A SCHOLARLY BOOK REPOSITORY700 start with E start with E
These two volumes update the earlier Means-Tested Transfer Programs in the United States with a discussion of the many changes in means-tested government programs and the results of new research over the past decade. While some programs that experienced falling outlays in the years prior to the previous volume have remained at low levels of expenditure, many others have grown, including Medicaid, the Earned Income Tax Credit, the Supplemental Nutrition Assistance Program, and subsidized housing programs. For each program, the contributors describe its origins and goals, summarize its history and current rules, and discuss recipients’ characteristics and the types of benefits they receive.
This is an invaluable reference for researchers and policy makers that features detailed analyses of many of the most important transfer programs in the United States.
These two volumes update the earlier Means-Tested Transfer Programs in the United States with a discussion of the many changes in means-tested government programs and the results of new research over the past decade. While some programs that experienced falling outlays in the years prior to the previous volume have remained at low levels of expenditure, many others have grown, including Medicaid, the Earned Income Tax Credit, the Supplemental Nutrition Assistance Program, and subsidized housing programs. For each program, the contributors describe its origins and goals, summarize its history and current rules, and discuss recipients’ characteristics and the types of benefits they receive.
This is an invaluable reference for researchers and policy makers that features detailed analyses of many of the most important transfer programs in the United States.
A foundational new collection examining the mechanics of privacy in the digital age.
The falling costs of collecting, storing, and processing data have allowed firms and governments to improve their products and services, but have also created databases with detailed individual-level data that raise privacy concerns. This volume summarizes the research on the economics of privacy and identifies open questions on the value of privacy, the roles of property rights and markets for privacy and data, the relationship between privacy and inequality, and the political economy of privacy regulation.
Several themes emerge across the chapters. One is that it may not be possible to solve privacy concerns by creating a market for the right to privacy, even if property rights are well-defined and transaction costs are low. Another is that it is difficult to measure and value the benefits of privacy, particularly when individuals have an intrinsic preference for privacy. Most previous attempts at valuation have focused only on quantifiable economic outcomes, such as innovation. Finally, defining privacy through an economic lens is challenging. The broader academic and legal literature includes many distinct definitions of privacy, and different definitions may be appropriate in different contexts. The chapters explore a variety of frameworks for examining these questions and provide a range of new perspectives on the role of economics research in understanding the benefits and costs of privacy and of data flows. As the digital economy continues to expand the scope of economic theory and research, The Economics of Privacy provides the most comprehensive survey to date of this field and its next steps.
The first paper, on external financing and insurance cycles, contains a wealth of information on trends and patterns in the industry's financial structure. The last essay, which compares performance of stock and mutual insurance companies, takes a fresh look at the way a company's organizational structure affects its responses to different economic situations. Two papers focus on rate regulation in the auto insurance industry, and provide broad overviews of the structure and economics of the insurance industry as a whole. Also addressed are the system of regulating insurance companies in the United States, who insures the insurers, and the effects of tax law changes in the 1980s on the prices of insurance policies.
Brendan O’Flaherty brings the tools of economic analysis—incentives, equilibrium, optimization, and more—to bear on contentious issues of race in the United States. In areas ranging from quality of health care and education, to employment opportunities and housing, to levels of wealth and crime, he shows how racial differences among blacks, whites, Hispanics, and Asian Americans remain a powerful determinant in the lives of twenty-first-century Americans. More capacious than standard texts, The Economics of Race in the United States discusses important aspects of history and culture and explores race as a social and biological construct to make a compelling argument for why race must play a major role in economic and public policy. People are not color-blind, and so policies cannot be color-blind either.
Because his book addresses many topics, not just a single area such as labor or housing, surprising threads of connection emerge in the course of O’Flaherty’s analysis. For example, eliminating discrimination in the workplace will not equalize earnings as long as educational achievement varies by race—and educational achievement will vary by race as long as housing and marriage markets vary by race. No single engine of racial equality in one area of social and economic life is strong enough to pull the entire train by itself. Progress in one place is often constrained by diminishing marginal returns in another. Good policies can make a difference, and only careful analysis can figure out which policies those are.
Combining the results of empirical research with analyses of the basic economic forces underlying local education markets, The Economics of School Choice presents evidence concerning the impact of school choice on student achievement, school productivity, teachers, and special education. It also tackles difficult questions such as whether school choice affects where people decide to live and how choice can be integrated into a system of school financing that gives children from different backgrounds equal access to resources. Contributors discuss the latest findings on Florida's school choice program as well as voucher programs and charter schools in several other states.
The resulting volume not only reveals the promise of school choice, but examines its pitfalls as well, showing how programs can be designed that exploit the idea's potential but avoid its worst effects. With school choice programs gradually becoming both more possible and more popular, this book stands out as an essential exploration of the effects such programs will have, and a necessary resource for anyone interested in the idea of school choice.
This is the first book-length investigation of the economy of British West Florida and the extent to which it was economically viable given that it had been an economic failure for Spain. In it, author Robin Fabel explores both the territory's economy and history but also analyzes previously neglected but key aspects of British West Florida, including the maritime life of the province, the institution of slavery, and the potentially great immigration scheme sponsored by the Company of Military Adventures.
The British divided Florida into two colonies: East Florida and West Florida. West Florida comprised the area between the Apalachicola, Chattahoochee, and Mississippi rivers, and from the Gulf of Mexico north to thirty-two degrees twenty-eight minutes north latitude, roughly the latitude of modern-day Jackson, MS and Montgomery, AL. In the geographic center of the colony were Mobile, Alabama and Pensacola, Floriday. British West Florida included parts of the states of Alabama, Florida, Louisiana, and Mississippi and existed from 1763 until 1783 at the end of the American Revolutionary War.
Fabel contrasts the founding of Georgia, where slaves were initially excluded, with West Florida, where the slave trade became important economically. The British believed that only enslaved Blacks could labor successfully in the hot climate. Fabel gives an account of how owners employed enslaved people, how rare it was for slaves to be emancipated, and the passage of slave laws for West Florida. Fabel also explores British West Florida’s trade with Native Americans and the Caribbean islands, as well as the colony's relationships with neighboring Spanish and French communities.
Fabel's work offers an engaging and accessible account of the history of an expansive region of colonial North America during a fluid period of colonial history before American independence.
In this book, M. Jimmie Killingsworth and Jacqueline S. Palmer have a twofold purpose: to analyze the patterns of rhetoric used in written discourse about environmental politics and to make a practical contribution to the art of rhetorical criticism through the study of rhetoric in use.
The language, professional objectivity, and research programs of scientists insulate these best-informed citizens in enclaves of specialization, limiting access to crucial information and hindering effective reformative action. Science, the authors stress, is not merely a database to rely upon but a view of the world that must be broadened in order to affect social morality. Science-based activism must arise to ensure the care and future of the environment.
Killingsworth and Palmer argue that for grassroots activism to be tied to this globally conscious philosophy, a rhetoric of sustainability must be cultivated.
Lee Rozelle probes the metaphor of environmental catastrophe in American literature of the last 150 years. In each instance, Rozelle finds evidence that the ecosublime--nature experienced as an instance of wonder and fear--profoundly reflects spiritual and political responses to the natural world, America’s increasingly anti-ecological trajectory, and the ascendance of a post-natural landscape.
In the 19th century, Rozelle argues, Isabella Bird and Edgar Allan Poe represented the western wilderness as culturally constructed and idealized landscapes. Gardens, forests, and frontiers are conceptual frameworks that either misrepresent or uphold ecological space. Modernists like Nathanael West and William Carlos Williams, on the other hand, portray urban space as either wastelands or mythical urban gardens. A chapter on Charles W. Chesnutt and Rebecca Harding Davis analyzes a new breed of literary eco-advocate, educating and shocking mainstream readers through depictions of ecological disaster. A later chapter probes the writings of Edward Abbey and the Unabomber Manifesto to delve into the sublime dimensions of environmental activism, monkey-wrenching, and eco-terrorism.
Shortly before he died, Garvey expressed his views on everything in a series of detailed, no-holds-barred interviews with journalist Rob Zaleski. In his trademark witty, blunt, and often abrasive style, he offered his impressions of the political climate, worries about the environment, and Act 10 protests on Capitol Square. Garvey's candor during these conversations provides deeper insight into the personal highs and lows he experienced over his rich life. Diehard followers will fondly remember his energetic campaigns, but they may be surprised to learn of his long-simmering disappointment after those losses. Ever timely and meaningful, Garvey's words offer a path for how the Democratic Party, both within Wisconsin and nationally, can regain its soul.
Drawing on case studies of leading schools of education, the authors offer a bold, controversial agenda for reform: ed schools must reorient themselves toward teachers and away from the quest for prestige in academe; they must also adhere to national professional standards, abandon the undergraduate education major, and reject the Ph.D. in education in favor of the Ed.D.
Drinking a glass of tap water, strolling in a park, hopping a train for the suburbs: some aspects of city life are so familiar that we don’t think twice about them. But such simple actions are structured by complex relationships with our natural world. The contours of these relationships—social, cultural, political, economic, and legal—were established during America’s first great period of urbanization in the nineteenth century, and Boston, one of the earliest cities in America, often led the nation in designing them. A richly textured cultural and social history of the development of nineteenth-century Boston, this book provides a new environmental perspective on the creation of America’s first cities.
