Riches For The Poor The Clemente Course In The Humanities
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Riches for the Poor: The Clemente Course in the Humanities by Earl Shorris Pdf
"You've been cheated," Earl Shorris tells a classroom of poor people in New York City. "Rich people learn the humanities; you didn't. . . . It is generally accepted in America that the liberal arts and humanities in particular belong to the elite. I think you're the elite." In this groundbreaking work, Shorris examines the nature of poverty in America today. Why are people poor, and why do they stay poor? Shorris argues that they lack politics, or the ability to participate fully in the public world; knowing only the immediacy and oppression of force, the poor remain trapped and isolated. To test his theory, Shorris creates an experimental school teaching the humanities to poor people, giving them the means to reflect and negotiate rather than react. The results are nothing short of astonishing. Originally published in hardcover under the title New American Blues.
A conversation in a prison cell sparks an ambitious undertaking to attack the roots of long-term poverty. Seeking answers to the toughest questions about poverty in the United States, Earl Shorris had looked everywhere. At last, one resounding answer came from a conversation with a woman in a maximum-security prison: the difference between rich and poor is the humanities. Shorris took that idea and started a course at the Clemente Family Guidance Center in New York. With a faculty of friends, he began teaching the great works of literature and philosophy—from Plato to Kant, from Cervantes to Garcia Marquez—at the college level to dropouts, immigrants, and ex-prisoners. From that first class came two dentists, a nurse, two PhDs, a fashion designer, a drug counselor, and other successes. Over the course of seventeen years the course expanded to many U.S. cities and foreign countries. Now Earl Shorris has written the stories of those who teach and those who study the humanities—a tribute to the courage of people rising from unspeakable poverty to engage in dialogue with professors from great universities around the world. This year, in a high school on the South Side of Chicago, a Clemente Course has begun that may change the character of public education in America and perhaps the world.
Poverty, Class, and Schooling by Elinor L. Brown,Paul C. Gorski,Gabriella Lazaridis Pdf
International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the 21st century. The series draws on the research and innovative practices of investigators, academics, and community organizers around the globe that have contributed to the evidence base for developing sound educational policies, practices, and programs that optimize all students' potential. Each volume includes multidisciplinary theory, research, and practices that provide an enriched understanding of the drivers of human potential via education to assist others in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. Chapters in this volume are drawn from a wide range of countries including: Australia, Brazil, Canada, China, Finland, Georgia, Haiti, India, Italy, Kyrgyzstan, Portugal, Slovenia, Tanzania, Ukraine, and The United States all addressing issues of educational inequity, economic constraint, class bias and the links between education, poverty and social status. The individual chapters provide examples of theory, research, and practice that collectively present a lively, informative, cross-perspective, international conversation highlighting the significant gross economic and social injustices that abound in a wide variety of educational contexts around the world while spotlighting important, inspirational, and innovative remedies. Taken together, the chapters advance our understanding of best practices in the education of economically disadvantaged and socially marginalized populations while collectively rejecting institutional policies and traditional practices that reinforce the roots of economic and social discrimination. Chapter authors, utilize a range of methodologies including empirical research, historical reviews, case studies and personal reflections to demonstrate that poverty and class status are sociopolitical conditions, rather than individual identities. In addition, that education is an absolute human right and a powerful mechanism to promote individual, national, and international upward social and economic mobility, national stability and citizen wellbeing.
A San Francisco Chronicle Best Book of the Year. "A work of scope and profound insight into the divided soul of Mexico." —History Today The Life and Times of Mexico is a grand narrative driven by 3,000 years of history: the Indian world, the Spanish invasion, Independence, the 1910 Revolution, the tragic lives of workers in assembly plants along the border, and the experiences of millions of Mexicans who live in the United States. Mexico is seen here as if it were a person, but in the Aztec way; the mind, the heart, the winds of life; and on every page there are portraits and stories: artists, shamans, teachers, a young Maya political leader; the rich few and the many poor. Earl Shorris is ingenious at finding ways to tell this story: prostitutes in the Plaza Loreto launch the discussion of economics; we are taken inside two crucial elections as Mexico struggles toward democracy; we watch the creation of a popular "telenovela" and meet the country's greatest living intellectual. The result is a work of magnificent scope and profound insight into the divided soul of Mexico.
