This book focuses on parents and teachers as adult learners, who should be growing and learning along with the children in their care. It lays out a theory of what parents and teachers need to care for children and themselves and then it shows how the author has assisted parents and teachers to put these theories into practice. McDermott relies on stories and listening to the voices of parents, teachers and children to make her case. She weaves together the latest theories and research with these stories. She uses narratives of actual school meetings, workshops, parent planning and discussion groups, testimonies, newsletters, and research of others in the field, to demonstrate applications of theory and research. She fills a gap by focusing on parents from all socioeconomic backgrounds. Key Features: o Focuses on parents and teachers as adult learners o Focuses on the dynamic process of parenting and teaching o Provides a theory to practice model to support parents, families and teachers o Provides a tool or guide for thinking through problems and finding solutions that take into consideration the needs of all involved.
This exhaustive, partially annotated bibliography consists of references to works by or about the time-traveling duo David McDermott and Peter McGough, including articles from both popular and scholarly sources, books, exhibition catalogues and reviews, films, and sound recordings that could conceivably be of interest to collectors, researchers, gallery owners, aesthetes and connoisseurs.
This book focuses on parents and teachers as adult learners, who should be growing and learning along with the children in their care. It lays out a theory of what parents and teachers need to care for children and themselves and then it shows how the author has assisted parents and teachers to put these theories into practice. McDermott relies on stories and listening to the voices of parents, teachers and children to make her case. She weaves together the latest theories and research with these stories. She uses narratives of actual school meetings, workshops, parent planning and discussion groups, testimonies, newsletters, and research of others in the field, to demonstrate applications of theory and research. She fills a gap by focusing on parents from all socioeconomic backgrounds. Key Features: o Focuses on parents and teachers as adult learners o Focuses on the dynamic process of parenting and teaching o Provides a theory to practice model to support parents, families and teachers o Provides a tool or guide for thinking through problems and finding solutions that take into consideration the needs of all involved.
Educational Change and the Political Process brings together key ideas on both the system of educational policy and the policy process in the United States. It provides students with a broad, methodical understanding of educational policy. No other textbook offers as comprehensive a view of the US educational policy procedure and political systems. Section I discusses the actors and systems that create and implement policy on both the federal and the local level; Section II walks students through the policy process from idea to implementation to evaluation; and Section III delves into three major forces driving the creation of educational policies in the current era—accountability, equity, and market-driven reforms. Each chapter provides case studies, discussion questions, and classroom activities to scaffold learning, as well as a bibliography for further reading to deepen exploration of these topics. This new edition will explore recent Trump-era and post-Trump era US politics and policy changes as well as the politics of race.
Family Plots traces the fault lines of the Freudian family romance and holds that the "family plot" is very much alive in post-World War II American culture. It cuts across all genres, insinuating, criticizing, reinforcing, and reinventing itself in all forms of cultural production and consumption. The family romance is everywhere because the family itself is nowhere.
Frankness, Greek Culture, and the Roman Empire discusses the significance of parrhēsia (free and frank speech) in Greek culture of the Roman empire. The term parrhēsia first emerged in the context of the classical Athenian democracy and was long considered a key democratic and egalitarian value. And yet, references to frank speech pervade the literature of the Roman empire, a time when a single autocrat ruled over most of the known world, Greek cities were governed at the local level by entrenched oligarchies, and social hierarchy was becoming increasingly stratified. This volume challenges the traditional view that the meaning of the term changed radically after Alexander the Great, and shows rather that parrhēsia retained both political and ethical significance well into the Roman empire. By examining references to frankness in political writings, rhetoric, philosophy, historiography, biographical literature, and finally satire, the volume also explores the dynamics of political power in the Roman empire, where politics was located in interpersonal relationships as much as, if not more than, in institutions. The contested nature of the power relations in such interactions - between emperors and their advisors, between orators and the cities they counseled, and among fellow members of the oligarchic elite in provincial cities - reveals the political implications of a prominent post-classical intellectual development that reconceptualizes true freedom as belonging to the man who behaves - and speaks - freely. At the same time, because the role of frank speaker is valorized, those who claim it also lay themselves open to suspicions of self-promotion and hypocrisy. This volume will be of interest to students and scholars of rhetoric and political thought in the ancient world, and to anyone interested in ongoing debates about intellectual freedom, limits on speech, and the advantages of presenting oneself as a truth-teller.
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