Eden on the Charles explores how Bostonians channeled country lakes through miles of pipeline to provide clean water; dredged the ocean to deepen the harbor; filled tidal flats and covered the peninsula with houses, shops, and factories; and created a metropolitan system of parks and greenways, facilitating the conversion of fields into suburbs. The book shows how, in Boston, different class and ethnic groups brought rival ideas of nature and competing visions of a “city upon a hill” to the process of urbanization—and were forced to conform their goals to the realities of Boston’s distinctive natural setting. The outcomes of their battles for control over the city’s development were ultimately recorded in the very fabric of Boston itself. In Boston’s history, we find the seeds of the environmental relationships that—for better or worse—have defined urban America to this day.
Editors Melissa Homestead and Pamela Washington have gathered twelve original essays from both established and emerging scholars that set a new agenda for the study of E. D. E. N. Southworth’s works. Following an introduction by the editors, these articles are divided into four thematic clusters. The first, “Serial Southworth,” treats her fiction in periodical publication contexts. “Southworth’s Genres,” the second grouping, considers her use of a range of genres beyond the sentimental novel and the domestic novel. In the third part, “Intertextual Southworth,” the essays present intensive case studies of Southworth’s engagement with literary traditions such as Greek and Restoration drama and with her contemporaries such as Harriet Beecher Stowe and French novelist George Sand. Southworth’s focus on social issues and reform figures prominently throughout the volume, but the pieces in the fourth section, “Southworth, Marriage, and the Law,” present a sustained inquiry into the ways in which marriage law and the status of women in the nineteenth century engaged her literary imagination.
The collection concludes with the first chronological bibliography of Southworth’s fiction organized by serialization date rather than book publication. For the first time, scholars will be able to trace the publication history of each novel and will be able to access citations for lesser-known and previously unknown works.
With its fresh approach, this volume will be of great value to students and scholars of American literature, women’s studies, and popular culture studies.
MELISSA J. HOMESTEAD is the Susan J. Rosowski Associate Professor of English at the University of Nebraska–Lincoln. Her book American Women Authors and Literary Property, 1822–1869 includes Southworth, and her articles on American women’s writing have been published in a variety of academic journals.
PAMELA T. WASHINGTON is Professor of English and former dean of the College of Liberal Arts at the University of Central Oklahoma. She is the co-author of Fresh Takes: Explorations in Reading and Writing: A Freshman Composition Text.
The couple’s encounters with the strange new dynamics of race, religion, and the workplace in their new American home offer a compelling account of the struggles that faced many immigrants with deep German roots. It is also an intimate portrait of a now-vanished German Jewish culture as it played out in the lives of Bodenheimer’s parents and her grandparents from the 1920s to the late 1960s, a story of emigration, assimilation, and the private struggles that accompany those forced shifts in orientation.
The Bodenheimers’ letters and journals offer engaging perspectives into their personal lives that retrospective memories cannot match. Braiding intimate biography together with history and memoir, Edgar and Brigitte will appeal both to historians of the European Jewish diaspora and to readers interested in the struggles and resilience of people whose lives were upended by Hitler.
Few places were as important in the seventeenth-century European colonial New World as the pays d’en haut. This term means "upper country" and refers to the western Great Lakes (Huron, Michigan, and Superior) and the areas immediately north, south, and west of them. The region was significant because of its large Native American population, because it had an extensive riverine system needed for beaver populations—essential to the fur trade—and because it held the transportation key to westward expansion.
It was vital to the French, who controlled the region, to be on good terms with its peoples. To maintain good relations through trade and diplomacy with the nations in the pays d’en haut, the French built a number of posts, including one at Michilimackinac and one on the St. Joseph River (near Niles, Michigan). These posts were garrisoned by French troops and run by French commanders who contracted with merchants to manage business matters.
Edge of Empire provides both an overview and an intensely detailed look at Michilimackinac at a very specific period of history. While the introduction offers an overview of the French fur trade, of the place of Michilimackinac in that network, and of what Michilimackinac was like in the years up to 1716, the body of the book is comprised of over sixty French-language documents, now translated into English. Collected from archives in France, Canada, and the United States, the documents identify many of the people involved in the trade and reveal a great deal about the personal and professional relations among people who traded. They also reveal clearly the process by which trade was carried out, including the roles of both Native Americans and women. At the same time, the documents open a window into French colonial society in New France.
The Edge of Mosby’s Sword is the first scholarly volume to delve into the story of one of John Singleton Mosby’s most trusted and respected officers, Colonel William Henry Chapman. Presenting both military and personal perspectives of Chapman’s life, Gordon B. Bonan offers an in-depth understanding of a man transformed by the shattering of his nation. This painstakingly researched account exposes a soldier and patriot whose convictions compelled him to battle fiercely for Southern independence; whose quest for greatness soured when faced with the brutal realities of warfare; and who sought to heal his wounded nation when the guns of war were silenced.
Born into a wealthy slave-owning family, Chapman was a student of the fiery secessionist rhetoric of antebellum Virginia who eagerly sought glory and adventure on the battlefields of the Civil War. Bonan traces Chapman’s evolution from an impassioned student at the University of Virginia to an experienced warrior and leader, providing new insight into the officer’s numerous military accomplishments. Explored here are Chapman’s previously overlooked endeavors as a student warrior, leader of the Dixie Artillery, and as second-in-command to Mosby, including his participation in the capture of Harpers Ferry, the battering of Union forces at Second Manassas, and his ferocious raids during the 1864 Shenandoah Valley campaign. Bonan reveals fresh perspectives on the intrepid maneuvers of Mosby’s Rangers, the hardships of war, and Chapman’s crucial role as the right hand of the “Gray Ghost.” But while Mosby recognized him for his bravery and daring, the fame Chapman sought always eluded him. Instead, with his honors and successes came disillusionment and sorrow, as he watched comrades and civilians alike succumb to the terrible toll of the war.
The end of the struggle between North and South saw Chapman accept defeat with dignity, leading the Rangers to their official surrender and parole at Winchester. With the horrors of the war behind him, he quickly moved to embrace the rebuilding of his country, joining the Republican party and beginning a forty-two-year career at the IRS enforcing Federal law throughout the South. In the end, Chapman’s life is a study in contradictions: nationalism and reconciliation; slavery and liberty; vengeance and chivalry.
Edible Mushrooms was first published in 1981. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
The choicest varieties of mushrooms cannot be cultivated or commercially grown but are available in abundance to those who take the trouble to find them. With this book in hand, anyone can, with confidence, gather and enjoy delicious wild mushrooms without fear of the poisonous varieties.
Edible Mushrooms,a new edition of the 1943 classic guide, Common Edible Mushrooms,describes in detail more than 60 of the most abundant and most easily recognized species. Photographs, many in color, show each species in its natural habitat for easy identification. Clyde M. Christensen warns against the poisonous varieties and advises amateur mushroom hunters to become thoroughly familiar with the most common edible mushrooms and to avoid all others.
This edition contains new full-color photographs, and new material on how mushrooms grow and how to identify and collect them. Christensen has updated the classification to bring scientific names into agreement with internationally approved nomenclature but retains the older technical names in parentheses for easy comparison with other guides. An enlarged section of recipes provides good ideas for making the most of a mushroom harvest.
Where is censorship in the age of digital technology?
Not long ago it would have been an absurd idea to purchase a television, CD or MP3 or DVD player, computer software, or game console with the intention of limiting its capabilities. However, as Raiford Guins demonstrates in Edited Clean Version, today’s media technology is marketed and sold for what it does not contain and what it will not deliver.
TVs equipped with V-chips, Internet filters, editing DVD players, clean-version CDs and MP3s, and game consoles with parental control features can block out, monitor, disable, and filter information. As Guins argues in this provocative book, consumers now find themselves in new relationships with their everyday media in which they inscribe their viewing, listening, and playing experiences with self-prescribed and technologically enabled values and morals. Censorial practices are not so much enacted on media by regulatory bodies today as they are in our media technology.According to Guins, these new “control technologies” are designed to embody an ethos of neoliberal governance—through the very media that have been previously presumed to warrant management, legislation, and policing. Repositioned within a discourse of empowerment, security, and choice, the action of regulation, he reveals, has been relocated into the hands of users.
Arguing that Edith as much as Winnifred constructed her persona along with her pen name, Ferens considers the fiction of both Eaton sisters as ethnography. Edith and Winnifred Eaton suggests that both authors wrote through the filter of contemporary ethnographic discourse on the Far East and also wrote for readers hungry for "authentic" insight into the morals, manners, and mentality of an exotic other.
Ferens traces two distinct discursive traditions–-missionary and travel writing–-that shaped the meanings of "China" and "Japan" in the nineteenth century. She shows how these traditions intersected with the unconventional literary careers of the Eaton sisters, informing the sober, moralistic tone of Edith's stories as well as Winnifred's exotic narrative style, plots, settings, and characterizations.
Bringing to the Eatons' writings a contemporary understanding of the racial and textual politics of ethnographic writing, this important account shows how these two very different writers claimed ethnographic authority, how they used that authority to explore ideas of difference, race, class and gender, and how their depictions of nonwhites worked to disrupt the process of whites' self-definition.
WINNER, 2021 Chicago Writers Association Book of the Year in Traditional Nonfiction!