This book is an all-in-one introduction to both the theory and practice of democracy, aimed at upper-level high school and university students, as well as civic-minded adults in both old and new democracies. Portions of the book are extracted from the Democracy is a Discussion handbooks.
Dignity-Affirming Education by Decoteau J. Irby,Charity Anderson,Charles M. Payne,William Ayers,Therese Quinn Pdf
The word “dignity” isn’t typically used in education, yet it’s at the core of strong pedagogy. This book names the concept and shows readers what education looks like when it is centered on students’ dignity. By bringing together a collection of chapters written by authors with wide-ranging expertise, this volume presents a powerful approach to education that reminds people of their somebodiness—the premise that each person inherently possesses the intellectual acumen and creative resources to pursue development on their own terms. This timely book brings dignity into sharper focus, moving the field toward a language that captures what is required for oppressed communities to recognize their potential. It synthesizes research for educators, school leaders, and educational activists to help them make sense of what they are working for and against: dignity and the numerous affronts to it. Dignity-Affirming Education is important reading for anyone who works with students of any age, including nontraditional or adult learners, in formal and informal educational contexts. Contributors: Ramona Alcalá, Varnica Arora, Mica Baum-Tuccillo, Crystal V. Breedlove, Alondra Contreras, Michelle Fine, Samuel Finesurrey, Eric K. Grimes / Brother Shomari, Elisabeth H. Kim, Aidan Lam, P. Zitlali Morales, Daniel Morales-Doyle, Evin Orfila, Jacqueline Robinson, Arnaldo Rodriguez, Christyl Rodriguez, Manali J. Sheth, David Stovall, S2 Alumni Research Collective (Joel Almonte, Nathan Boissier, Samantha Bruno, Noah Campbell, Noel Columna, Ashley Cruz, Jesslin Hiraldo, Mya Laporte, Brandon Mendoza, Naomi Pabon, Sheylany Paulino, Ariana Peñña Ramírez, Lauren Santos, Siarra Savinon, and Alyssa Victoria), Ayako Takamori, and Priscilla Wohlstetter.
Teaching Civic Engagement by Forrest Clingerman,Reid B. Locklin Pdf
Using a new model focused on four core capacities-intellectual complexity, social location, empathetic accountability, and motivated action--Teaching Civic Engagement explores the significance of religious studies in fostering a vibrant, just, and democratic civic order. In the first section of the book, contributors detail this theoretical model and offer an initial application to the sources and methods that already define much teaching in the disciplines of religious studies and theology. A second section offers chapters focused on specific strategies for teaching civic engagement in religion classrooms, including traditional textual studies, reflective writing, community-based learning, field trips, media analysis, ethnographic methods, direct community engagement and a reflective practice of "ascetic withdrawal." The final section of the volume explores theoretical issues, including the delimitation of the "civic" as a category, connections between local and global in the civic project, the question of political advocacy in the classroom, and the role of normative commitments. Collectively these chapters illustrate the real possibility of connecting the scholarly study of religion with the societies in which we, our students, and our institutions exist. The contributing authors model new ways of engaging questions of civic belonging and social activism in the religion classroom, belying the stereotype of the ivory tower intellectual.
The Oxford Handbook of the Positive Humanities by Louis Tay,James O. Pawelski Pdf
This text reviews and synthesizes the theories, research, and empirical evidence between human flourishing and the humanities broadly, including history, literary studies, philosophy, religious studies, music, art, theatre, and film. Via multidisciplinary essays, this book expands our understanding of how the humanities contribute to the theory and science of well-being by considering historical trends, conceptual ideas, and wide-ranging interdisciplinary drivers between positive psychology and the arts.
