Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe. Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.
This book analyses the ways in which schools in urban areas are shaped and influenced by social, economic and political forces within the social environment. Utilizing research from schools in Chicago, the book will show how schools attempt to.
Explores the intersection of two central issues in American education today: school reform through restructuring and alienation from school of many children of color. A tough look at the impact of teachers' and administrators' beliefs and practices.
Urban education and its contexts have changed in powerful ways. Old paradigms are being eclipsed by global forces of privatization and markets and new articulations of race, class, and urban space. These factors and more set the stage for Pauline Lipman's insightful analysis of the relationship between education policy and the neoliberal economic, political, and ideological processes that are reshaping cities in the United States and around the globe. Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city". She draws on scholarship in critical geography, urban sociology and anthropology, education policy, and critical analyses of race. Her synthesis of these lenses gives added weight to her critical appraisal and hope for the future, offering a significant contribution to current arguments about urban schooling and how we think about relations between neoliberal education reforms and the transformation of cities. By examining the cultural politics of why and how these relationships resonate with people's lived experience, Lipman pushes the analysis one step further toward a new educational and social paradigm rooted in radical political and economic democracy.
Explores the intersection of two central issues in American education today: school reform through restructuring and alienation from school of many children of color. A tough look at the impact of teachers' and administrators' beliefs and practices.
This book analyses the ways in which schools in urban areas are shaped and influenced by social, economic and political forces within the social environment. Utilizing research from schools in Chicago, the book will show how schools attempt to.
Pauline Wengeroff's Memoirs of a Grandmother offers a unique first-person window into traditionalism, modernity, and the tensions linking the two in nineteenth-century Russia. Wengeroff (1833–1916), a perceptive, highly literate social observer, tells a gripping tale of cultural transformation, situating her narrative in the experience of women and families. In Volume Two, Wengeroff claims that Jewish women were capable and desirous of adopting the best of European modernity but were also wedded to tradition, while Jewish men recklessly abandoned tradition and forced their wives to do the same. The result was not only marital and intergenerational conflict but also catastrophic cultural loss, with women's inability to transmit tradition in the home leading to larger cultural drift. Two of Wengeroff's children converted when faced with anti-Jewish educational and professional discrimination, unwilling to sacrifice secular ambitions and visions for the sake of a traditional culture they did not know. Memoirs is a tale of loss but also of significant hope, which Wengeroff situates not in her children but in a new generation of Jewish youth reclaiming Jewish memory. To them, she addresses her Memoirs, giving an "orphaned youth"—orphaned of their past and culture—a "grandmother.
Focusing on his evocative and profound references to children and their stories, Children's Stories and 'Child-Time in the Works of Joseph Cornell and the Transatlantic Avant-Garde studies the relationship between the artist's work on childhood and his search for a transfigured concept of time. As it changes the focus from Cornell's boxes to his multimedia works, this study also situates Cornell and his art in the broader context of the transatlantic avant-garde of the 1930s and 40s.
The Moral Self addresses the question of how morality enters into our lives. Pauline Chazan draws upon psychology, r ral philosophy and literary interpretation to rebut the view that morality's role is to limit desire and control self-love. Perserving the ancients' connection between what is good for the self and what is morally good, Chazan argues that a certain kind of care for the self is central to moral agency. Her intriguing argument begins with a critical examination of the views of Hume, Rousseau and Hegel. The constructive part of the book takes a more unusual turn by synthesising the work on the analyst Heinz Kohut and Aristotle into Chazan's own positive account, which is then illustrated by the use of Russian literature.
Understanding Doctors’ Performance addresses possible reasons why doctors under-perform, covering specific areas such as education and training, physical and mental health, workload, personality, organisational culture, drug and alcohol misuse, and cognitive impairment. It draws together evidence and describes the factors (apart from clinical competence) that adversely affect performance and how they can be prevented, identified, assessed and addressed. This practical and easy to read book is invaluable for NHS managers, medical directors, chief executives and board members, along with directors of human resources in healthcare and healthcare professionals interested in the assessment of performance or the management of underperformance.
Corporate governance is the set of processes, customs, policies, laws and institutions affecting the way in which a corporation is directed, administered or controlled. Corporate governance also includes the relationships among the many players involved (the stakeholders) and the goals for which the corporation is governed. The principal players are the shareholders, management and the board of directors. Other stakeholders include employees, suppliers, customers, banks and other lenders, regulators, the environment and the community at large. Corporate governance is a multi-faceted subject. An important theme of corporate governance deals with issues of accountability and fiduciary duty, essentially advocating the implementation of policies and mechanisms to ensure good behaviour and protect shareholders. Another key focus is the economic efficiency view, through which the corporate governance system should aim to optimise economic results, with a strong emphasis on shareholders welfare. There are yet other
Greenhill presents three studies from the perspective of a folklorist and within the framework of feminist analysis. Loosely linked by the theme of power and discussion of carnivalesque elements of traditional and popular culture, these studies examine immigrants' narratives about adjusting to life in Canada; Morris dancing as practised by Forest City Morris of London, Ontario; and actions and responses of promoters and residents to the development of the Shakespeare festival in Stratford, Ontario. Greenhill notes that because the English are perceived as lacking carnivalesque traditions, their position vis-à-vis other ethnic groups has been defined solely in terms of power, and demonstrates that concepts of power and entitlement are inextricably bound up in English self-definition. She concludes by examining the implications for social scientific practice of an insider studying her own culture and the political ramifications of such studies for a pluralistic, multicultural society such as Canada. Greenhill's methods, concepts, and conclusions have much to offer practitioners in the fields of folklore, Canadian studies, ethnic studies, anthropology, and women's studies.
Contributors demonstrate that informal traditional and popular expressive cultural forms continue to be central to Canadians' gender constructions and clearly display the creation and re-creation of women's often subordinate position in society. They not only explore positive and negative images of women - the witch, the Icelandic Mountain Woman, and the Hollywood "killer dyke" - but also examine how actual women - taxi drivers, quilters, spiritual healers, and storytellers - negotiate and remake these images in their lives and work. Contributors also propose models for facilitating feminist dialogue on traditional and popular culture in Canada. Drawing on perspectives from women's studies, folklore, anthropology, sociology, art history, literature, and religious studies, Undisciplined Women is an insightful exploration of the multiplicity of women's experiences and the importance of reclaiming women's cultures and traditions.
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