Chicago’s quirky patron saint
This thrilling story of a daughter of America’s foremost industrialist, John D. Rockefeller, is complete with sex, money, mental illness, and opera divas—and a woman who strove for the independence to make her own choices. Rejecting the limited gender role carved out for her by her father and society, Edith Rockefeller McCormick forged her own path, despite pushback from her family and ultimate financial ruin.
Young Edith and her siblings had access to the best educators in the world, but the girls were not taught how to handle the family money; that responsibility was reserved for their younger brother. A parsimonious upbringing did little to prepare Edith for life after marriage to Harold McCormick, son of the Reaper King Cyrus McCormick. The rich young couple spent lavishly. They purchased treasures like the jewels of Catherine the Great, entertained in grand style in a Chicago mansion, and contributed to the city’s cultural uplift, founding the Chicago Grand Opera. They supported free health care for the poor, founding and supporting the John R. McCormick Memorial Institute for Infectious Diseases. Later, Edith donated land for what would become Brookfield Zoo.
Though she lived a seemingly enviable life, Edith’s disposition was ill-suited for the mores of the time. Societal and personal issues—not least of which were the deaths of two of her five children—caused Edith to experience phobias and panic attacks. Dissatisfied with rest cures, she ignored her father’s expectations, moved her family to Zurich, and embarked on a journey of education and self-examination. Edith pursued analysis with then-unknown Carl Jung. Her generosity of spirit led Edith to become Jung’s leading patron. She also supported up-and-coming musicians, artists, and writers, including James Joyce as he wrote Ulysses.
While Edith became a Jungian analyst, her husband, Harold, pursued an affair with an opera star. After returning to Chicago and divorcing Harold, Edith continued to deplete her fortune. She hoped to create something of lasting value, such as a utopian community and affordable homes for the middle class. Edith’s goals caused further difficulties in her relationship with her father and are why he and her brother cut her off from the family funds even after the 1929 stock market crash ruined her. Edith’s death from breast cancer three years later was mourned by thousands of Chicagoans.
Respectful and truthful, Andrea Friederici Ross presents the full arc of this amazing woman’s life and expertly helps readers understand Edith’s generosity, intelligence, and fierce determination to change the world
An insightful look at representations of women’s bodies and female authority.
This work explores Edith Wharton's career-long concern with a 19th-century visual culture that limited female artistic agency and expression. Wharton repeatedly invoked the visual arts--especially painting—as a medium for revealing the ways that women's bodies have been represented (as passive, sexualized, infantalized, sickly, dead). Well-versed in the Italian masters, Wharton made special use of the art of the Pre-Raphaelite Brotherhood, particularly its penchant for producing not portraits of individual women but instead icons onto whose bodies male desire is superimposed.
Emily Orlando contends that while Wharton's early work presents women enshrined by men through art, the middle and later fiction shifts the seat of power to women. From Lily Bart in The House of Mirth to Undine Spragg in The Custom of the Country and Ellen Olenska in The Age of Innocence, women evolve from victims to vital agents, securing for themselves a more empowering and satisfying relationship to art and to their own identities.
Orlando also studies the lesser-known short stories and novels, revealing Wharton’s re-workings of texts by Browning, Poe, Balzac, George Eliot, Sir Joshua Reynolds, and, most significantly, Dante Gabriel Rossetti. Edith Wharton and the Visual Arts is the first extended study to examine the presence in Wharton's fiction of the Pre-Raphaelite poetry and painting of Rossetti and his muses, notably Elizabeth Siddall and Jane Morris. Wharton emerges as one of American literature's most gifted inter-textual realists, providing a vivid lens through which to view issues of power, resistance, and social change as they surface in American literature and culture.
Tintner provides a detailed analysis of the complex interplay between Wharton and James—how they influenced each other and how some of their writings operate as homages or personal jokes. So deeply was James in Wharton’s confidence, Tintner argues, that he provided her with source models for a number of her characters. In addition, Wharton found in his fiction structures for her own, especially for The Age of Innocence.
Tintner also brings her considerable knowledge of art history to bear in her study of art allusions in Wharton’s work. Wharton’s response both to the Italian painters active before Raphael and to the English Pre-Raphaelites of a generation before her own is analyzed here in three essays. These pieces demonstrate Wharton’s sensibility to changes in art tastes and collecting, the inheritance of Rossetti’s revolutionary paintings in the unfinished novel, The Buccaneers, and the importance of home in The Glimpses of the Moon, as demonstrated by Wharton’s use of Tiepolo’s fresco in the church of Scalzi.
Tintner concludes by considering Wharton’s literary legacy and who Wharton has figured in the imaginations of recent writers, including Richard Howard, Louis Auchincloss, and Cathleen Schine. Tintner finds some part of Wharton’s personality or work evoked in a number of contemporary works and argues that this presence signals the beginning of an increasing influence.
When Edith Wharton became friends with Henry James, she joined a group of men who became her "inner circle." This group included both well-known figures, such as James, Percy Lubbock, and Bernard Berenson, and several now forgotten, including John Hugh Smith, Walter Berry, Gaillard Lapsley, Robert Norton, and Howard Sturgis.
Drawing on unpublished archival material by and about members of the circle, Susan Goodman here presents an intimate view of this American expatriate community, as well as the larger transatlantic culture it mirrored. She explores how the group, which began forming around 1904 and lasted until Wharton's death in 1937, defined itself against the society its founders had left in the United States, while simultaneously criticizing and accommodating the one it found in Europe. Tracing Wharton's individual relationships with these men and their relationships with one another, she examines literary kinships and movements in the biographical and feminist context of gender, exile, and aesthetics. She also relates the group to other literary circles, such as the Bloomsbury group and Gertrude Stein's salon.
Offering the everyday tasks of literary editors as inspired sources of postwar literary history
Michel Foucault famously theorized “the author function” in his 1969 essay “What Is an Author?” proposing that the existence of the author limits textual meaning. Abram Foley shows a similar critique at work in the labor of several postwar editors who sought to question and undo the corporate “editorial/industrial complex.” Marking an end to the powerful trope of the editor as gatekeeper, The Editor Function demonstrates how practices of editing and publishing constitute their own kinds of thought, calling on us to rethink what we read and how.
The Editor Function follows avant-garde American literary editors and the publishing practices they developed to compete against the postwar corporate consolidation of the publishing industry. Foley studies editing and publishing through archival readings and small press and literary journal publishing lists as unique sites for literary inquiry. Pairing histories and analyses of well- and lesser-known figures and publishing formations, from Cid Corman’s Origin and Nathaniel Mackey’s Hambone to Dalkey Archive Press and Semiotext(e), Foley offers the first in-depth engagement with major publishing initiatives in the postwar United States.
The Editor Function proposes that from the seemingly mundane tasks of these editors—routine editorial correspondence, line editing, list formation—emerge visions of new, better worlds and new textual and conceptual spaces for collective action.
American history demonstrates time and again the price of Manifest Destiny.
Edmund Booth was born in 1810 and died in 1905, and during the 94 years of his life, he epitomized virtually everything that characterized an American legend of that century. In his prime, Booth stood 6 feet, 3 inches tall, weighed in at 210 pounds, and wore a long, full beard. He taught school in Hartford, CT, then followed his wife-to-be Mary Ann Walworth west to Anamosa, Iowa, where in 1840, he built the area’s first frame house. He pulled up stakes nine years later to travel the Overland Trail on his way to join the California Gold Rush. After he returned to Iowa in 1854, he became the editor of the Anamosa Eureka, the local newspaper. Edmund Booth fit perfectly the mold of the ingenious pioneer of 19th-century America, except for one unusual difference — he was deaf.
Edmund Booth: Deaf Pioneer follows the amazing career of this American original and his equally amazing wife in fascinating detail. Author Harry G. Lang vividly portrays Booth and his wife by drawing from a remarkable array of original material. A prolific writer, Booth corresponded with his fiancé from the American School for the Deaf in Hartford, and he kept a journal during his days on the California trail, parts of which have been reproduced here. He also wrote an autobiographical essay when he was 75, and his many newspaper articles through the years bore first-hand witness to the history of his times, from the Civil War to the advent of the 20th century.
Edmund Booth depicts a larger-than-life man in larger-than-life times, but perhaps its greatest contribution derives from its narrative about pioneer days as seen through Deaf eyes. Booth became a respected senior statesman of the American Deaf community, and blended with his stories of the era’s events are anecdotes and issues vital to Deaf people and their families. His story proves again that extraordinary people vary in many ways, but they often possess a common motive in acting to enhance their own communities.
In 1904, Edmund J. James inherited the leadership of an educational institution in search of an identity. His sixteen-year tenure transformed the University of Illinois from an industrial college to a major state university that fulfilled his vision of a center for scientific investigation.
Winton U. Solberg and J. David Hoeveler provide an account of a pivotal time in the university’s evolution. A gifted intellectual and dedicated academic reformer, James began his tenure facing budget battles and antagonists on the Board of Trustees. But as time passed, he successfully campaigned to address the problems faced by women students, expand graduate programs, solidify finances, create a university press, reshape the library and faculty, and unify the colleges of liberal arts and sciences. Combining narrative force with exhaustive research, the authors illuminate the political milieu and personalities around James to draw a vivid portrait of his life and times.
The authoritative conclusion to a four-part history, Edmund J. James and the Making of the Modern University of Illinois, 1904–1920 tells the story of one man’s mission to create a university worthy of the state of Illinois.
