There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering. Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.
In this comparative approach to the works of two major contemporary Egyptian writers, Mona Mikhail identifies existentialism as a major force in their work. Her close examination of the images and metaphors that recur in the short fiction of those two writers shows strong affinities with the works of Ernest Hemingway and Albert Camus, concentrating on a central preoccupation with the theme of death as a constant in he works of all four writers. Mikhail shows how Mafouz and Idris not only successfully incorporate myth and folklore but also draw upon the rich heritage of classical Arabic Literature as a source for their work.
A bold and uncompromising feminist manifesto that shows women and girls how to defy, disrupt, and destroy the patriarchy by embracing the qualities they’ve been trained to avoid. Seizing upon the energy of the #MeToo movement, feminist activist Mona Eltahawy advocates a muscular, out-loud approach to teaching women and girls to harness their power through what she calls the “seven necessary sins” that women and girls are not supposed to commit: to be angry, ambitious, profane, violent, attention-seeking, lustful, and powerful. All the necessary “sins” that women and girls require to erupt. Eltahawy knows that the patriarchy is alive and well, and she is fed the hell up: Sexually assaulted during hajj at the age of fifteen. Groped on the dance floor of a night club in Montreal at fifty. Countless other injustices in the years between. Illuminating her call to action are stories of activists and ordinary women around the world—from South Africa to China, Nigeria to India, Bosnia to Egypt—who are tapping into their inner fury and crossing the lines of race, class, faith, and gender that make it so hard for marginalized women to be heard. Rather than teaching women and girls to survive the poisonous system they have found themselves in, Eltahawy arms them to dismantle it. Brilliant, bold, and energetic, The Seven Necessary Sins for Women and Girls is a manifesto for all feminists in the fight against patriarchy.
The Daughters of Danaus Part I " by Mona Caird delves on the issues that women encounter in a world bound by traditional gender stereotypes. Part I of the narrative introduces the reader to the Mandeville sisters, Lucy, Adeline, and Alethea. The story goes into the complex dynamics of marriage and the expectations placed on women in the late 1800s. As the sisters navigate their various marriages, they are confronted with the oppressive norms of femininity and the restricted options accessible to them. Adeline, in particular, feels the oppressive character of her union, emphasizing the unequal power dynamics in marital partnerships at the period. Caird successfully challenges societal standards that constrain women to restrictive roles, examining the impact on their individuality and well-being. Mona Caird, a well-known feminist writer of the late nineteenth and early twentieth century, questions traditional ideas about women's responsibilities in society in her novel. "The Daughters of Danaus" is a thought-provoking investigation of the constraints placed on women in a patriarchal culture, delivering a devastating critique of societal expectations while calling for greater autonomy and agency for women.
Rated as one of the top 15 breakthroughs in medicine over the last 150 years, evidence-based medicine (EBM) has become highly influential in medicine. Put simply, EBM promotes a seemingly irrefutable, principle: that decision-making in medical practice should be based, as much as possible, on the most up-to-date research findings. EBM has been particularly popular within psychiatry, a field that is haunted by a legacy of controversial interventions. For advocates, anchoring psychiatric practice in research data makes psychiatry more scientific valid and ethically legitimate. Few, however, have questioned whether EBM, a concept pioneered by those working in other areas of medicine, can be applied to psychiatric disorders. In this groundbreaking book, the Canadian psychiatrist and ethicist Mona Gupta analyzes the basic assumptions of EBM, and critically examines their applicability to psychiatry. By highlighting the basic ethical tensions between psychiatry and EBM, the author addresses the fundamental and controversial question - should psychiatrists practice evidence-based medicine at all?
Selling Civilization is a novel interpretation of the relationship between consumerism, commercialism, and imperialism during the first empire building ear of America in the late 19th and early 20th centuries. Unlike other empires in history, which were typically built on military power, the first American empire was primarily a commercial one, dedicated to pushing products overseas and dominating foreign markets. While the American government was important, it was the great capitalist firms of America--Heinz, Singer, McCormick, Kodak, Standard Oil--that drove the imperial process, explicitly linking the purchase of consumer goods overseas with "civilization" Their persistent message to America's prospective customers was, "buy American products and join the march of progress."Selling Civilization also explores how the images of peoples overseas conveyed through goods elevated America's sense of itself in the world.
