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Alexandre Najjar was eight when Lebanon erupted into a bloody and brutal conflict; he was twenty-three when the guns at last fell silent. After seven years of voluntary exile spent trying to escape the nightmare of civil war, he is now back amongst his family and friends, and the past is quickly catching up with him. As he reacquaints himself with his bullet-riddled city, Alexandre is haunted by vivid memories which he sets down with extraordinary candour and good humour. Sometimes nostalgic, often brutal and shocking, The School of War offers unforgettable insight into a child's experiences during times of conflict. 'A marvellously affecting memoir of the war in Lebanon: perfectly pitched and intensely evocative, and all the more powerful from being seen through the eyes of a child.' William Boyd Delicate and unforgettable' Elle Magazine One of the most talented writers of his generation' Le Monde
In an era defined by political polarization, both major U.S. parties have come to share a remarkably similar understanding of the education system as well as a set of punitive strategies for fixing it. Combining an intellectual history of social policy with a sweeping history of the educational system, Daniel S. Moak looks beyond the rise of neoliberalism to find the origin of today's education woes in Great Society reforms. In the wake of World War II, a coalition of thinkers gained dominance in U.S. policymaking. They identified educational opportunity as the ideal means of addressing racial and economic inequality by incorporating individuals into a free market economy. The passage of the Elementary and Secondary Education Act (ESEA) in 1965 secured an expansive federal commitment to this goal. However, when social problems failed to improve, the underlying logic led policymakers to hold schools responsible. Moak documents how a vision of education as a panacea for society's flaws led us to turn away from redistributive economic policies and down the path to market-based reforms, No Child Left Behind, mass school closures, teacher layoffs, and other policies that plague the public education system to this day.
Shortly after the Russians launched Sputnik in 1957, Hannah Arendt quipped that "only in America could a crisis in education actually become a factor in politics." The Cold War battle for the American school - dramatized but not initiated by Sputnik - proved Arendt correct. The schools served as a battleground in the ideological conflicts of the 1950s. Beginning with the genealogy of progressive education, and ending with the formation of New Left and New Right thought, Education and the Cold War offers a fresh perspective on the postwar transformation in U.S. political culture by way of an examination of the educational history of that era.
"Teaching About the Wars breaks the curricular silence on the U.S. military engagement in Afghanistan and the Middle East. Even though the United States has been at war continuously since just after 9/11, sometimes it seems that our schools have forgotten. This collection of insightful articles and hands-on lessons shows that teachers have found ways to prompt their students to think critically about big issues. Here is the best writing from Rethinking Schools magazine on war and peace in the 21st century."--Publisher's website.
As a child in 1930s Germany, Wolf Dettbarn was playful and curious, plopping old ladies hats into a bathtub to see if they would float and watching tadpoles hatch on the banks of the Werra River. At odds with his military family, Wolf dreamed of becoming a doctor, but the rising power of the Nazi Party changed the course of his adolescent life. At thirteen he was sent to the Adolf Hitler Schule in Bavaria and at seventeen he was conscripted into active duty, and all the while he struggled to hide his dislike for the school and the military, and his growing disillusion with the Nazi regime. When the war finally ended, Wolf set aside his military past and worked to rebuild his life and realize his childhood dreams. Wolf, a natural storyteller, describes his transition from schoolboy to soldier to doctor with unaffected candor and insight, painting a picture of the fear, propaganda, and silence that surrounded him as Germany fell to pieces. Wolfs reflection on his young adulthood is a story of devastation and resilience, proof that humanity can grow in the worst of conditions.
America's latest war, according to renowned social critic Henry Giroux, is a war on youth. While this may seem counterintuitive in our youth-obsessed culture, Giroux lays bare the grim reality of how our educational, social, and economic institutions continually fail young people. Their systemic failure is the result of what Giroux identifies as ""four fundamentalisms"": market deregulation, patriotic and religious fervor, the instrumentalization of education, and the militarization of society. We see the consequences most plainly in the decaying education system: schools are increasingly desi.
The book brings together a group of authors who are addressing the nature and causes of warfare in simpler, tribal societies. The authors represent a range of different opinions about why humans engage in warfare, why wars start, and the role of war in human evolution. Warfare in cultures from several different world areas is considered, ranging over the Amazon, the Caribbean, the Andes, the Southwestern United States, Southeast Asia, Polynesia, and Malaysia. To explain the origins and maintenance of war in tribal societies, different authors appeal to a broad spectrum of demographic, environmental, historical and biological variables. Competing explanatory models of warfare are presented head to head, with overlapping bodies of data offered in support of each.
Elinor M. Brent-Dyer was born Gladys Eleanor May Dyer on April 6, 1894 in South Shields, in the northeast of England. She wrote over a hundred books of children’s literature during her life. From lower middle-class roots, she went to a small private school and became a teacher after attending the City of Leeds Training College. As a teacher, she worked at both public and private schools, and even as a governess. She had an interest in the theater, and her first book Gerry Goes to School (the first in her La Rochelle series) was written in 1922 --for the child actress Hazel Bainbridge. About this time, inspired by a vacation to the Austrian Alps, she wrote The School at the Chalet in 1923 (the first in her Chalet School series). Brent-Dyer continued to teach and tried rather unsuccessfully to run her own school from 1938 to 1948. After this, she quit teaching but continued writing until her death on September 20, 1969 in Redhill, Surrey.
A historical analysis of the contribution of Great Britain’s public schools to the conduct of World War II. Following their ground-breaking book on Public Schools and the Great War, David Walsh and Anthony Seldon now examine how those same schools fared in the Second World War. They use eye-witness testimony to recount stories of resilience and improvisation in 1940 as the likelihood of invasion and the terrors of the Blitz threatened the very survival of public schools. They also assess the giant impact that public school alumni contributed to every aspect of the war effort. The authors examine how the “People’s War” brought social cohesion, with the opportunity to end public school exclusiveness to the fore, encouraged by Winston Churchill among others. That opportunity was ironically squandered by the otherwise radical Clement Attlee’s post-war Labour government, prolonging the “public school problem” right through to the present day. The public schools shaped twentieth century history profoundly, never more so than in the conduct of both its world wars. The impact of the schools on both wars was very different, as were the legacies. Drawing widely on primary source material and personal accounts of inspiring courage and endurance, this book is full of profound historical reflection and is essential reading for all who want to understand the history of modern Britain.