Edna Ferber's Hollywood reveals one of the most influential artistic relationships of the twentieth century—the four-decade partnership between historical novelist Edna Ferber and the Hollywood studios. Ferber was one of America's most controversial popular historians, a writer whose uniquely feminist, multiracial view of the national past deliberately clashed with traditional narratives of white masculine power. Hollywood paid premium sums to adapt her novels, creating some of the most memorable films of the studio era—among them Show Boat, Cimarron, and Giant. Her historical fiction resonated with Hollywood's interest in prestigious historical filmmaking aimed principally, but not exclusively, at female audiences.
In Edna Ferber's Hollywood, J. E. Smyth explores the research, writing, marketing, reception, and production histories of Hollywood's Ferber franchise. Smyth tracks Ferber's working relationships with Samuel Goldwyn, Leland Hayward, George Stevens, and James Dean; her landmark contract negotiations with Warner Bros.; and the controversies surrounding Giant's critique of Jim-Crow Texas. But Edna Ferber's Hollywood is also the study of the historical vision of an American outsider—a woman, a Jew, a novelist with few literary pretensions, an unashamed middlebrow who challenged the prescribed boundaries among gender, race, history, and fiction. In a masterful film and literary history, Smyth explores how Ferber's work helped shape Hollywood's attitude toward the American past.
--Kristina Wilfore, Executive Director, Ballot Initiative Strategy Center and Foundation
Educated by Initiative moves beyond previous evaluations of public policy to emphasize the educational importance of the initiative process itself. Since a majority of ballots ultimately fail or get overturned by the courts, Smith and Tolbert suggest that the educational consequences of initiative voting may be more important than the outcomes of the ballots themselves. The result is a fascinating and thoroughly-researched book about how direct democracy teaches citizens about politics, voting, civic engagement and the influence of special interests and political parties. Designed to be accessible to anyone interested in the future of American democracy, the book includes boxes (titled "What Matters") that succinctly summarize the authors' data into easily readable analyses.
Daniel A. Smith is Associate Professor of Political Science at the University of Florida.
Caroline J. Tolbert is Associate Professor of Political Science at Kent State University.
In an increasingly diverse United States, minority and low-income students of all ages struggle to fit into mainstream colleges and universities that cater predominantly to middle-income and affluent white students fresh out of high school. Anchored in a study conducted at twelve minority-serving institutions (MSIs), Educating a Diverse Nation turns a spotlight on the challenges facing nontraditional college students and highlights innovative programs and practices that are advancing students’ persistence and learning.
Clifton Conrad and Marybeth Gasman offer an on-the-ground perspective of life at MSIs. Speaking for themselves, some students describe the stress of balancing tuition with the need to support families. Others express their concerns about not being adequately prepared for college-level work. And more than a few reveal doubts about the relevance of college for their future. The authors visited the four main types of MSIs—historically black colleges and universities, tribal colleges and universities, Hispanic-serving institutions, and Asian American and Native American Pacific Islander–serving institutions—to identify strategies for empowering nontraditional students to succeed in college despite these obstacles.
Educating a Diverse Nation illuminates such initiatives as collaborative learning, culturally relevant educational programs, blurring the roles of faculty, staff, and students, peer-led team learning, and real-world problem solving. It shows how these innovations engage students and foster the knowledge, skills, and habits they need to become self-sustaining in college and beyond, as well as valuable contributors to society.
American education has long been under a microscope. In a time when all aspects of our school system face close scrutiny, educators, administrators, and parents are asking critical questions about how we educate those superior students we call “able learners.”
Our schools reward behavior inappropriate for an independent thinker, researcher, or artist. Programming for our most capable students is fragmented and discontinuous. And yet there are schools and programs that hold significant promise.
This four-year national study from the Sid W. Richardson Foundation provides a broad database, looks into the backgrounds of a few unusually creative individuals, and examines programs with a record of success. It argues in favor of comprehensive programming for able learners, providing a steady challenge for all students, helping to insure that no individual talent withers for want of opportunity. Included are recommendations for discovering and nurturing talent in students (including traditionally neglected groups, the economically disadvantaged, and the culturally diverse), building and administering sound programs, developing appropriately trained staff and teachers, and evaluating effectiveness of programs to assure accountability and add credibility.
Compiling data from diverse sources—including 35 MacArthur Foundation Fellows, 400 schools, 1,172 school districts, and countless school personnel and students—the study looks at programs for able learners throughout the country, from Project Pegasus in Iowa to Oaks Academy in Texas, from Bronx High School of Science in New York to Bishop Carroll High School in Alberta, Canada. The authors’ conclusions based on this broad investigation provide an impassioned call for coordinated schooling and cooperation among all segments of society to develop a new generation of creative, self-motivated students.
Educating the Enemy begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism.
Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into “Mexican” schools, where the children received a vastly different educational experience. Not only were they penalized for speaking Spanish—the only language all but a few spoke due to segregation—they were tracked for low-wage and low-prestige careers, with limited opportunities for economic success. Educating the Enemy charts what two groups of children—one that might have been considered the enemy, the other that was treated as such—reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation.
Listen to an interview with the author here and read an interview in Time and a piece based on the book in the Boston Review.
Jennifer Phegley presents an examination of four mid-Victorian magazines that middle-class women read widely. Educating the Proper Woman Reader reevaluates prevailing assumptions about the vexed relationship between nineteenth-century women readers and literary critics.
While many scholars have explored the ways nineteenth-century critics expressed their anxiety about the dangers of women’s unregulated and implicitly uncritical reading practices, which were believed to threaten the sanctity of the home and the cultural status of the nation, Phegley argues that family literary magazines revolutionized the position of women as consumers of print by characterizing them as educated readers and able critics. Her analysis of images of influential women readers (in Harper’s), intellectual women readers (in The Cornhill), independent women readers (in Belgravia), and proto-feminist women readers/critics (in Victoria) indicates that women played a significant role in determining the boundaries of literary culture within these magazines. She argues that these publications supported women’s reading choices, inviting them to define literary culture rather than to consume it passively.
Not only does this book revise our understanding of nineteenth-century attitudes toward women readers, but it also takes a fresh look at the transatlantic context of literary production. Further, Phegley demonstrates the role these publications played in improving cultural literacy among women of the middle classes as well as the interplay between fiction and essays of the time by writers such as Mary Braddon, Charles Dickens, George Eliot, Elizabeth Gaskell, G. H. Lewes, Harriet Martineau, Margaret Oliphant, George Sala, William Thackeray, and Anthony Trollope.
The education of individual planter classes—cotton, tobacco, sugar—is rarely treated in works of southern history. Of the existing literature, higher education is typically relegated to a footnote, providing only brief glimpses into a complex instructional regime responsive to wealthy planters. R. Eric Platt’s Educating the Sons of Sugar allows for a greater focus on the mindset of French Creole sugar planters and provides a comprehensive record and analysis of a private college supported by planter wealth.
Jefferson College was founded in St. James Parish in 1831, surrounded by slave-holding plantations and their cash crop, sugar cane. Creole planters (regionally known as the “ancienne population”) designed the college to impart a “genteel” liberal arts education through instruction, architecture, and geographic location. Jefferson College played host to social class rivalries (Creole, Anglo-American, and French immigrant), mirrored the revival of Catholicism in a region typified by secular mores, was subject to the “Americanization” of south Louisiana higher education, and reflected the ancienne population’s decline as Louisiana’s ruling population.
Resulting from loss of funds, the college closed in 1848. It opened and closed three more times under varying administrations (French immigrant, private sugar planter, and Catholic/Marist) before its final closure in 1927 due to educational competition, curricular intransigence, and the 1927 Mississippi River flood. In 1931, the campus was purchased by the Society of Jesus (Jesuits) and reopened as a silent religious retreat. It continues to function to this day as the Manresa House of Retreats. While in existence, Jefferson College was a social thermometer for the white French Creole sugar planter ethos that instilled the “sons of sugar” with a cultural heritage resonant of a region typified by the management of plantations, slavery, and the production of sugar.
This definitive biography of the charismatic Alexander Meiklejohn tracks his turbulent career as an educational innovator at Brown University, Amherst College, and Wisconsin’s “Experimental College” in the early twentieth century and his later work as a civil libertarian in the Joe McCarthy era. The central question Meiklejohn asked throughout his life’s work remains essential today: How can education teach citizens to be free?
Norman H. Nie, Jane Junn, and Kenneth Stehlik-Barry provide answers by uncovering the causal relationship between education and democratic citizenship. They argue that citizenship encompasses both political engagement in pursuit of interests and commitment to democratic values that temper what citizens can do to win in politics. Education affects the two dimensions in distinct ways. Especially significant is the influence of education on political engagement through occupational prominence and position in social networks. Formal education orders the distribution of social position and connections and creates an uneven political playing field.
Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education’s trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities.
Offering perspectives from print culture history, library and information studies, literary studies, labor history, gender history, the history of race and ethnicity, the history of science and technology, religious studies, and the history of childhood and adolescence, Education and the Culture of Print in Modern America pioneers an investigation into the intersection of education and print culture.
Even after the optimism of Reconstruction was shattered by violence, fraud, and intimidation and the white South relegated African Americans to segregated and disfranchised second-class citizenship, the AMA never abandoned its claim that blacks were equal in God’s sight, that any “backwardness” was the result of circumstance rather than inherent inferiority, and that blacks could and should become equal citizens with other Americans. The organization went farther in recognition of black ability, humanity, and aspirations than much of 19th and 20th century white America by publicly and consistently opposing lynching, segregation, disfranchisement, and discrimination.