This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in English language teaching to better reflect global realities and current research. The authors examine the pedagogical implications of the global spread of English, drawing on world Englishes, English as a lingua franca, and global Englishes research. The book proposes key innovations for teaching English as an international language, and outlines key areas for future classroom-based research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL and second language education programmes.
The very presence of women in the law—normal as it may seem to us today—signals revolutionary change in a social order that for centuries entrusted control over its rules to men. Mona Harrington examines both the problems women meet when they claim equal authority as rule makers, and the impact of new perspectives and issues that women bring with them into the profession. On the basis of more than one hundred interviews with women lawyers, judges, law school professors, and law students, and through the stories of their daily experiences, Harrington pinpoints and analyzes the key factors holding women back in a profession still dominated by males—among them the “men’s club” ambience, the focus on billable hours, sexual harassment and the inequality it perpetuates, lingering unequal division of labor at home, and hostile media images of women in positions of power. She shows us what life is like for women lawyers in practice today and how their dilemmas reflect the social issues of our time. She gives us the voices of women who have adapted to the cultural codes of corporate law and women who have broken them; women who have successfully balanced their professional and private lives and women who feel trapped by the combination of long hours at the office and full responsibility at home. She introduces us to women in new and alternative firms, on the faculties of small public law schools, in in-house legal departments, in prosecutors’ offices and courtrooms—women who are devising new rules and legal theories to bring about change. Women Lawyers is must reading for every woman in the midst of—or contemplating—a career in the law, and for the men who work with them.
By the late 1980s half the nation's children were receiving eleven years of progressivist schooling that failed to give them even the elementary basis of education that was completed by the age of seven in earlier days. This great reading disaster was caused by the ‘look–say' method of teaching, which presented whole words not individual letters. This book explains the causes and provides the solution to this problem. In 2006, the Secretary of State for Education and Skills has ordered schools to use the phonic method but there seems little evidence that its implications are properly understood or that any serious re-training programme for teachers is being put in place. The authors believe their explanations and recommendations in this book are thus needed just as much as ever.
The New York Timesbestseller about the harm that liberal do-gooders have wrought on those they’ve tried for decades to help Liberals from Capitol Hill to Hollywood, from our major news organizations to our leading universities, are convinced that they know what’s best for America’s poor and middle class. And they are equally convinced that anyone who disagrees with them isn’t just wrong, but morally inferior, cold hearted . . . maybe even evil. But consider the mess liberals have made of education, race relations, crime, welfare, homelessness, and just about every other domestic issue over the past four decades. It’s a wonder they’re still so smug and self-righteous. Bestselling author and columnist Mona Charen now offers a comprehensive look at the damage caused by decades of well-intentioned liberal “big-heartedness.” She shines the spotlight of truth on the nation’s best-known—and most dangerous—do-gooders, including Michael Moore, Susan Sarandon, Jesse Jackson, Al Franken, Maureen Dowd, Bill Moyers, Dan Rather, Katie Couric, Gloria Steinem, and Hillary Clinton. Mona Charen holds the do-gooders accountable for their bad ideas, and refuses to let them hide from the real world facts that disprove their naïve theories. “Charen’s new book . . . comes at the perfect time. . . . Her book is not only an easy read, but her wit and humor make it truly enjoyable.” —Betsy Hart, Chicago Sun-Times “The indispensable Mona Charen devotes her new book . . . to depicting the severe price that America has paid for past acts of ill-considered liberal beneficence. The array of facts Charen assembles, from crime to welfare to education, is daunting and definitive. . . . To read this excellent book is to receive a keen insight into why America has moved so far in the conservative direction in recent years.” —National Review “Following up on her bestselling Useful Idiots, Charen seeks to debunk liberal discourse and unearth the facts that never make the New York Times.” —Christopher Benson, The Weekly Standard “Anyone who does not understand the utter cynicism of politics does not understand politics. An education on that subject can be found in Mona Charen’s incisive new book, Do- Gooders.” —Thomas Sowell, Capitalism Magazine “Do-Goodersabounds in powerful data.” —Front Page Magazine
There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering. Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.
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