In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
William F. Pinar presents a comprehensive and original study that demonstrates the significance and pertinence of the scholarship of George Grant for teaching today. While there are studies of Grant’s political philosophy, there has been no sustained study of his teaching. Pinar not only draws upon the collected works; he has also consulted Grant’s PhD thesis at Oxford, as well as the philosopher’s biography, collected letters, and the vast secondary literature. What emerges is a treatise that reveals Grant’s timeliness and his prescience in identifying and critiquing key educational issues nearly half a century ago, from academic vocationalism and educational technology to privatization and the ascendency of research—issues that are eminently relevant today. Beyond the classroom, Grant’s concerns extended to the impact of economic globalization which, he feared, would erase distinctive national histories and cultures. As such, Grant foresaw the current issues of right-wing populism, notably in the UK and the US, as reactions against these historical tendencies. This volume is destined to become an indispensable reference work for students of Grant in particular and for students of education in general. This book is published in English. - S’il existe des études portant sur la philosophie politique et la théologie de George Grant, il n’y avait jusqu’à maintenant aucune étude soutenue sur son enseignement et, plus précisément, sur la relation de son approche pédagogique à celles-ci. Aucune étude ne puisait de façon aussi poussée à l’œuvre complète – y compris à ses présentations aux enseignants et à sa thèse doctorale d’Oxford en philosophie – ou à sa biographie, sa correspondance, et la vaste littérature secondaire. Conçu comme livre de référence pour les adeptes de Grant de même que comme un manuel pour les étudiants en éducation, cet ouvrage arrive à point nommé. Pinar souligne la prescience de Grant, qui identifiait et critiquait il y a déjà cinquante ans des questions d’ordre éducationnel – vocation académique, technologie pédagogique, privatisation de l’enseignement, ascendance de la recherche sur l’enseignement – qui sont d’actualité. Grant était aussi préoccupé par le destin de ce qu’il appelait la particularité au Canada et à l’étranger, et s’inquiétait que la mondialisation économique effacerait les histoires et cultures nationales distinctives. Un état mondial, universel et homogène les remplacerait, ce qui représenterait la pire tyrannie infligée à l’humanité. Grant avait vu venir le populisme de droite que l’on voit actuellement prendre prise notamment au Royaume-Uni et aux États-Unis, comme réaction à ces tendances historiques. Ce livre est publié en anglais.
The fifth edition of this text presents a balanced review of the ecological arguments that the urban arena produces unique experiential and urban-based cultural effects while exploring the broader political and economic contexts that produce and modify the urban environment. In addition to examining the urban dimensions of such topics as community formation and continuity, minority and majority dynamics, ethnic experience, poverty, power, and crime, it provides an analysis of the spatial distribution of population and resources with regard to the metropolitanization of the urban form, and the interaction between urban concentration and development and underdevelopment. From a first chapter that begins with a discussion of some of the more micrological features of the urban experience, the text focuses on the significance of the more macrological cultural, social organizational, and political dimensions of urban change, in an historical span that includes the first cities and concludes with an exploration of the implications of cyberspace, transnationalism, and global terrorism for the future of urban sociology. While the work focuses primarily on the North American case, its analytical and integrated discussion makes it applicable to urban societies in general.
This text focuses on the circumstances surrounding the Maxwell Land Grant in New Mexico and southern Colorado. The grant involved more than two thousand square miles of land. This work reviews the history of the land in question from the days of Mexican rule under Governor Armijo, to the time of Vigilantes in Raton. It also speaks of the ownership controversy, wherein the Utes, Apaches, Spanish and Americans all thought that they were the true land owners.
Most Ontario universities were established by Christian denominations; a Christian ethos was assumed and pervasive, and students were required to take courses designed to teach and inculcate religion. This insightful and comprehensive study demonstrates how, as Ontario society became secularized and pluralistic, so too did universities. Today, religion is again studies in university classrooms but as “religious studies,” a relatively new field that reflects the religiously pluralistic nature of Ontario and the world-wide explosion of knowledge. This authoritative volume will be of interest to students of religion in and outside academic circles, to adminstratots of academic institutions and granting agencies and to persons wanting to know more about the social and cultural changes that have transformed Ontario and Canadian society.
The importance of the Civil War and Reconstruction in the history of the United States cannot be overstated. There was a very real possibility that the union could have been sundered, resulting in a very different American history, and probably world history. But the union was held together by tough and determined leaders and by the economic muscle of the North. Following the end of the war, the period of American history known as Reconstruction followed. This was a period construed in many different ways. While the states were once again 'united,' many of the postwar efforts divided different segments of the population and failed to achieve their goals in an era too often remembered for carpetbaggers and scalawags, and Congressional imbroglios and incompetent government. This one-volume dictionary, with more than 800 entries covering the significant events, persons, politics, and economic and social themes in the U.S. Civil War and Reconstruction, is a research tool for all levels of readers from high school and up. The extensive chronology, introductory essay, dictionary entries, and comprehensive bibliography introduce and lead the reader through the military and non-military actions of one of the most pivotal events in American history.
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