Demonstrating that the supposed drawbacks of the humanities are in fact their source of practical value, Jay explores current debates about the role of the humanities in higher education, puts them in historical context, and offers humanists and their supporters concrete ways to explain the practical value of a contemporary humanities education.
Ideal for undergraduate courses, The Global Studies Reader, Second Edition, is an engaging, accessible introduction that helps students better understand what constitutes the interdisciplinary field of Global Studies. The premier scholar of globalization studies, Manfred B. Steger, brings together twenty of the "greatest hits" of the field since it emerged in the 1980s, carefully selecting and editing these influential pieces out of a vast repertoire of writing. Manageable in length and price, this "Top 20" collection shows how globalization has evolved and how it serves as a backdrop to the current global economic crisis.
Literary Learning explores the nature of literary knowledge and offers guidance for effective teaching of literature at the college level. What do English majors need to learn? How can we help them develop the skills and knowledge they need? By identifying the habits of mind that literary scholars use in their own research and writing, Sherry Lee Linkon articulates the strategic knowledge that lies at the heart of the discipline, offering important insights and models for beginning and experienced teachers.
In the book the editors bring together the expertise of different stakeholders to illustrate the complexities of the accreditation system and to map the critical issues that must be navigated goind forward
Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning. The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry--curiosity, sociality, emotion, authenticity, and failure--devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.
"Shadows on the Rock" is a historical novel written by the American author Willa Cather. The book was published in 1931 and is set in the 17th century in colonial New France, specifically in Quebec City. The novel focuses on the lives of the early French settlers and the challenges they faced while establishing a life in the rugged wilderness of North America. The central character is Cécile Auclair, a young girl who, with her father, makes the difficult journey from France to Quebec to join her mother. The novel provides a vivid portrayal of daily life, relationships, and the interactions between the French settlers and the indigenous people of the region. "Shadows on the Rock" is known for its rich historical detail and evocative descriptions of the landscape and characters. Willa Cather's storytelling captures the enduring spirit and resilience of the early settlers in North America. The novel is celebrated for its historical accuracy and its exploration of the human experience in a challenging and often harsh environment.
Seventeen-year-old Angie, who lives with her family in Fond du Lac, Wisconsin, finds herself in love for the first time the summer after high school graduation.
Educational leaders confront instances of inequity every day, whether they are aware of it or not. Many find themselves inadequately reacting to such issues due in part to traditional preparation programs that fail to interrogate the existence and impact of systems of oppression. Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more by offering unique leadership frameworks that integrate critical theories for social change with everyday practice. By bringing together diverse researchers, practitioners, and policymakers who are often pushed to the margins, this volume will help today’s leaders see with new eyes and gain the critical tools, language, and concepts for equity leadership. The text is organized into four sections: Transforming Self, Transforming Educators, Transforming Organizations, and Transforming Systems. Book Features: Interrupts prevailing practices and advocates for a more inclusive, intersectional vision of leaders and the field of educational leadership.Specific and useful frames, concepts, and practices that leaders can adapt to their own context.Authors that reflect diverse perspectives with wide-ranging identities who intentionally push back against the White male-dominated discourse. A practitioner-friendly format that includes glossaries of terms and resources. Insights that reflect the worldwide pandemic crises of 2020.
