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Reviews the history of teaching in the United States over three hundred years, and describes aspects of recruitment, organization, and logic particular to the profession
When Hannah Breece came to Alaska in 1904, it was a remote lawless wilderness of prospectors, murderous bootleggers, tribal chiefs, and Russian priests. She spent fourteen years educating Athabascans, Aleuts, Inuits, and Russians with the stubborn generosity of a born teacher and the clarity of an original and independent mind. Jane Jacobs, Hannah's great-niece, here offers an historical context to Breece's remarkable eyewitness account, filling in the narrative gaps, but always allowing the original words to ring clearly. It is more than an adventure story: it is a powerful work of women's history that provides important--and, at times, unsettling--insights into the unexamined assumptions and attitudes that governed white settler's behavior toward native communities at the turn of the century. "An unforgettable...story of a remarkable woman who lived a heroic life."--The New York Times
Not your typical how-to manual for new teachers, this no-nonsense, jargon-free guide offers a wide variety of tools and tactics for getting through every school day with grace and sanity. Covered in glue, glitter, orange juice—or worse? Make a quick change into the spare set of clothes you keep on hand for just this purpose. Butterflies in your stomach before your first-ever Meet the Teacher Night? Keep your cool by writing the agenda on your board—it’ll double as a crib sheet for you. These tips and hundreds more, covering virtually every aspect of teaching, have all been learned the hard way: from real-life classroom experience. Otis Kriegel’s “little black book” will be a treasured resource for teachers who want not only to survive but to thrive in any situation.
With the continued expansion of the literary canon, multicultural works of modern literary fiction and autobiography have assumed an increasing importance for students and scholars of American literature. This exciting new series assembles key documents and criticism concerning these works that have so recently become central components of the American literature curriculum. Each casebook will reprint documents relating to the work's historical context and reception, present the best in critical essays, and when possible, feature an interview of the author. The series will provide, for the first time, an accessible forum in which readers can come to a fuller understanding of these contemporary masterpieces and the unique aspects of American ethnic, racial, or cultural experience that they so ably portray. This casebook to Morrison's classic novel presents seven essays that represent the best in contemporary criticism of the book. In addition, the book includes a poem and an abolitionist's tra published after a slave named Margaret Garner killed her child to save her from slavery—the very incident Morrison fictionalizes in Beloved.
This classic work, long out of print, recounts the experiences of an African American teacher during his first year working in a Harlem elementary school in the 1960s. Though written more than forty years ago, the diary still rings true to the experience of many beginning teachers today. The New York Times Book Review called Haskins's diary a weapon--cold, blunt, painful and Look magazine said it will be read a generation hence as a classic of one aspect of American education. As Herbert Kohl discusses in his new foreword, Diary of a Harlem Schoolteacher is a dramatic reminder of how much educational work there is still to do.
Offers middle school teachers practical advice on how they can adapt their instruction methods to meet the needs of diverse students and cope with the emotional challenges they face in the classroom.
Elizabeth Litzy Howard is the only female lawyer at her Nebraska law firm. While working on a will, she discovers that the beneficiary, Sebastian Bandello, lives in Italy. Litzy encourages Sebastian to come to America to see the valuable ranch he has inherited in western Nebraska. Upon his arrival, they travel out to the ranch. But within the first day, they are met with violent hostility, as shots are fired into the ranch house. As Litzy and Sebastian drive over the property the next day, they are kidnapped, only to be abandoned out on the prairie. As the two trudge across the vast expanse looking for help, they see a campfire, and Sebastian asks for assistance. When the strangers there attack Sebastian, Litzy panics and drives off in their jeep. Certain that Sebastian has been killed, she is threatened by everyone she meets, including the police. Adamant to find Sebastian still alive, Litzy searches for him, and for the reasons behind their attacks, learning that the water source beneath the ranch is more valuable than gold. But Sebastian has had enough. The Italian School Teacher returns home to Italy, where life is not so violent About the Author: D.W.Chisholm lives in Arcata, California. She wrote this book because water is extremely important in the ranch lands of Nebraska, Colorado, Wyoming and Kansas. Sooner or later, it will become violent. Publisher's website: http: //www.strategicpublishinggroup.com/title/TheItalianSchoolTeacher.htm
"This should be required reading by every school administator, every teacher, every board member and all university faculty involved in the training of teachers. There is no doubt that we need to squeeze all blame, all coerion and all criticism out of any people-related business. Not until we realize that schools are in a people business will we ever be able to make meaningful changes." --Dr. Albert Mamary, former superintendent of schools, Johnson City, New York
The “Schoolhouse Gothic,” undertaken by insiders and outsiders to the academy alike and embodied both in literature and in academic discourse, draws on Gothic metaphors and themes in representing and interrogating contemporary American schools and educators. Curses from the past take the form of persistent power inequities (of race, gender, class, and age) and, rather ironically, the very Enlightenment that was to save the moderns from rigid, ancient, mystified hierarchies. In Schoolhouse Gothic literature, including works by Stephen King, Flannery O’Connor, Toni Morrison, Joyce Carol Oates, and David Mamet, school buildings, classrooms, and/or offices, function as traps, or analogues to the claustrophobic family mansions, monasteries, and convents of old. In Schoolhouse Gothic scholarship, the trap is academic objectivity, viewed not as a lofty goal but rather as an institutional strategy of concealment that blinds the scholar to his or her own prejudices and renders even the most well-meaning complicit with inequitable power structures. The combination of curse and trap common to the Gothic scenario produces paranoia, violence, and monstrosity. In Schoolhouse Gothic literature, schools turn students into psychopaths and machines. In the scholarship, the product is discourse, or “epistemic violence” reified. The Schoolhouse Gothic suggests—at the very least—that Americans have become increasingly uneasy about the role of the academy, increasingly mistrustful of its guardians, and increasingly convinced that something sinister lies behind its officially benevolent exterior.
This book examines Toni Morrison’s highly influential works through the lens of philanthropy. The point of departure of this endeavor is the keen observation that philanthropy has always played a leading role in US discourses about the nation itself. While doing so, time and again philanthropy has also been used as a means of social stratification – especially for so-called social minorities such as the African American community, whose historical experience within the United States is at the very heart of Morrison’s novels. This book pursues the goal of a twofold understanding – on the one hand, through offering a rather innovative access to Morrison’s works, the project allows for new insights into one of today’s most influential authors. On the other hand, this book explores the productivity of the concept of philanthropy for literary and cultural studies – a concept hitherto largely neglected by scholars in both academic fields.
