Students in special education programs can have widely divergent experiences. For some, special education amounts to a dumping ground where schools unload their problem students, while for others, it provides access to services and accommodations that drastically improve chances of succeeding in school and beyond. Distinguishing Disability argues that this inequity in treatment is directly linked to the disparity in resources possessed by the students’ parents.
Since the mid-1970s, federal law has empowered parents of public school children to intervene in virtually every aspect of the decision making involved in special education. However, Colin Ong-Dean reveals that this power is generally available only to those parents with the money, educational background, and confidence needed to make effective claims about their children’s disabilities and related needs. Ong-Dean documents this class divide by examining a wealth of evidence, including historic rates of learning disability diagnosis, court decisions, and advice literature for parents of disabled children. In an era of expanding special education enrollment, Distinguishing Disability is a timely analysis of the way this expansion has created new kinds of inequality.
Hsueh traces the historical development and theoretical implications of proprietary constitutionalism by examining the founding of the colonies of Maryland, Carolina, and Pennsylvania. She provides close readings of colonial proclamations, executive orders, and assembly statutes, as well as the charter granting Cecilius Calvert the colony of Maryland in 1632; the Fundamental Constitutions of Carolina, adopted in 1669; and the treaties brokered by William Penn and various Lenni Lenape and Susquehannock tribes during the 1680s and 1690s. These founding documents were shaped by ambition, contingency, and limited resources; they reflected an ambiguous and unwieldy colonialism rather than a purposeful, uniform march to modernity. Hsueh concludes by reflecting on hybridity as a rubric for analyzing the historical origins of colonialism and reconsidering contemporary indigenous claims in former settler colonies such as Australia, New Zealand, and the United States.
Around 10,000 tax dollars will put a child through many public schools for a year. About 10,000 private dollars will put him through prep school. Why, then, is one system troubled and the other thriving, one vilified and the other celebrated? In this book, a renowned historian of education searches out the lessons that private schooling might offer public education as cries for school reform grow louder.
Lessons from Privilege explores a tradition shaped by experience and common sense, and guided by principles that encourage community, personal relationships, and high academic standards. These "basic" values make a profound difference in a time when popular culture, which mocks intellectual curiosity and celebrates mental passivity, competes so successfully for students' attention.
Arthur Powell uses the experience of private education to put the whole schooling enterprise in fresh perspective. He shows how the sense of schools as special communities can help instill passion and commitment in teachers, administrators, and students alike--and how passion and commitment are absolutely necessary for educational success. The power of economic resources, invested fully in schools, also becomes pointedly clear here, as does the value of incentives for teachers and students.
Though the concerns this book brings into focus--for decent character and academic literacy--may never be trendy or easily applied, Lessons from Privilege presents sensible, powerful, and profitable ideas for enhancing the humanity and dignity of education in America.
Despite the understanding of scholars that masculinity, far from being a natural or stable concept, is in reality a social construction, the culture at large continues to privilege an idealized, coherent male point of view. The Privilege of Crisis draws on the work of authors such as H. Rider Haggard, Rudyard Kipling, and Joseph Conrad—as well as contemporary postcolonial writers such as J. M. Coetzee, Hanif Kureishi and Zadie Smith—to show how recurrent references to a "crisis" of masculinity or the decline of masculinity serve largely to demonstrate and support positions of male privilege.
Based on decades of research, A Privilege of Intellect is D. A. Drennen’s portrait of the English cardinal John Henry Newman (1801–90), whose conversion to the Roman Catholic Church in 1845 significantly boosted the presence of the Catholic Church in England and caused many Anglicans to follow his example. Newman—who will be beatified this fall—devoted his life both to the Church and to the university, demonstrating that religious faith and intellectual pursuits could exist in harmony. Drennen’s biography combines theology with psychology and philosophy and will appeal to anyone interested in the history of the Church of England and the Roman Catholic Church.
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