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Based on the narratives of Black and non-Black students, teachers, parents, and community workers, this book examines the dilemma of African-Canadian students who lose interest and leave school.
The 1921 Tulsa Race Riot was the country's bloodiest civil disturbance of the century. Thirty city blocks were burned to the ground, perhaps 150 died, and the prosperous black community of Greenwood, Oklahoma, was turned to rubble. Brophy draws on his own extensive research into contemporary accounts and court documents to chronicle this devastating riot, showing how and why the rule of law quickly eroded. Brophy shines his lights on mob violence and racism run amok, both on the night of the riot and the following morning. Equally important, he shows how the city government and police not only permitted looting, shootings, and the burning of Greenwood, but actively participated in it by deputizing white citizens haphazardly, giving out guns and badges, or sending men to arm themselves. Likewise, the National Guard acted unconstitutionally, arresting every black resident they found, leaving property vulnerable to the white mob. Brophy's stark narrative concludes with a discussion of reparations for victims of the riot through lawsuits and legislative action. That case has implications for other reparations movements, including reparations for slavery. "Recovers a largely forgotten history of black activism in one of the grimmest periods of race relations.... Linking history with advocacy, Brophy also offers a reasoned defense of reparations for the riot's victims."--Washington Post Book World
An argument for a non-Cartesian philosophical foundation for cognitive science that combines elements of Heideggerian phenomenology, a dynamical systems approach to cognition, and insights from artificial intelligence-related robotics.
One of the leading historians of education in the United States here develops a powerful interpretation of the uses of history in educational reform and of the relations among democracy, education, and the capitalist state. Michael Katz discusses the reshaping of American education from three perspectives. First is the perspective of history: How did American education take shape? The second is that of reform: What can a historian say about recent criticisms and proposals for improvement? The third is that of historiography: What drives the politics of educational history? Katz shows how the reconstruction of America’s educational past can be used as a framework for thinking about current reform. Contemporary concepts such as public education, institutional structures such as the multiversity, and modern organizational forms such as bureaucracy all originated as solutions to problems of public policy. The petrifaction of these historical products—which are neither inevitable nor immutable—has become, Katz maintains, one of the mighty obstacles to change. The book’s central questions are as much ethical and political as they are practical. How do we assess the relative importance of efficiency and responsiveness in educational institutions? Whom do we really want institutions to serve? Are we prepared to alter institutions and policies that contradict fundamental political principles? Why have some reform strategies consistently failed? On what models should institutions be based? Should schools and universities be further assimilated to the marketplace and the state? Katz’s iconoclastic treatment of these issues, vividly and clearly written, will be of interest to both specialists and general readers. Like his earlier classic, The Irony of Early School Reform (1968), this book will set a fresh agenda for debate in the field.
The Civil War transformed American life. Not only did thousands of men die on battlefields and millions of slaves become free; cultural institutions reshaped themselves in the context of the war and its aftermath. The first book to examine the Civil War's immediate and long-term impact on higher education, Reconstructing the Campus begins by tracing college communities' responses to the secession crisis and the outbreak of war. Students made supplies for the armies or left campus to fight. Professors joined the war effort or struggled to keep colleges open. The Union and Confederacy even took over some campuses for military use. Then moving beyond 1865, the book explores the war's long-term effects on colleges. Michael David Cohen argues that the Civil War and the political and social conditions the war created prompted major reforms, including the establishment of a new federal role in education. Reminded by the war of the importance of a well-trained military, Congress began providing resources to colleges that offered military courses and other practical curricula. Congress also, as part of a general expansion of the federal bureaucracy that accompanied the war, created the Department of Education to collect and publish data on education. For the first time, the U.S. government both influenced curricula and monitored institutions. The war posed special challenges to Southern colleges. Often bereft of students and sometimes physically damaged, they needed to rebuild. Some took the opportunity to redesign themselves into the first Southern universities. They also admitted new types of students, including the poor, women, and, sometimes, formerly enslaved blacks. Thus, while the Civil War did great harm, it also stimulated growth, helping, especially in the South, to create our modern system of higher education.
Detailed study of transformations in the teaching and research priorities of universities worldwide, examining how these changes correspond to globally institutionalized understandings of reality.
Just seven months into the Civil War, a Union fleet sailed into South Carolina’s Port Royal Sound, landed a ground force, and then made its way upriver to Beaufort. Planters and farmers fled before their attackers, allowing virtually all their major possessions, including ten thousand slaves, to fall into Union hands. Rehearsal for Reconstruction, winner of the Allan Nevins Prize, the Francis Parkman Prize, and the Charles S. Sydnor Prize, is historian Willie Lee Rose’s chronicle of change in this Sea Island region from its capture in 1861 through Reconstruction. With epic sweep, Rose demonstrates how Port Royal constituted a stage upon which a dress rehearsal for the South’s postwar era was acted out.
Twenty-seven authors approach the diverse areas of the cultural, religious, and social life of the twelfth century. These essays form a basic resource for all interested in this pivotal century. A reprint of the first edition first published in 1982.
Stressed single mother and law partner Kate is in the meeting of her career when she is interrupted by a telephone call to say that her teenaged daughter Amelia has been suspended from her exclusive Brooklyn prep school for cheating on an exam. Torn between her head and her heart, she eventually arrives at St Grace's over an hour late, to be greeted by sirens wailing and ambulance lights blazing. Her daughter has jumped off the roof of the school, apparently in shame of being caught. A grieving Kate can't accept that her daughter would kill herself: it was just the two of them and Amelia would never leave her alone like this. And so begins an investigation which takes her deep into Amelia's private world, into her journals, her email account and into the mind of a troubled young girl. Then Kate receives an anonymous text saying simply: AMELIA DIDN'T JUMP. Is someone playing with her or has she been right all along?