Popular music and digital media are constantly entwined in elementary and middle-school children's talk, interactions, and relationships, and offer powerful cultural resources to children in their everyday struggles over institutionalized language, literacy, and expression in school. In Schooling New Media, author Tyler Bickford considers how digital music technologies are incorporated into children's expressive culture, their friendships, and their negotiations with adults about the place of language, music, and media in school. Schooling New Media is a groundbreaking study of children's music and media consumption practices, examining how transformations in music technologies influence the way children, their peers, and adults relate to one another. Based on long-term ethnographic research with a community of schoolchildren in Vermont, Bickford focuses on portable digital music devices - i.e. MP3 players - to reveal their key role in mediating intimate, face-to-face relationships and structuring children's interactions both with music and with each other. Schooling New Media provides an important ethnographic and theoretical intervention into ethnomusicology, childhood studies, and music education, emphasizing the importance-and yet under-appreciation-of interpersonal interactions and institutions like schools as sites of musical activity. Bickford explores how headphones facilitate these school-centered interactions, as groups of children share their earbuds with friends and listen to music together while participating in the dense overlap of talk, touch, and gesture of their peer groups. He argues that children treat MP3 players more like toys than technology, and that these devices expand the repertoires of childhood communicative practices such as passing notes and whispering-all means of interacting with friends beyond the reach of adults. These connections afforded by digital music listening enable children to directly challenge the language and literacy goals of classroom teachers. Bickford's Schooling New Media is unique in its intensive ethnographic attention to everyday sites of musical consumption and performance, and offers a sophisticated conceptual approach for understanding the problems and possibilities of children's uses of new media in schools.
Popular music and digital media are constantly entwined in elementary and middle-school children's talk, interactions, and relationships, and offer powerful cultural resources to children in their everyday struggles over institutionalized language, literacy, and expression in school. In Schooling New Media, author Tyler Bickford considers how digital music technologies are incorporated into children's expressive culture, their friendships, and their negotiations with adults about the place of language, music, and media in school. Schooling New Media is a groundbreaking study of children's music and media consumption practices, examining how transformations in music technologies influence the way children, their peers, and adults relate to one another. Based on long-term ethnographic research with a community of schoolchildren in Vermont, Bickford focuses on portable digital music devices - i.e. MP3 players - to reveal their key role in mediating intimate, face-to-face relationships and structuring children's interactions both with music and with each other. Schooling New Media provides an important ethnographic and theoretical intervention into ethnomusicology, childhood studies, and music education, emphasizing the importance-and yet under-appreciation-of interpersonal interactions and institutions like schools as sites of musical activity. Bickford explores how headphones facilitate these school-centered interactions, as groups of children share their earbuds with friends and listen to music together while participating in the dense overlap of talk, touch, and gesture of their peer groups. He argues that children treat MP3 players more like toys than technology, and that these devices expand the repertoires of childhood communicative practices such as passing notes and whispering-all means of interacting with friends beyond the reach of adults. These connections afforded by digital music listening enable children to directly challenge the language and literacy goals of classroom teachers. Bickford's Schooling New Media is unique in its intensive ethnographic attention to everyday sites of musical consumption and performance, and offers a sophisticated conceptual approach for understanding the problems and possibilities of children's uses of new media in schools.
In the early years of the twenty-first century, the US music industry created a new market for tweens, selling music that was cooler than Barney, but that still felt safe for children. In Tween Pop Tyler Bickford traces the dramatic rise of the “tween” music industry, showing how it marshaled childishness as a key element in legitimizing children's participation in public culture. The industry played on long-standing gendered and racialized constructions of childhood as feminine and white—both central markers of innocence and childishness. In addition to Kidz Bop, High School Musical, and the Disney Channel's music programs, Bickford examines Taylor Swift in relation to girlhood and whiteness, Justin Bieber's childish immaturity, and Miley Cyrus/Hannah Montana and postfeminist discourses of work-life balance. In outlining how tween pop imagined and positioned childhood as both intimate and public as well as a cultural identity to be marketed to, Bickford demonstrates the importance of children's music to core questions of identity politics, consumer culture, and the public sphere.
ABOUT THE BOOK Like so many others, I remember reading Greg Mortenson’s revolutionary Three Cups of Tea for a college class. The book was an instant hit, both in the media and in my own mind. No one could resist its tale of compassion, adventure, and triumph, set in the exotic Far-Middle East but offering an uplifting tale in sharp contrast to news about war and conflict. Greg Mortenson himself appealed to me greatly. Who could not like a mountain-climbing humanitarian who escaped near-death to fall in love, all while creating a series of schools throughout impoverished Afghanistan and Pakistan? It was movie magic... And then it really was movie magic. Three Cups of Deceit pulled back the veil on Three Cups of Tea, revealing the lies, fabrications, and dishonesty Mortenson appears to have used when creating his adventure tale. What Three Cups of Deceit offers is a mixture of both argument and evidence. It does not come across as a separate story, but as a painful analysis of Tea and the sequel Stones into Schools. MEET THE AUTHOR Tyler Lacoma writes on business, environmental, and fitness topics, but squeezes in some time for fiction, too. He graduated from George Fox University and lives in beautiful Oregon, where he fills spaces between writing with outdoor fun, loud music, and time with family and friends. EXCERPT FROM THE BOOK The text goes on to reveal how such actions damaged the causes the CAI has tried to advance and how the organization is not as successful as Mortenson would like its supporters to believe. Krakauer also takes time to analyze Mortenson’s own mistakes, financial sloppiness, and possible motives for fictionalizing what could have been an honest account of conditions in the Himalayas. The reason, according to Deceit, is only, “To inflate the myth of Greg Mortenson.” Krakauer divides his text into three different sections, eschewing chapters for a more organic flow. At less than 80 pages long, the bulk of the book does not require frequent headings to stay readable. The first section section, titled The Creation Myth, examines the account Greg Mortenson gives in Three Cups of Tea when he first came across Haji Ali and the village of Korphe, where he was inspired to build the first school. Krakauer frequently moves back and forth between his own exposition and quotes from Tea and other pieces written by or about Mortenson to highlight the differences in fact... Buy a copy to keep reading!