The New PhD by Leonard Cassuto,Robert Weisbuch Pdf
This book examines the failed graduate school reforms of the past and presents a plan for a practical and sustainable PhD. For too many students, today's PhD is a bridge to nowhere. Imagine an entering cohort of eight doctoral students. By current statistics, four of the eight—50%!—will not complete the degree. Of the other four, two will never secure full-time academic positions. The remaining pair will find full-time teaching jobs, likely at teaching-intensive institutions. And maybe, just maybe, one of them will garner a position at a research university like the one where those eight students began graduate school. But all eight members of that original group will be trained according to the needs of that single one of them who might snag a job at a research university. Graduate school has been preparing students for jobs that don't exist—and preparing them to want those jobs above all others. In The New PhD, Leonard Cassuto and Robert Weisbuch argue that universities need to ready graduate students for the jobs they will get, not just the academic ones. Connecting scholarly training to the vast array of career options open to graduates requires a PhD that looks outside the walls of the university, not one that turns inward—a PhD that doesn't narrow student minds but unlocks and broadens them practically as well as intellectually. Cassuto and Weisbuch document the growing movement for a student-centered, career-diverse graduate education, and they highlight some of the most promising innovations that are taking place on campuses right now. They also review for the first time the myriad national reform efforts, sponsored by major players like Carnegie and Mellon, that took place between 1990 and 2010, look at why these attempts failed, and ask how we can do better this time around. A more humane and socially dynamic PhD experience, the authors assert, is possible. This new PhD reconceives of graduate education as a public good, not a hermetically sealed cloister—and it won't happen by itself. Throughout the book, Cassuto and Weisbuch offer specific examples of how graduate programs can work to: • reduce the time it takes students to earn a degree; • expand career opportunities after graduation; • encourage public scholarship; • create coherent curricula and rethink the dissertation; • attract a truly representative student cohort; and • provide the resources—financial, cultural, and emotional—that students need to successfully complete the program. The New PhD is a toolbox for practical change that will teach readers how to achieve consensus on goals, garner support, and turn talk to action. Speaking to all stakeholders in graduate education—faculty, administrators, and students—it promises that graduates can become change agents throughout our world. By fixing the PhD, we can benefit the entire educational system and the life of our society along with it.
Teaching for Democracy in an Age of Economic Disparity by Cory Wright-Maley,Trent Davis Pdf
Teaching for Democracy in an Age of Economic Disparity addresses the intersections between democratic education and economic inequality in American society. Drawing upon well-established theoretical constructs in the literature on democratic citizenship as well as recent events, this volume outlines the ways in which students can not only be educated about democracy, but become actively engaged in the social issues of their time. The collection begins with an examination of how the confluence of capitalism and education have problematized the current model of democratic education, before transitioning into discussions of how teachers can confront economic disparity both economically and civically in the classroom. The authors then introduce a variety of ways in which teachers can engage and empower students’ civic action at all grade levels. As a final component, the volume explores new avenues for civic action, including the use of social media for democratic engagement in schools and opportunities for critical reflection and cross-cultural dialogue. This book is a valuable resource for both scholars interested in the research on democratic education and practicing teachers wishing to turn their students into critical, active citizens.
Alan B. Knox,Simone C. O. Conceição,Larry G. Martin
Author : Alan B. Knox,Simone C. O. Conceição,Larry G. Martin Publisher : Taylor & Francis Page : 190 pages File Size : 49,8 Mb Release : 2023-07-03 Category : Education ISBN : 9781000979688
Mapping the Field of Adult and Continuing Education by Alan B. Knox,Simone C. O. Conceição,Larry G. Martin Pdf
Co-published with The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well.This four-volume compendium (also available as a combined e-book) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set:Volume One: Adult LearnersVolume Two: Teaching and LearningVolume Three: Leadership and AdministrationVolume Four: Inquiry and InfluencesThe volume on Adult Learners will include articles addressing topics such as adult development, diversity, learning abilities, the influence of personality on learning, and the role of experience in adult learning. By far the largest segment of learners in society, and currently the largest segment of college students as well, a better understanding of the adult learner is vital for educators of all kinds.Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE.Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical matters like staffing and volunteers, to big-picture issues such as alternative visions for the future of the field, this volume offers vital knowledge and insight.The final volume, on Inquiry and Influences, examines the context, trends, and methods of research and evaluation in the field’s many domains. Wide-ranging inquiry has always been a hallmark of ACE, and only continues to grow along with the recognition of the importance of adult learning for learners and for the society as a whole.All four volumes are available as a single e-book, to make the most of the inter-relatedness of the various topics. This version uses live links in the table of contents and combined index (as well as keywords at the start of each article) to enable readers to follow their own topical interests and thus create unique learning pathways for themselves.
From Librarian of Congress, James Billington, to founding director of the Center for the Book, John Cole, the leading-edge information specialists of the day share their insights on the role libraries play in advancing democracy.
Reader's Liberation addresses questions of what we should be reading to obtain information, examining how past readers encountered the same problems that today's readers face, and how they dealt with them.