Description : Huck Finn's 'Hidden' Lessons questions the educational suitability of 'The Adventures of Huckleberry Finn' in the classroom. The author argues that the book teaches misguided lessons about race relations. Huck Finn's 'Hidden' Lessons challenges the more typical understanding of Huck Finn and guides readers through an analysis that demonstrates how racism functions in the book and the classroom.
Description : Hidden in Plain Sight tells the tragic untold story of children's rights in America. It asks why the United States today, alone among nations, rejects the most universally embraced human-rights document in history, the United Nations Convention on the Rights of the Child. This book is a call to arms for America to again be a leader in human rights, and to join the rest of the civilized world in recognizing that the thirst for justice is not for adults alone. Barbara Bennett Woodhouse explores the meaning of children's rights throughout American history, interweaving the childhood stories of iconic figures such as Benjamin Franklin with those of children less known but no less courageous, like the heroic youngsters who marched for civil rights. How did America become a place where twelve-year-old Lionel Tate could be sentenced to life in prison without parole for the 1999 death of a young playmate? In answering questions like this, Woodhouse challenges those who misguidedly believe that America's children already have more rights than they need, or that children's rights pose a threat to parental autonomy or family values. She reveals why fundamental human rights and principles of dignity, equality, privacy, protection, and voice are essential to a child's journey into adulthood, and why understanding rights for children leads to a better understanding of human rights for all. Compassionate, wise, and deeply moving, Hidden in Plain Sight will force an examination of our national resistance--and moral responsibility--to recognize children's rights.
Description : Originating in a homicide in St. Louis in 1899, the ballad of "Frankie and Johnny" became one of America's most familiar songs during the first half of the twentieth century. It crossed lines of race, class, and artistic genres, taking form in such varied expressions as a folk song performed by Huddie Ledbetter (Lead Belly); a ballet choreographed by Ruth Page and Bentley Stone under New Deal sponsorship; a mural in the Missouri State Capitol by Thomas Hart Benton; a play by John Huston; a motion picture, She Done Him Wrong, that made Mae West a national celebrity; and an anti-lynching poem by Sterling Brown. In this innovative book, Stacy I. Morgan explores why African American folklore—and "Frankie and Johnny" in particular—became prized source material for artists of diverse political and aesthetic sensibilities. He looks at a confluence of factors, including the Harlem Renaissance, the Great Depression, and resurgent nationalism, that led those creators to engage with this ubiquitous song. Morgan's research uncovers the wide range of work that artists called upon African American folklore to perform in the 1930s, as it alternately reinforced and challenged norms of race, gender, and appropriate subjects for artistic expression. He demonstrates that the folklorists and creative artists of that generation forged a new national culture in which African American folk songs featured centrally not only in folk and popular culture but in the fine arts as well.
Description : Despite promising changes over the last century, race remains a central organizing principle in US society, a key arena of inequality, power, and privilege, and the subject of ongoing conflict and debate. In this second edition of Recognizing Race and Ethnicity, Kathleen J. Fitzgerald continues to examine the sociology of race and encourages students to think differently by challenging the notion that we are, or should even aspire to be, color-blind. Fitzgerald considers how race manifests in both significant and obscure ways by looking across all racial/ethnic groups within the socio-historical context of institutions and arenas, rather than discussing each group by group. Incorporating recent research and contemporary theoretical perspectives, she guides students to examine racial ideologies and identities as well as structural racism; at the same time, she covers topics like popular culture, sports, and interracial relationships. This latest edition includes an expanded look at global perspectives on racial inequality, including international migration and Islamophobia; updated examples of contemporary issues, including the Black Lives Matter movement; more emphasis on intersectionality, specifically the ways sexuality and race intersect; and an extended discussion on why the sociology of race and the sociological imagination matter. Recognizing Race and Ethnicity continues to reflect the latest sociological research on race/ethnicity and provides unparalleled coverage of white privilege while remaining careful not to treat "white" as the norm against which all other groups are defined.
Description : This book is intended for lawyers and law students interested in developing the competencies to practice law as a healthy, healing profession, one that the lawyer finds fulfilling and rewarding and that is beneficial and healing for the client. It will interest those inclined towards new directions in lawyering, psychology and multiculturalism. In addition, it will be a useful text in clinical law teaching as well as other courses aimed at finding alternative, humanistic approaches to legal practice.The incidence of alcoholism, substance abuse and depression among lawyers, as well as widespread dissatisfaction with the practice of law, underscore the importance of developing healthy, healing alternatives to traditional, largely adversarial, law practice. Despite increasing interest in alternatives to traditional legal practice, embodied in what Professor Susan Daicoff has characterized as The Comprehensive Law Movement, and including schools of thought such as Therapeutic Jurisprudence, there currently exists no compendium of the competencies needed for such practice. In addition, there is little in the literature of the Comprehensive Law Movement that explores the particular challenges of cross-cultural representation. This book is intended to fill that void.
Description : With contributions from scholars and practitioners in the fields of education, literacy, literature, media, communication and cultural studies from all five continents, the present volume focuses on themes of pressing importance in today's globalized community. By giving voice to educators committed to excellence in teaching from primary school to university, the book introduces the reader to a plurality of approaches to, and applications of, up-to-date theories in the fields of cognition, language acquisition, intercultural communication and technology-based distance education, to name but a few. Though situated in a concrete educational contextbe it a Chinese EFL-classroom in transition, an online MBA-course offered in post-Communist Romania, or a U.S. university utilizing community elders as a pedagogical tooleach paper was selected on the universal value of its findings, which professionals facing the challenges of 21st century pedagogy will find readily applicable in classrooms worldwide. Since teaching paradigms are strongly culture-bound and influenced by national policies as much as international politics, this book represents a maximum of diversity by including philosophical texts, hands-on research results and articles in the critical discourse tradition, which reflect a number of contentious issues, ranging from the pros and cons of dual-language classrooms to potentially racist literature curricula and the intersection of politics and pedagogy in a post-September 11 world.