In this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation.
But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.
The sociology of education, the contributors show, largely works with themes, concepts, and theories that were generated decades ago, even as both the actual world of education and the discipline of sociology have changed considerably. The moment has come, they argue, to break free of the past and begin asking new questions and developing new programs of empirical study. Both rallying cry and road map, Education in a New Society will galvanize the field.
Peterson describes the travelogue's characteristic form and style and demonstrates how imperialist ideologies were realized and reshaped through the moving image. She argues that although educational films were intended to legitimate filmgoing for middle-class audiences, travelogues were not simply vehicles for elite ideology. As a form of instructive entertainment, these technological moving landscapes were both formulaic and also wondrous and dreamlike. Considering issues of spectatorship and affect, Peterson argues that scenics produced and disrupted viewers' complacency about their own place in the world.
In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states.
The authors seek to answer four central questions: • What does school governance look like under mayoral leadership? • How does mayoral control affect school and student performance? • What are the key factors for success or failure of integrated governance? • How does mayoral control effect practical changes in schools and classrooms?
The results of their examination indicate that, although mayoral control of schools may not be appropriate for every district, it can successfully emphasize accountability across the education system, providing more leverage for each school district to strengthen its educational infrastructure and improve student performance. Based on extensive quantitative data as well as case studies, this analytical study provides a balanced look at America's education reform.
As the first multidistrict empirical examination and most comprehensive overall evaluation of mayoral school reform, The Education Mayor is a must-read for academics, policymakers, educational administrators, and civic and political leaders concerned about public education.
A candid look into the private and political life of Minnesota's native son.
“I went to Nicaragua with nothing but a tourist visa, $1,500 in cash, the name of someone at the Agrarian Reform Ministry, and the idea of being a revolutionary intellectual. . . . The idea took hold in a simple character flaw: wanting to believe that I knew better than everyone else.” —From the preface
When Michael Johns joined a Sandinista militia in 1983, a fellow revolutionary dubbed him a rábano, a radish: red on the outside but white on the inside. Now, more than twenty-five years later, Johns appreciates the wisdom of that label as he revisits the questions of identity he tried to resolve by working with the Sandinistas at that point in his life. In The Education of a Radical, Johns recounts his immersion in Marxism and the Nicaraguan sojourn it led to, with a painful maturation process along the way.
His conversion began in college, where he joined a student group called the Latin American Solidarity Association and traveled to Chiapas, Mexico, for research on his senior thesis. Overwhelmed by the poverty he witnessed (and fascinated by a new friend named Maricela who was trying to turn peasants into revolutionaries and who carried a heavily highlighted copy of Late Capitalism), he experienced an ideological transformation. When a Marxist professor later encouraged him to travel to Nicaragua, the real internal battle began for him, a battle that was intensified by the U.S. invasion of Grenada and its effect on the Sandinistas, who believed they were the next target for an imminent American invasion. Before he knew it, Johns was digging trenches and learning how to use an AK-47. His intellectual ideals came face-to-face with revolutionary facts, and the results would perplex him for years to come.
Bringing to life a vivid portrait of the sometimes painful process of reconciling reality with romanticized principles, The Education of a Radical encapsulates a trove of truths about humanity, economics, and politics in one man’s memorable journey.
Brimming with honestly and passion, The Education of a WASP chronicles one white woman's discovery of racism in 1960s America. First published in 1970 and highly acclaimed by reviewers, Lois Stalvey's account is as timely now as it was then. Nearly twenty years later, with ugly racial incidents occurring on college campuses, in neighborhoods, and in workplaces everywhere, her account of personal encounters with racism remains deeply disturbing. Educators and general readers interested in the subtleties of racism will find the story poignant, revealing, and profoundly moving.
“Delightful and horrible, a singular book.” —Choice
“An extraordinarily honest and revealing book that poses the issue: loyalty to one’s ethnic group or loyalty to conscience.” —Publishers Weekly
“An excellent book. . . . As Drake fully documents, La Follette's warnings about [World War I] profiteers and the lust for power were fully justified. Then as now, the American people were lied to by the government and media and manipulated into the stink and blood of war."—Mark Taylor, The Daily Call
“Scholars will . . . value the insights into La Follette's foreign policy education.”—The Historian
The life of Betsey Stockton (ca. 1798–1865) is a remarkable story of a Black woman’s journey from slavery to emancipation, from antebellum New Jersey to the Hawai‘ian Islands, and from her own self-education to a lifetime of teaching others—all told against the backdrop of the early United States’ pervasive racism. It’s a compelling chronicle of a critical time in American history and a testament to the courage and commitment of a woman whose persistence grew into a potent form of resistance.
When Betsey Stockton was a child, she was “given, as a slave” to the household of Rev. Ashbel Green, a prominent pastor and later the president of what is now Princeton University. Although she never went to school, she devoured the books in Green’s library. After being emancipated, she used that education to benefit other people of color, first in Hawai‘i as a missionary, then Philadelphia, and, for the last three decades of her life, Princeton—a college town with a genteel veneer that never fully hid its racial hostility. Betsey Stockton became a revered figure in Princeton’s sizeable Black population, a founder of religious and educational institutions, and a leader engaged in the day-to-day business of building communities.
In this first book-length telling of Betsey Stockton’s story, Gregory Nobles illuminates both a woman and her world, following her around the globe, and showing how a determined individual could challenge her society’s racial obstacles from the ground up. It’s at once a revealing lesson on the struggles of Stockton’s times and a fresh inspiration for our own.
An examination and analysis of history education in American colleges and universities
In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions.
Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the
Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline.
Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education.
As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.
Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.
In the mid-nineteenth century, Laura Bridgman, a young child from New Hampshire, became one of the most famous women in the world. Philosophers, theologians, and educators hailed her as a miracle, and a vast public followed the intimate details of her life with rapt attention. This girl, all but forgotten today, was the first deaf and blind person ever to learn language.
Laura’s dark and silent life was transformed when she became the star pupil of the educational crusader Dr. Samuel Gridley Howe. Against the backdrop of an antebellum Boston seething with debates about human nature, programs of moral and educational reform, and battles between conservative and liberal Christians, Ernest Freeberg tells this extraordinary tale of mentor and student, scientist and experiment.
Under Howe’s constant tutelage, Laura voraciously absorbed the world around her, learning to communicate through finger language, as well as to write with confidence. Her remarkable breakthroughs vindicated Howe’s faith in the power of education to overcome the most terrible of disabilities. In Howe’s hands, Laura’s education became an experiment that he hoped would prove his own controversial ideas about the body, mind, and soul.
Poignant and hopeful, The Education of Laura Bridgman is both a success story of how a sightless and soundless girl gained contact with an ever-widening world, and also a cautionary tale about the way moral crusades and scientific progress can compromise each other. Anticipating the life of Helen Keller a half-century later, Laura’s is a pioneering story of the journey from isolation to accomplishment, as well as a window onto what it means to be human under the most trying conditions.
These and other questions are explored in this first paperback edition of Eugenia Kaledin's pathbreaking biography. The book re-creates the intense intellectual, cultural, and moral life of Boston and New England before, during, and after the Civil War and helps us to understand what could drive such a gifted, intelligent, and privileged woman to take her own life. Included is a portfolio of Adams's photographs of her husband and his famous circle.
The Education of Phillips Brooks probes the formative years of one of the best-known figures of Victorian America's "Gilded Age". Rigorously researched, bringing as yet untapped archival material into play, John F. Woolverton's book is an extremely readable and fascinating look at a gifted, persuasive clergyman and public figure. The sermon Brooks delivered at his Holy Trinity Church in Philadelphia while Abraham Lincoln's body lay in state overnight in Independence Hall was published, making him nationally famous overnight. He also is known for penning the lyrics to "O Little Town of Bethlehem". Although Brooks was not a major theologian, he was nurtured in an atmosphere of serious religious thought. In the crisis era of pre-Civil War America, he sought a religious and cultural ideal in the "perfect manhood" of Jesus Christ and consequently "won a name" for himself, as his slightly envious cousin, Henry Adams, once remarked. Woolverton places Brooks in his cultural context and shows how this religious leader was shaped psychologically and by his times and how those factors helped him forge a spiritual ideal for a troubled nation.
Education, Skills, and Technical Change explores various facets of these questions and provides an overview of educational attainment in the United States and the channels through which labor force skills and education affect GDP growth. Contributors to this volume focus on a range of educational and training institutions and bring new data to bear on how we understand the role of college and vocational education and the size and nature of the skills gap. This work links a range of research areas—such as growth accounting, skill development, higher education, and immigration—and also examines how well students are being prepared for the current and future world of work.
Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality.
For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality.
The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality.
The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.
Educational and Developmental Aspects of Deafness details the ongoing revolution in the education of deaf children. More than 20 researchers contributed their discoveries in anthropology, education, linguistics, psychology, sociology, and other major disciplines, with special concentration upon the education of deaf children.
Divided into two parts on education at home and in school, this incisive book documents breakthroughs such as the public's interest in sign language, the increasing availability of interpreters, the growing perception of deafness as a social condition, not a pathology, and other positive trends. It is unique as the first purely research-based text and reference point for further study of the education of deaf children.
