"Innovative study of the cultural legacy of the Mexican Revolution, using the story of rural schools. Focuses on Puebla and Sonora and the attempt by the central government to implement socialist education and to advance its nationalist agenda. Stresses the importance of negotiation among national and local leaders, teachers and peasants"--Handbook of Latin American Studies, v. 58.
00 This pioneering study of primary schools in the Russian countryside during the late tsarist period examines the contribution of education to the transition to modernity. The author links social, institutional,and cultural history, thus providing a multi-dimensional description of the village response to pressures of the modern world. This pioneering study of primary schools in the Russian countryside during the late tsarist period examines the contribution of education to the transition to modernity. The author links social, institutional,and cultural history, thus providing a multi-dimensional description of the village response to pressures of the modern world.
An account of the way social relations governing the production of cotton in Peru's South Coast changed as capitalism penetrated Peru's agrarian base; the analysis is unusual in that the author looks at the plantation system from a "peasant" poi
In this book, conceived and written for the general reader as well as the specialist, Robert Edelman uses a case study of peasant behavior during a particular revolutionary situation to make an important contribution to one of the major debates in contemporary peasant studies. Edelman's subject is the peasantry of the right-bank Ukraine, and he uses local and regional archives seldom available to Western scholars to give a detailed picture of the ways in which the inhabitants of one of Russia's most advanced agrarian regions expressed their discontent during the years 1905-1907. By the 1890s, the landlords of Russia's Southwest had organized a highly successful capitalist form of agriculture, and Edelman demonstrates that their peasants responded to these dramatic economic changes by adopting many of the forms of political and social behavior generally associated with urban proletarians.
Grabbing Power explores the history of agribusiness and land conflicts in Northern Honduras focusing on the Aguán Valley, where peasant movements battle large palm oil producers for the right to land. In the wake of a military coup that overthrew Honduran president Manuel Zelaya in June 2009, rural communities in the Aguán have been brutally repressed, with over 60 people killed in just over two years. United States military aid--spent in the name of the War on Drugs--fuels the Honduran government's ability to repress its people. A strong and inspiring movement for land, food and democracy has grown over the last two years, and it shows no sign of backing down.
A People’s Curriculum for the Earth is a collection of articles, role plays, simulations, stories, poems, and graphics to help breathe life into teaching about the environmental crisis. The book features some of the best articles from Rethinking Schools magazine alongside classroom-friendly readings on climate change, energy, water, food, and pollution—as well as on people who are working to make things better. A People’s Curriculum for the Earth has the breadth and depth ofRethinking Globalization: Teaching for Justice in an Unjust World, one of the most popular books we’ve published. At a time when it’s becoming increasingly obvious that life on Earth is at risk, here is a resource that helps students see what’s wrong and imagine solutions. Praise for A People's Curriculum for the Earth "To really confront the climate crisis, we need to think differently, build differently, and teach differently. A People’s Curriculum for the Earth is an educator’s toolkit for our times." — Naomi Klein, author of The Shock Doctrine and This Changes Everything: Capitalism vs. the Climate "This volume is a marvelous example of justice in ALL facets of our lives—civil, social, educational, economic, and yes, environmental. Bravo to the Rethinking Schools team for pulling this collection together and making us think more holistically about what we mean when we talk about justice." — Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison "Bigelow and Swinehart have created a critical resource for today’s young people about humanity’s responsibility for the Earth. This book can engender the shift in perspective so needed at this point on the clock of the universe." — Gregory Smith, Professor of Education, Lewis & Clark College, co-author with David Sobel of Place- and Community-based Education in Schools
A sequel to Nicholas Orme's widely praised study, Medieval Children Children have gone to school in England since Roman times. By the end of the middle ages there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run, and who attended them. Every kind of school is covered, from reading schools in churches and town grammar schools to schools in monasteries and nunneries, business schools, and theological schools. The author also shows how they fitted into a constantly changing world, ending with the impacts of the Renaissance and the Reformation. Medieval schools anticipated nearly all the ideas, practices, and institutions of schooling today. Their remarkable successes in linguistic and literary work, organizational development, teaching large numbers of people shaped the societies that they served. Only by understanding what schools achieved can we fathom the nature of the middle ages.
As the first study in any language of the crucial social 'link' in rural Russia between broader society (obshchestvo) and the people (narod), Seregny's book will be read with great interest by all students or the late imperial period, Soviet and Western." --William G. Rosenberg This book is a timely and worthy addition to the... body of work on the 'democratic intelligentsia' of 'third element' in prerevolutionary Russia." --The Russian Review ... compelling and moving." --History Today ... this substantial volume provides detailed evidence of the complexities and ambiguities inherent in the day-to-day zamstvo-teacher-peasant relationship in the period preceding the 1905 Revolution." --The Slavonic Review ... carefully researched and well documented... " --The Journal of Peasant Studies
