This book is based on the recognition that students learn best, and learn the most, when they witness their teachers modeling the characteristics they profess to value in their classrooms; in other words, when they see their teachers “practice what they preach”. If teachers are going to hold themselves true to this adage, then not only do they have a responsibility to practice what they preach, but they must also be deliberate about what they preach in the first place. Practice What You Preach: Teacher Accountability and Personal Values explores how teachers can “preach” the values that matter most in the classroom and provides practical strategies for how to put those values into “practice”. Each chapter focuses on a different value that is worthy of investing time and energy into as an educator, and worthy of being “preached” and “practiced” through integrating them into curriculum outcomes lessons. Teachers who put into practice the values that they preach reap the rewards of respectful and engaged students. Students likewise reap rewards of self-confidence, determination, and a love of learning when those same values are modeled by their teachers.
This book is based on the recognition that students learn best, and learn the most, when they witness their teachers modeling the characteristics they profess to value in their classrooms; in other words, when they see their teachers “practice what they preach”. If teachers are going to hold themselves true to this adage, then not only do they have a responsibility to practice what they preach, but they must also be deliberate about what they preach in the first place. Practice What You Preach: Teacher Accountability and Personal Values explores how teachers can “preach” the values that matter most in the classroom and provides practical strategies for how to put those values into “practice”. Each chapter focuses on a different value that is worthy of investing time and energy into as an educator, and worthy of being “preached” and “practiced” through integrating them into curriculum outcomes lessons. Teachers who put into practice the values that they preach reap the rewards of respectful and engaged students. Students likewise reap rewards of self-confidence, determination, and a love of learning when those same values are modeled by their teachers.
That churches are one of the most important cornerstones of black political organization is a commonplace. In this history of African American Protestantism and American politics at the end of the Civil War, Nicole Myers Turner challenges the idea of black churches as having always been politically engaged. Using local archives, church and convention minutes, and innovative Geographic Information Systems (GIS) mapping, Turner reveals how freedpeople in Virginia adapted strategies for pursuing the freedom of their souls to worship as they saw fit—and to participate in society completely in the evolving landscape of emancipation. Freedpeople, for both evangelical and electoral reasons, were well aware of the significance of the physical territory they occupied, and they sought to organize the geographies that they could in favor of their religious and political agendas at the outset of Reconstruction. As emancipation included opportunities to purchase properties, establish black families, and reconfigure gender roles, the ministry became predominantly male, a development that affected not only discourses around family life but also the political project of crafting, defining, and teaching freedom. After freedmen obtained the right to vote, an array of black-controlled institutions increasingly became centers for political organizing on the basis of networks that mirrored those established earlier by church associations. We are proud to announce that this book will also be published as an enhanced open-access e-book on a companion website hosted by Fulcrum, an innovative publishing platform launched by Michigan Publishing at the University of Michigan Library. The Fulcrum version of the book can be located using this link: https://doi.org/10.5149/9781469655253_Turner.
Disturbing History focuses on Fiji’s people and their agency in responding to and engaging the multifarious forms of authority and power that were manifest in the colony from 1874 to 1914. By concentrating on the lives of ordinary Fijians, the book presents alternate ways of reconstructing the island’s past. Couched in the traditions of social, subaltern, and people’s histories, the study is an excavation of a large mass of material that tells the often moving stories of lives that have largely been overlooked by historians. These challenge conventional historical accounts that tend to celebrate the nation, represent Fiji’s colonial experience as ordered and peaceful, or British tutelage as benevolent. In its contribution to postcolonial theory, Disturbing History reveals resistance as a constant but partial and untidy mix of other constituents such as collaboration, consent, appropriation, and opportunism, which together form the colonial landscape. In turn, colonialism in Fiji is shown as a force shaped in struggle, fractured and often fragile, with a presence and application in the daily lives of people that was often chaotic, imperfect, and susceptible to subversion. The book divides the period of study into two broad categories: organized resistance and everyday forms of resistance. The first examines the Colo War (1876), the Tuka Movement (1878–1891), the Seaqaqa War (1894), the Movement for Federation with New Zealand (1901–1903), the Viti Kabani Movement (1913–1917), and the various organized labor protests. The second half of the book addresses resistance manifested in the villages and plantations, including tax and land boycotts, violence and retributive justice, avoidance protest, petitioning, and women’s resistance. In their entirety these forms reveal a complex web of relationships between powerful and subordinate groups and among subordinate groups themselves. The author concludes that resistance cannot be framed as a totality but as a multilayered and multidimensional reality. In the wake of Fiji’s present volatile climate, this book will aid readers in understanding the continuities and disjunctures in Fiji’s interethnic and intraethnic relations.
Families in market economies have long been confronted by the demands of participating in paid work and providing care. Across Europe the social, economic and political environment within which families do so has been subject to substantial change in the post-World War II era and governments have come under increasing pressure to engage with this important area of public policy. In the UK, as elsewhere, the tensions which lie at the heart of the paid work/unpaid care conflict remain unresolved posing substantial difficulties for all of law's subjects both as carers and as the recipients of care. What seems like a relatively simple goal – to enable families to better balance care-giving and paid employment – has been subject to and shaped by shifting priorities over time leading to a variety of often conflicting policy approaches. This book critiques how working families in the UK have been subject to regulation. It has two aims: · To chart the development of the UK's law and policy framework by focusing on the post-war era and the growth and decline of the welfare state, considering a longer historical trajectory where appropriate. · To suggest an alternative policy approach based on Martha Fineman's vulnerability theory in which the vulnerable subject replaces the liberal subject as the focus of legal intervention. This reorientation enables a more inclusive and cohesive policy approach and has great potential to contribute to the reconciliation of the unresolved conflict between paid work and care-giving.
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