In her autobiography, The Educational Odyssey of a Woman College President, Creighton situates her tenure at Mount Holyoke within a life and career that have traversed breathtaking changes in higher education and social life. Having held multiple roles in academia spanning undergraduate, professor, and president, Creighton served at small colleges and large public universities and experienced the dramatic changes facing women across the academy. From her girlhood in Wisconsin to the presidency of a storied women's college, she bears witness to the forces that have reshaped higher education for women and continues to advocate for the liberal arts and sciences.
He was a hero to environmentalists and the patron saint of monkeywrenchers, a man in love with desert solitude. A supposed misogynist, ornery and contentious, he nevertheless counted women among his closest friends and admirers. He attracted a cult following, but he was often uncomfortable with it. He was a writer who wandered far from Home without really starting out there. James Cahalan has written a definitive biography of a contemporary literary icon whose life was a web of contradictions. Edward Abbey: A Life sets the record straight on "Cactus Ed," giving readers a fuller, more human Abbey than most have ever known. It separates fact from fiction, showing that much of the myth surrounding Abbey—such as his birth in Home, Pennsylvania, and later residence in Oracle, Arizona—was self-created and self-perpetuated.
It also shows that Abbey cultivated a persona both in his books and as a public speaker that contradicted his true nature: publicly racy and sardonic, he was privately reserved and somber. Cahalan studied all of Abbey's works and private papers and interviewed many people who knew him—including the models for characters in The Brave Cowboy and The Monkey Wrench Gang—to create the most complete picture to date of the writer's life. He examines Abbey's childhood roots in the East and his love affair with the West, his personal relationships and tempestuous marriages, and his myriad jobs in continually shifting locations—including sixteen national parks and forests.
He also explores Abbey's writing process, his broad intellectual interests, and the philosophical roots of his politics. For Abbey fans who assume that his "honest novel," The Fool's Progress, was factual or that his public statements were entirely off the cuff, Cahalan's evenhanded treatment will be an eye-opener. More than a biography, Edward Abbey: A Life is a corrective that shows that he was neither simply a countercultural cowboy hero nor an unprincipled troublemaker, but instead a complex and multifaceted person whose legacy has only begun to be appreciated. The book contains 30 photographs, capturing scenes ranging from Abbey's childhood to his burial site.
Edward Everett Hale is remembered by millions as the author of The Man Without a Country. This popular and gifted nineteenth-century writer was an outstanding and prolific contributor to the fields of journalism, fiction, essay, and history. He wrote more than 150 books and pamphlets (one novel sold more than a million copies in his lifetime) and was intimately associated with the publication of many of the early American journals, among them the North American Review, Atlantic Monthly, and Christian Examiner. He served as editor of Old and New and was a frequent contributor to the foremost newspapers and periodicals of his time.
Yet the writings of this “journalist with a touch of genius” were only incidental to Hale’s Christian ministry in New England and in Washington, D.C., where he was for five years Chaplain of the Senate. His literary creed reflected that of his ministry, for Hale’s interpretation of the social gospel comprised an active concern with all phases of human affairs.
Confidant of poets and editors, friend to diplomats and statesmen, Hale helped mold public opinions in economics, sociology, history, and politics through three-quarters of what he called “a most extraordinary century in history.” In recounting Hale’s life and times, Holloway vividly portrays this fascinating and often turbulent era.
In this book, Jonathan Nashel reexamines Lansdale's role as an agent of American Cold War foreign policy and takes into account both his actual activities and the myths that grew to surround him. In contrast to previous portraits, which tend to depict Lansdale either as the incarnation of U.S. imperialist ambitions or as a farsighted patriot dedicated to the spread of democracy abroad, Nashel offers a more complex and nuanced interpretation. At times we see Lansdale as the arrogant "ugly American," full of confidence that he has every right to make the world in his own image and utterly blind to his own cultural condescension. This is the Lansdale who would use any conceivable gimmick to serve U.S. aims, from rigging elections to sugaring communist gas tanks. Elsewhere, however, he seems genuinely respectful of the cultures he encounters, open to differences and new possibilities, and willing to tailor American interests to Third World needs.
Rather than attempting to reconcile these apparently contradictory images of Lansdale, Nashel explores the ways in which they reflected a broader tension within the culture of Cold War America. The result is less a conventional biography than an analysis of the world in which Lansdale operated and the particular historical forces that shaped him—from the imperatives of anticommunist ideology and the assumptions of modernization theory to the techniques of advertising and the insights of anthropology.
The essays, imagining and recalling the cadences of Said's conversation, take various forms, including elaborations on his ideas, applications of his thought to new problems, and recollections of the indescribable electricity that made conversation with him intense and memorable. This lively, personal tone is a direct result of editors Homi Bhabha and W. J. T. Mitchell urging contributors to write in the spirit of a conversation interrupted, a call on hold, a letter waiting for a reply, a question hanging in the air. This is a work of immense imaginative and intellectual force and compelling candor, honoring Said's legacy as an activist intellectual.
This collection includes essays by Lila Abu-Lughod, Daniel Barenboim, Akeel Bilgrami, Paul Bové, Timothy Brennan, Noam Chomsky, Ranajit Guha, Harry Harootunian, Saree Makdisi, Aamir Mufti, Roger Owen, Gyan Prakash, Dan Rabinowitz, Jacqueline Rose, and Gayatri Spivak.
This biography of Edward Stanly relates the major political events of his life: his emergence, while still in his twenties, as a fiery and controversial leader of the Whig Party in North Carolina, his role as one of the ablest champions of Whiggery in the United States House of Representatives, 1837–1843; his candidacy for governor of California on the Republican ticket in 1857; his appointment by President Abraham Lincoln as military governor of North Carolina in 1862; and his support in California of President Andrew Johnson’s Reconstruction policy.
Raised under the “Ancient Standard of Federalism,” Edward Stanly was a southern nationalist in the tradition of the two great Virginia Federalists, George Washington and John Marshall. An outspoken opponent of the nullification and secession doctrines of party of section in national politics.
One Nobel Prize–winning physicist called Edward Teller, “A great man of vast imagination…[one of the] most thoughtful statesmen of science.” Another called him, “A danger to all that is important… It would have been a better world without [him].” That both opinions about Teller were commonly held and equally true is one of the enduring mysteries about the man dubbed “the father of the H-bomb.” In the story of Teller’s life and career, told here in greater depth and detail than ever before, Peter Goodchild unravels the complex web of harsh early experiences, character flaws, and personal and professional frustrations that lay behind the paradox of “the real Dr. Strangelove.”
Goodchild’s biography draws on interviews with more than fifty of Teller’s colleagues and friends. Their voices echo through the book, expressing admiration and contempt, affection and hatred, as we observe Teller’s involvement in every stage of building the atomic bomb, and his subsequent pursuit of causes that drew the world deeper into the Cold War—alienating many of his scientific colleagues even as he provided the intellectual lead for politicians, the military, and presidents as they shaped Western policy. Goodchild interviewed Teller himself at the end of his life, and what emerges from this interview, as well as from Teller’s memoirs and recently unearthed correspondence, is a clearer view of the contradictions and controversies that riddled the man’s life. Most of all, though, this absorbing biography rescues Edward Teller from the caricatures that have served to describe him until now. In their place, Goodchild shows us one of the most powerful scientists of the twentieth century in all his enigmatic humanity.
In Edward Terry Sanford: A Tennessean on the U.S. Supreme Court, Stephanie Slater uncovers the life and work of Edward Terry Sanford (1865–1930), the only Supreme Court justice who obtained his undergraduate degree from the University of Tennessee. Born and raised in Knoxville, Sanford served as an associate justice on the United States Supreme Court from 1923 until his death in 1930. He was one of only six Tennesseans to serve on the nation’s highest Court.
Slater’s delineation of Sanford’s contributions to the legal profession illuminates one of Tennessee’s favorite sons whose story had, until now, been largely left in the dark. Slater frames Sanford’s personality and jurisprudence in a post-Civil War and Taft-era context, one that helps readers better understand both the man and his contributions to the Supreme Court.
From Slater’s important work we learn about Sanford’s early upbringing, the lasting impression a largely pro-Union East Tennessee would leave upon Sanford, his rise from a skilled lawyer to federal judge during the rapid industrialization of Knoxville and the surrounding area, and his eventual appointment to the Supreme Court. Within Sanford’s rich legacy is the pivotal role he played in writing the majority opinion in the landmark 1925 case, Gitlow v. New York, a decision which became a critical legal precedent for the expansion of civil rights and civil liberties in the 1950s and 1960s.
Slater provides a keen look into the life of a Knoxville native whose life and career may now be appreciated and studied by a new generation. Sanford, his character, and his life as a Tennessean on the Supreme Court are sure to intrigue legal scholars, students of Tennessee culture and history, and general audiences alike.
Stephanie L. Slater, a three-time graduate of the University of Tennessee, has worked in the state and federal court systems in Tennessee since obtaining her J.D. in 1990. Her articles have appeared in the Journal of Supreme Court History and Tennessee Law Review.
end of the decade, he proved that the universe is expanding, thus laying
the very cornerstone of the big bang theory. A revealing portrait of a
scientific genius at work, this book also offers an incisive narrative
of the history of astronomy, and an evocation of what we see when gazing
at the stars.
