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Sartre and No Child Left Behind: An Existential Psychoanalytic Anthropology of Urban Schooling asks two fundamental questions: “Who do students become as a result of inhabiting impoverished urban schools for eight hours a day, five days a week, over the course of several years? What happens to the hearts, minds, and spirits of these children?” Using nine months of field observation and interviews with students, teachers, and administrators at a New York City middle school—The Academy (pseudonym)—the book offers an in-depth analysis of students’ psychological and emotional experiences of the Title I school environment. Ultimately, the book demonstrates how the children’s experiences become a part of a vicious chain of events. The history of racial segregation guarantees inferior schooling conditions, and as a result, the students perform poorly; the school closes; gentrification efforts accelerate these closings; and ultimately, the school’s community dies a whisper-less death. Propelling the study is a new anthropological theory of human consciousness. By synthesizing the insights of Sartre, Africana existentialists, phenomenologists, and sociocultural anthropologists, Parker offers a preliminary outline for a theory that he names “existential psychoanalytic anthropology.” Based on Sartre’s existential psychoanalysis, which asserts that we choose who we are from a field of possible beings that we encounter in our cultural environment, existential psychoanalytic anthropology studies the complex ways that culture and consciousness work together to form an individual being.
This book presents a collection of vivid, theoretically informed descriptions of flashpoints––educational moments when the implicit sociocultural knowledge carried in the body becomes a salient feature of experience. The flashpoints will ignite critical reflection and dialogue about the formation of the self, identity, and social inequality on the level of the preconscious body.
The middle-aged protagonist of Sartre's philosophical novel, set in 1938, refuses to give up his ideas of freedom, despite the approach of the war
Eight Domains of Phenomenology and Research Methods is a unique text that explains how the foundational literature representing our lifeworld experience aligns theory with research methods. Maintaining focus on the core problem of phenomenological investigations, the author strives to bridge theory with applied research by critically reviewing examples from the applied literature. With the extensive use of the foundational literature’s original voices, the book elaborates on how renowned scholars such as Husserl, Heidegger, and Sartre argued their ideas. A range of diverse voices is also explored through the perspectives of feminist and Black phenomenologists. The text then goes on to unpack the phenomenological methodologies with detailed explanations of signature techniques, hereunder the epoché and reduction from the perspectives of transcendental phenomenology, phenomenological psychology, and genetic (generative) phenomenology. Finally, it addresses the problem of articulating phenomenological research questions as well as interview questions that align with the different domains and methodologies. This book is a must read for postgraduate students, dissertation students, and qualitative researchers interested in conducting phenomenological research within social psychology, sociology, and education.
Entertaining, fast-paced, instructional, The Change Maker is not only a memoir, but a blueprint for how we can change our own lives, as well as the world around us, by providing personal lessons in the values of strategic thinking and responsible leadership. Through compelling true stories, both humorous and serious, Al Checchi demonstrates that through experience, vision, and courage, one person can make a difference and lead others to move beyond their comfort zones and transform our institutions. Al Checchi, a remarkable change maker, chronicles how his creativity, strategic thinking, and negotiating skills helped transform three major American institutions—Marriott Corporation, Walt Disney, and Northwest Airlines—and led him to challenge the California political establishment as a candidate for governor. Peppered with excerpts from speeches and articles, The Change Maker offers thoughtful perspective on institutional change in America since the 1960s, and scalding commentary on the current state of our public and private institutions, political parties, the emergent political class, and the economic policies and leadership of today’s administration. The Change Maker challenges us to confront the status quo and demand accountability and a restoration of the fiduciary standards that are so vital to reclaiming and maintaining America's position of economic and political leadership. Readers will finish the book feeling revitalized, hopeful, and armed with new ideas on how change can, and always will, occur.
The authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. --from publisher description.
Kenneth J. Collins traces the establishment of the evangelical enterprise in American culture and its influences on the political and social values of the American landscape throughout the twentieth century, as well as its fragmentation into competing ideological camps.
California State University, San Bernardino opened in 1965 in San Bernardino. This chronological history records the major and minor developments in the history of the campus, between 1960, when it was created by the California Legislature, to the end of the 2009/10 academic year. Includes tables of major administrators, plus a detailed index.
Until now it has been impossible to read the full story of the relationship between Albert Camus and Jean-Paul Sartre. Their dramatic rupture at the height of the Cold War, like that conflict itself, demanded those caught in its wake to take sides rather than to appreciate its tragic complexity. Now, using newly available sources, Ronald Aronson offers the first book-length account of the twentieth century's most famous friendship and its end. Albert Camus and Jean-Paul Sartre first met in 1943, during the German occupation of France. The two became fast friends. Intellectual as well as political allies, they grew famous overnight after Paris was liberated. As playwrights, novelists, philosophers, journalists, and editors, the two seemed to be everywhere and in command of every medium in post-war France. East-West tensions would put a strain on their friendship, however, as they evolved in opposing directions and began to disagree over philosophy, the responsibilities of intellectuals, and what sorts of political changes were necessary or possible. As Camus, then Sartre adopted the mantle of public spokesperson for his side, a historic showdown seemed inevitable. Sartre embraced violence as a path to change and Camus sharply opposed it, leading to a bitter and very public falling out in 1952. They never spoke again, although they continued to disagree, in code, until Camus's death in 1960. In a remarkably nuanced and balanced account, Aronson chronicles this riveting story while demonstrating how Camus and Sartre developed first in connection with and then against each other, each keeping the other in his sights long after their break. Combining biography and intellectual history, philosophical and political passion, Camus and Sartre will fascinate anyone interested in these great writers or the world-historical issues that tore them apart.
Set against the current proliferation of global "difference" and economic realignment, Critical Dispositions explores the notions of "evidence" and "expertise" in times of material scarcity. Both have come to the forefront of national and international debate in education as "evidence" and "evidence-based" research and pedagogical practices continue as major trends in educational policy. Author Greg Dimitriadis maintains this debate is best understood as part of a broader rise in professional and managerial discourses in various aspects of educational research and practice. Each aims to control and contain some aspect of research and practice in ways that are increasingly specific and targeted. As demonstrated through examples from critical intellectuals and artists outside the field of education, this current proliferation of specific, autonomous fields of inquiry and practice marks a much deeper ambivalence about our contemporary moment and how we understand it. Following Bourdieu and other theorists, Dimitriadis argues that educational researchers and practitioners today must be increasingly self-reflexive about the positions they take up in various fields of inquiry, what they allow us to see and to understand, what they blind us to. This kind of self-reflexivity, however, is becoming increasingly difficult today as material demands and dislocations are forcing educators to occupy particular fields in more specific ways. Unpacking this tension and offering alternative "thinking tools" is at the core of this volume.