beyond the ideologies of wilderness, migration, and progress that have shaped settler and popular conceptions of the region, A Planetary Lens shows how many artists gather and assemble images and texts to reimagine landscape, identity, and history in the U.S. West. Based on extensive research into the production, publication, and circulation of women's photo-texts, A Planetary Lens offers a fresh perspective on the entangled and gendered histories of western American photography and literature and new models for envisioning regional relations.
Intended for use with the authors’ forthcoming casebook, Race, Racism, and American Law, Seventh Edition (forthcoming 2023), Race, Racism, and American Law: Leading Cases and Materials includes significant historical and contemporary cases and materials edited with an aim to foreground the most relevant sections and passages to illustrate the crucial role of race in the formation of US law. This new edition of Derrick Bell’s groundbreaking textbook Race, Racism, and American Law, like prior versions, eschews a traditional casebook format. The locus of analysis in this text is the struggle for racial justice, and its underlying history and political context as reflected in the ongoing contestation over law, legal reform, and transformation. As such the supplement includes but is not limited to Supreme Court cases. We follow Bell’s model of locating all edited cases and materials in the supplement, reserving the book’s text to provide historical and political context for significant cases or legislative actions, along with hypothetical questions, comments, and other tools of analysis. Professors and students will benefit from: Both legal and non-legal primary source material.Leading Cases and Materials includes selected historical and contemporary cases, legislation, and other legal materials that foreground the crucial role of race and racism, and the struggle for racial justice, within and through US law. A carefully selected compilation of United States Supreme Court Cases. Each case is chosen to guide readers through elements of US jurisprudence which reflect both reform and retrenchment of societal inequity as it relates to the question of race. Cases range from significant 18th century cases such as Johnson v. McIntosh (1823) (indigenous people cannot transfer full title to land) to contemporary civil rights decisions such as Brnovich v. Democratic National Committee (2021) (further limiting the reach of the Voting Rights Act) and Comcast v. National Association of African American Owned Media (2020) (limiting protections against racial discrimination in contracting). Doctrinally and theoretically significant cases from lower federal courts and state courts. Cases from lower courts are selected to provide critical race insights into how judicial institutions outside the US Supreme Court shape doctrine and debates over race and racial inequality. Cases range from Acre v. Douglass (9th Cir. 2015) (ban on teaching of Mexican American studies found unconstitutional) to Lobato v. Taylor (Colo. 2003) (speculator attempts to divest Mexican American landowners with defective title derived from Mexico). Significant legislative and executive legal documents. This supplement includes materials going beyond traditional edited cases, reflecting the insight that a critical race analysis necessitates a grasp of law beyond the courts. Additional materials range from the United States Department of Justice Investigation of the Ferguson Police Department (2015) to the George Floyd Justice in Policing Act of 2020. Benefits for instructors and students: Provokes discussion on contemporary and historical legal controversies cases and materials edited to address issues the lens of critical race theory’s conceptual framework
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