"Highly entertaining. . . . Hubble may have been the most important
astronomer since Galileo. Perhaps since Copernicus."—Dick Teresi,
New York Times Book Review
"Hubble's own story has not been adequately told until now. . . . A
riveting portrait of a great scientist and a haunted man, and the best
look we are likely to have of the real Hubble."—Dennis Overby, Los
Angeles Times Book Review
"Displays remarkable strength in its steadfast balance and scrupulous
honesty. The greatness of the discoveries is set off against the
contrasting pettiness of the man."—Hans Christian von Baeyer,
Boston Sunday Globe
"Fascinating. . . . This is one of the most impressive scientific
biographies of recent years."—Kirkus Review, starred review
— "Notable Books for the Year 1995" selection, New York Times Book
Review
—"Best Books of 1995" selection, Library Journal
—Selected as one of the five best science books in 1995 by Carl Sagen,
Washington Post
Effective Conservation is based on Jiménez’s experience managing conservation projects on three continents over thirty years. Jiménez offers a pragmatic approach to conservation that puts the focus on working with people—neighbors, governments, politicians, businesses, media—to ensure they have a long-term stake in protecting and restoring parks and wildlife. Jiménez guides readers through the practical considerations of designing, analyzing, and managing effective conservation programs. Chapters explore intelligence gathering, communication, planning, conflict management, and evaluation techniques, and include numerous text boxes showcasing examples of successful conservation projects from all continents. A companion website (islandpress.org/effective-conservation) includes additional case studies, expanded texts, and links to additional resources.
This highly readable manual, newly translated into English after successful Spanish and Portuguese editions, provides a groundbreaking and time-proven formula for successful conservation projects around the world that bring together parks, people, and nature.
Although Hamilton exterted an extraordinary influence on American institutions, his contribution and the thinking behind it often have been obscured and misconstrued by piecemeal approaches to his voluminous writings. Here, Flaumenhaft draws upon more than two dozen volumes of Hamilton’s papers to produce a comprehensive account of his thought on the principles of politics—the account which Hamilton himself hoped to give in a multivolume treatise, but died before producing.
Beginning with a discussion of the place of general principles in Hamilton’s thought, The Effective Republic proceeds to his views on popular representation as a safeguard of individual liberty. Flaumenhaft then elaborates on Hamilton’s thinking about efficacious administration, especially how the President and Senate meet the requirements of unity and duration in a republic, and on the importance of an independent judiciary for constitutional integrity. What emerges clearly as Hamilton’s chief concern is the need to make government not only safe but effective—hindered from doing harm by its popular base, but also, through the differentiation of administrative powers and tasks, capable of doing good.
Interpreting, linking, and, and arranging Hamilton’s words, Flaumenhaft allows Hamilton to speak for himself, to explain his benificiaries his vision of what the republican experiment needed in order to succeed.
The volume concludes that some policies can act to both protect imports and promote exports, that the threat of protectionist policies can often have effects that are as pronounced as their implementation, and that regulatory policy has as great an impact on trade and investment patterns as does trade policy itself. It will be of crucial interest to international trade economists, policy specialists, and political scientists.
Egotopia explains why individual political and economic interests have eclipsed aesthetic considerations in the rampant billboards, malls, and urban sprawl of the New American Landscape
Egotopia begins where other critiques of the American landscape end: identifying the physical ugliness that defines and homogenizes America's cities, suburbs, and countryside. Believing that prevailing assessments of the American landscape are inadequate and injudicious, John Miller calls into question the conventional wisdom of environmentalists, urban planners,and architects alike. In this precedent-shattering examination of what he sees as the ugliness that is the American consumer society, Miller contends that our aesthetic condition can be fully understood only by explorers of the metaphoric environment.Metaphorically, the ugliness of America's great suburban sprawl is the physical manifestation of our increasing narcissism- our egotopia. The ubiquity of psychotherapy as a medium promoting self-indulgence has deified private man as it has demonized public man. The New American Landscape, Miller argues, is no longer the physical manifestation of public and communal values. Instead it has become a projection of private fantasies and narcissistic self-indulgence. Individual interests and private passions can no longer tolerate, nor even recognize, aesthetic concerns in such a landscape dedicated to uncompromising notions of utility.
Drawing on literary and cultural studies, art and architectural history, political history, religious history, and the histories of archaeology and ethnology, Trafton illuminates anxieties related to race in different manifestations of nineteenth-century American Egyptomania, including the development of American Egyptology, the rise of racialized science, the narrative and literary tradition of the imperialist adventure tale, the cultural politics of the architectural Egyptian Revival, and the dynamics of African American Ethiopianism. He demonstrates how debates over what the United States was and what it could become returned again and again to ancient Egypt. From visions of Cleopatra to the tales of Edgar Allan Poe, from the works of Pauline Hopkins to the construction of the Washington Monument, from the measuring of slaves’ skulls to the singing of slave spirituals—claims about and representations of ancient Egypt served as linchpins for discussions about nineteenth-century American racial and national identity.
The Illinois frontier offered abundant opportunity, noted English traveler William Oliver after his journey to America in 1841–42, but life there was hard. Accordingly, Oliver advised the wealthy and comfortable to remain in England and counseled the unprosperous to seek their fortunes in America. Written for the poor who would migrate and published in 1843, his Eight Months in Illinois: With Information to Immigrants sought only to provide pertinent, valid, and practical information about what people might encounter in the frontier state. What Oliver actually accomplished, however, was much more: he imparted invaluable insights into and analyses of American life during an era of sweeping social, economic, and political change.
In his new foreword to this edition, James E. Davis stresses Oliver’s sincere desire to help British immigrants succeed in America. Oliver, Davis notes, “devoted dozens of pages of advice on numerous matters: various routes to Illinois and their advantages and disadvantages, processes of settling, qualities of western houses, costs of obtaining a new farm.” Oliver discussed other practical matters, such as the importance of having sons. He also assured his intended readership that “in the West, distinction of classes is little known and seldom recognized.”
As a document covering the middle west in the 1840s, Eight Months in Illinois: With Information to Immigrants has few equals. Its portrayal of farming and trade in relatively primitive times is historically accurate. It paints a plain picture, laying out the essential facts and presenting the typical incidents that enable us to trace the course of a settler’s simple, diligent, laborious day-to-day life. According to Davis, Oliver depicted “accurate and balanced slices of life in Illinois and America, including nasty insects, crude conditions, and the necessity of work.” And he did so without a trace of anti-American bias.
Eight Months in Illinois with Information to Immigrants was reprinted with emendations in 1924 by Walter Hill.
When the United States entered the Second World War, eighteen-year-old enlistees were routinely assigned temporary duties and not sent into battle until they turned nineteen. But as the fighting dragged on, America was eventually forced to draft younger men into combat to replace wounded troops—and following the Battle of the Bulge, more than 300,000 eighteen-year-olds were sent as replacements to the army’s decimated divisions.
In The Eighteen-Year-Old Replacement, Richard Kingsbury brings an often-overlooked perspective to the annals of World War II. Torn from an ordinary teenager’s life in the Midwest, young Dick was drafted six weeks after D-Day and rushed with other eighteen-year-olds to the Siegfried Line to bolster Patton’s 94th Infantry Division. His reminiscence provides a moving, diarylike account of what he endured both physically and emotionally—and tells how he went from boyhood to manhood almost overnight.
In prose that is both succinct and evocative, Kingsbury recounts his experiences as a rifleman during the final bloody battles in Germany, giving readers a real feel for what combat was like for a raw recruit. He recalls his first night in a foxhole on the front line and the “unbelievable luxury” of sleeping in a barn’s hayloft. He relives freezing cold at the Bulge, which permanently damaged his legs, and the pounding of enemy artillery during Patton’s breakthrough of the German West Wall, which affected his hearing for life.
More poignantly, Kingsbury shares his anxieties over killing—as well as the distinct possibility of being killed as Wehrmacht tanks mercilessly blasted individual foxholes at Bannholz Woods. He vividly recalls Patton’s attack on Ludwigshafen, on the west bank of the Rhine, where he took a German bullet in his chest—and where three of the six newly arrived eighteen-year-olds were killed.
Interspersed with the accounts of battle are letters between Dick and Mary Jo, his sweetheart back home, capturing the blossoming of romance that transcended both distance and bloodshed. His book casts a new light on war—and courtship—in an era when boys were rushed from the home front to the front lines. By showing how crucial the contribution of these young men was to the war effort, this book gives the eighteen-year-old replacements the recognition they have long deserved.
Nearly fifty years after his death, Albert Einstein remains one of America's foremost cultural icons. A thicket of materials, ranging from scholarly to popular, have been written, compiled, produced, and published about his life and his teachings. Among the ocean of Einsteinia-scientific monographs, biographies, anthologies, bibliographies, calendars, postcards, posters, and Hollywood films-however, there is a peculiar void when it comes to the connection that the brilliant scientist had with the African American community. Nowhere is there any mention of his close relationship with Paul Robeson, despite Einstein's close friendship with him, or W.E.B. Du Bois, despite Einstein's support for him.
This unique volume is the first to bring together a wealth of writings by the scientist on the topic of race. Although his activism in this area is less well known than his efforts on behalf of international peace and scientific cooperation, Einstein spoke out vigorously against racism both in the United States and around the world. Fred Jerome and Rodger Taylor suggest that one explanation for this historical amnesia is that Einstein's biographers avoided "controversial" topics, such as his friendships with African Americans and his political activities, including his involvement as co-chair of an antilynching campaign, fearing that mention of these details may tarnish the feel-good impression his image lends topics of science, history, and America.