The curious history of a tiny town that all but disappeared . . . Includes photos! Founded by a famously scheming New Hampshire governor, Glastenbury struggled for over a century to break triple digits in population. A small charcoal-making industry briefly flourished after the Civil War, yet by 1920 Glastenbury counted fewer than twenty inhabitants. The end came officially in 1937, when the state, following a spirited debate, formally disincorporated the town. Yet Glastenbury’s legacy lives on in Tyler Resch’s lively and amusing history. Follow Resch as he chronicles the community’s compelling, if always precarious, existence. From mysterious murders and curious development schemes to the township’s eventual annexation by the US Forest Service, Glastenbury tells the ultimately redemptive tale of a community that lost its political status, only to gain a national forest.
Now in a revised and updated third edition reflecting a decade of changes in the field, this leading text prepares new practitioners to support all students' academic, behavioral, and social–emotional success. The multiple roles and functions of the school psychologist are described and illustrated with vivid vignettes. Readers gain vital skills for planning and implementing evidence-based prevention and intervention efforts and collaborating to facilitate systems change. Guided by a problem-solving perspective, the book provides tools for effective, culturally responsive practice in today's diverse schools. End-of-chapter discussion questions and activities enhance learning. New to This Edition *Incorporates key advances in evidence-based assessment, intervention, and multi-tiered systems of support. *Increased attention to supporting the growing numbers of culturally and linguistically diverse students in schools. *Addresses changes in school psychology training programs and professional standards. *New emphasis on implementation science.
Although the United States has always portrayed itself as a sanctuary for the world's victim's of poverty and oppression, anti-immigrant movements have enjoyed remarkable success throughout American history. None attained greater prominence than the Order of the Star Spangled Banner, a fraternal order referred to most commonly as the Know Nothing party. Vowing to reduce the political influence of immigrants and Catholics, the Know Nothings burst onto the American political scene in 1854, and by the end of the following year they had elected eight governors, more than one hundred congressmen, and thousands of other local officials including the mayors of Boston, Philadelphia, San Francisco, and Chicago. After their initial successes, the Know Nothings attempted to increase their appeal by converting their network of lodges into a conventional political organization, which they christened the "American Party." Recently, historians have pointed to the Know Nothings' success as evidence that ethnic and religious issues mattered more to nineteenth-century voters than better-known national issues such as slavery. In this important book, however, Anbinder argues that the Know Nothings' phenomenal success was inextricably linked to the firm stance their northern members took against the extension of slavery. Most Know Nothings, he asserts, saw slavery and Catholicism as interconnected evils that should be fought in tandem. Although the Know Nothings certainly were bigots, their party provided an early outlet for the anti-slavery sentiment that eventually led to the Civil War. Anbinder's study presents the first comprehensive history of America's most successful anti-immigrant movement, as well as a major reinterpretation of the political crisis that led to the Civil War.
An accessible and empirically rich introduction to Canada’s engagements in the world since confederation, this book charts a unique path by locating Canada’s colonial foundations at the heart of the analysis. Canada in the World begins by arguing that the colonial relations with Indigenous peoples represent the first example of foreign policy, and demonstrates how these relations became a foundational and existential element of the new state. Colonialism—the project to establish settler capitalism in North America and the ideological assumption that Europeans were more advanced and thus deserved to conquer the Indigenous people—says Shipley, lives at the very heart of Canada. Through a close examination of Canadian foreign policy, from crushing an Indigenous rebellion in El Salvador, “peacekeeping” missions in the Congo and Somalia, and Cold War interventions in Vietnam and Indonesia, to Canadian participation in the War on Terror, Canada in the World finds that this colonial heart has dictated Canada’s actions in the world since the beginning. Highlighting the continuities across more than 150 years of history, Shipley demonstrates that Canadian policy and behaviour in the world is deep-rooted, and argues that changing this requires rethinking the fundamental nature of Canada itself.
Tattoos tell stories. The ink that covers Landon McDaniel's skin are not unlike his story... ordinary, yet intriguing; painful, yet beautiful. EVERY SONG HAS ITS SECRET is a tale of love, passion, regret, heartache, loneliness, and... of course, a secret.
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