Combining the scientist's letters, speeches, and articles with engaging narrative and historical discussions that place his public statements in the context of his life and times, this important collection not only brings attention to Einstein's antiracist public activities, but also provides insight into the complexities of antiracist culture in America. The volume also features a selection of candid interviews with African Americans who knew Einstein as children.
For a man whose words and reflections have influenced so many, it is long overdue that Einstein's thoughts on this vital topic are made easily accessible to the general public.
The first of a closely linked trio of essays is by Paul Johnson, and offers a new interpretation of the Brazilian community gathered at Canudos and its massacre in 1896–97, carried out as a joint churchstate mission and spectacle. In the second essay, Pamela Klassen argues that the colonial churchstate relationship of Canada came into being through local and national practices that emerged as Indigenous nations responded to and resisted becoming “possessions” of colonial British America. Finally, Winnifred Sullivan’s essay begins with reflection on the increased effort within the United States to ban Bibles and scriptural references from death penalty courtrooms and jury rooms; she follows with a consideration of the political theological pressure thereby placed on the jury that decides between life and death. Through these three inquiries, Ekklesia takes up the familiar topos of “church and state” in order to render it strange.
'Early in my research, a friend with excellent knowledge of the United Auto Workers internal operations told me, "Don't give up. They are hiding something"…'
It's 1990, and US labor is being outsourced to Mexico. Rumors of a violent confrontation at the Mexican Ford Assembly plant on January 8 reach the United Auto Workers (UAW) union in the US: nine employees had been shot by a group of drunken thugs and gangsters, in an act of political repression which changed the course of Mexican and US workers' rights forever.
Rob McKenzie was working at the Ford Twin Cities Assembly plant in Minnesota when he heard of the attack. He didn't believe the official story, and began a years-long investigation to uncover the truth. His findings took him further than he expected - all the way to the doors of the CIA.
Virtually unknown outside of Mexico, the full story of 'El Golpe', or 'The Coup', is a dark tale of political intrigue that still resonates today.
The practice of reading aloud has a long history, and the tradition still survives in Cuba as a hard-won right deeply embedded in cigar factory workers' culture. In El Lector, Araceli Tinajero deftly traces the evolution of the reader from nineteenth-century Cuba to the present and its eventual dissemination to Tampa, Key West, Puerto Rico, and Mexico. In interviews with present-day and retired readers, she records testimonies that otherwise would have been lost forever, creating a valuable archive for future historians.
Through a close examination of journals, newspapers, and personal interviews, Tinajero relates how the reading was organized, how the readers and readings were selected, and how the process affected the relationship between workers and factory owners. Because of the reader, cigar factory workers were far more cultured and in touch with the political currents of the day than other workers. But it was not only the reading material, which provided political and literary information that yielded self-education, that influenced the workers; the act of being read to increased the discipline and timing of the artisan's job.
During World War II, Elaine Black Yoneda, the daughter of Russian Jewish immigrants, spent eight months in a concentration camp—not in Europe, but in California. She did this voluntarily and in solidarity, insisting on accompanying her husband, Karl, and their son, Tommy, when they were incarcerated at the Manzanar Relocation Center. Surprisingly, while in the camp, Elaine and Karl publicly supported the United States’ decision to exclude Japanese Americans from the coast.
Elaine Black Yoneda is the first critical biography of this pioneering feminist and activist. Rachel Schreiber deftly traces Yoneda’s life as she became invested in radical politics and interracial and interethnic activism. In her work for the International Labor Defense of the Communist Party, Yoneda rose to the rank of vice president. After their incarceration, Elaine and Karl became active in the campaigns to designate Manzanar a federally recognized memorial site, for redress and reparations to Japanese Americans, and in opposition to nuclear weapons.
Schreiber illuminates the ways Yoneda’s work challenged dominant discourses and how she reconciled the contradictory political and social forces that shaped both her life and her family’s. Highlighting the dangers of anti-immigrant and anti-Asian xenophobia, Elaine Black Yoneda recounts an extraordinary life.
We cannot fully understand what happened at Elaine without examining the one hundred years leading up to the massacre. An analysis of the years from 1819, when Arkansas officially became an American territory, to 1919 provides the historical foundation for understanding one of the bloodiest manifestations of racial violence in U.S. history.
During the antebellum years, slaveholders grew paranoid about possible “insurrections,” and after the Civil War and Emancipation, these fears lingered and led to numerous atrocities long before Elaine. At the same time, African Americans—particularly fieldworkers—worked to organize themselves to resist oppression, setting the stage for the farmers’ union that was the target for mob and military wrath during the Elaine Massacre.
These essays provide the larger history necessary for understanding what happened at Elaine in 1919—and thus provide a window into the current state of Arkansas and the nation at large. Contributors include Richard Buckelew, Nancy Snell Griffith, Matthew Hild, Adrienne Jones, Kelly Houston Jones, Cherisse Jones-Branch, Brian K. Mitchell, William H. Pruden III, and Steven Teske.
A century before the Occupy movement and the Women’s March, Baldwin spoke truth to power. Imbued with a New Thought spirituality that presumed progressive thought could directly affect material reality, she wrote to move history forward. And yet, the trajectory of history proved as hard to forecast then as now. While her personal story seems to embody a modern progressivism, blending abolition with labor reform and anti-banker activism—positions from which she never wavered—her path grew more complicated as times changed in the aftermath of World War I, when she would advocate on behalf of both the Bolsheviks and the Ku Klux Klan.
In this deeply researched and nuanced account of Eleanor Baldwin’s intellectual journey, historian Larry Lipin reveals how even the most dedicated radical can be overcome by unforeseen events. Eleanor Baldwin and the Woman’s Point of View restores a missing chapter in Portland’s Progressive Era history and rescues this passionate, intriguing, and quixotic character from undeserved obscurity.
Electa Quinney loved to learn. Growing up in the early 1800s in New York, she went to some of the best boarding schools. There she learned how to read, write, and solve tough math problems—she even learned how to do needlework. Electa decided early on that she wanted to become a teacher so she could pass her knowledge on to others.
But life wasn’t simple. Electa was a Stockbridge Indian, and her tribe was being pressured by the government and white settlers to move out of the state. So in 1828, Electa and others in her tribe moved to Wisconsin. Almost as soon as she arrived, Electa got to work again, teaching in a log building that also served as the local church. In that small school in the woods, Electa became Wisconsin’s very first public school teacher, educating the children of Stockbridge-Munsee Band of the Mohican Indians as well as the sons and daughters of nearby white settlers and missionaries.
Electa’s life provides a detailed window onto pioneer Wisconsin and discusses the challenges and issues faced by American Indians in the nineteenth century. Through it all, Electa’s love of learning stands out, and her legacy as Wisconsin’s first public school teacher makes her an inspiration to students of today.
The image of a prison with a revolving door helped George Bush win the presidency in 1988, but did negative advertising damage the electoral process itself? Why did campaign ’88 represent an all-time low in the minds of many voters? These are some of the questions that impel this thought-provoking analysis of the 1988 presidential election, sponsored by the John and Mary R. Markle Foundation.
Using extensive empirical studies of the candidates, the media, and the voters, Bruce Buchanan, executive director of the Markle Commission on the Media and the Electorate, traces the roots of popular dissatisfaction with the 1988 election. Buchanan argues that the campaign drifted too far from popular ideals of how democratic processes ought to work—that the substitution of negative advertising and quickie “sound bites” for reasoned debate on national problems and issues alienated much of the electorate, causing the lowest voter turnout in sixty-four years.
Negative campaigning, however, cannot bear the full blame for the 1988 election. While the Markle Commission offers specific recommendations for improvements in candidate and media performance, the great need, says Buchanan, is for voters to reclaim the electoral process, to insist that candidates and the media give enough information about positions and programs for voters to make informed choices. Voters need to be educated out of the idea that democratic elections and representative government can somehow occur without the participation of ordinary citizens.
At a time when the American democratic process is being used as a model by newly independent nations around the world, it is particularly appropriate to ask how well it works at home. Electing a President does just that.
Michael B. MacKuen is Burton Craige Professor of Political Science at the University of North Carolina. George Rabinowitz is Burton Craige Professor of Political Science at the University of North Carolina.
Questions of minority representation have long plagued the U.S. voting systems. The standard election often leaves political, racial, or ethnic minorities with little chance of being represented. Race-conscious districting remains the primary policy tool used for providing representation of racial and ethnic minorities in the United States—and it continues to generate tremendous conflict. Can alternatives to race-conscious, single-member districts offer benefits that extend beyond simply providing descriptive representations of minorities?
This study examines one such “semi-proportional” representation election system: Cumulative Voting (CV). For over a decade, scores of local U.S. governments have been elected by Cumulative Voting. This provides us with the ability to examine the effects of CV elections over time. Moreover, the use of CV in the United States allows us to compare politics in places that adopted CV to highly similar places that did not. Electoral Reform and Minority Representation shares evidence that CV elections can produce minority representation that matches levels generated with the drawing of race-conscious “majority-minority” districting. It also offers evidence that the quality of democratic processes in CV communities is in several ways higher that those under districts.
Given America’s growing racial and ethnic diversity, and given successful legal challenges that limit the use of race-conscious districting Electoral Reform and Minority Representation suggests that Cumulative Voting may be a better way to achieve minority representation in U.S. politics.
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