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Beginnings
How does the therapist begin psychotherapy? How, that is, does she conceptualize the needs of the patient while simultaneously enlisting him or her as an active partner in formulating an individualized working plan? And how should supervisors teach the skills needed to make the intake procedure truly the beginning of treatment? In Beginnings: The Art and Science of Planning Psychotherapy Mary Jo Peebles-Kleiger tackles these and other questions in an authoritative manner that draws on the cumulative experience of the outpatient department of the Menninger Psychiatric Clinic. Peebles-Kleiger outlines an approach that gives equal weight to the need for a diagnostic case formulation with specif...
The Politics of Teacher Education Reform
Yearbook of the Politics of Education Association A competent, caring, and qualified teacher for every student in the United States! This audacious goal is taken right from the opening pages of the report of the National Commission on Teaching and America's Future (NCTAF)-What Matters Most: Teaching for America's Future. The NCTAF findings are so powerful and unique that The Politics of Teacher Association (PTA) uses them as the basis for this 2000 Y=yearbook. Editors Gallagher and Bailey, along with leading educators, explore the controversies and ramifications of the Commission's major recommendations: Get serious about standards-for both students and teachers Reinvent teacher preparation ...
China's Mongols at University
Minority students in China often receive preferential treatment for access to universities. However, very little is known about minority student experiences and perceptions on campus after they are accorded what's called "meaningful access" to university. The Mongols emerged as a distinct ethnic group in China starting in the 11th century and, in the centuries that followed, conquered a large part of the world. However, in modern times this nomadic people's influence has declined, and even their survival in China has been threatened. This decline is evidenced by the fact that increasing numbers of Mongols have abandoned their native language and traditional customs, especially those who live...
Understanding Curriculum as Racial Text
This book examines issues of identity and difference, both theoretically and as represented in curriculum materials. Here debates over the cultural character of the curriculum are characterized as debates over the American national identity. The editors argue that historically, cultural conservatives have failed to appreciate that the United States is, in a fundamental and central way, an African and African-American place. European Americans are, in a cultural sense, also black, and the failure to teach sequestered suburban (usually Caucasian) students about their (cultural) African and African-American heritage perpetuates their delusion regarding their deeper identities. A curriculum which reflects the non-synchronous identity of Americans is sketched in the last section. Such a curriculum involves not only the inclusion of African and African-American content, but interracial intellectual marriage as well. Contributors to this book include Peter Taubman, Susan Edgerton, Beverly Gordon, Alma Young, Wendy Luttrell, Cameron McCarthy, Patricia Collins, Roger Collins, Brenda Hatfield, Marianne H. Whatley, and Joe L. Kincheloe.
Saving the Soul of Georgia
Donald L. Hollowell was Georgia's chief civil rights attorney during the 1950s and 1960s. In this role he defended African American men accused or convicted of capital crimes in a racially hostile legal system, represented movement activists arrested for their civil rights work, and fought to undermine the laws that maintained state-sanctioned racial discrimination. In Saving the Soul of Georgia, Maurice C. Daniels tells the story of this behindthe- scenes yet highly influential civil rights lawyer who defended the rights of blacks and advanced the cause of social justice in the United States. Hollowell grew up in Kansas somewhat insulated from the harsh conditions imposed by Jim Crow laws t...
Pedagogies of Difference
Peter Pericles Trifonas has assembled internationally acclaimed theorists and educational practitioners whose essays explore various constructions, representations, and uses of difference in educational contexts. These essays strive to bridge competing discourses of difference--for instance, feminist or anti-racist pedagogical models--to create a more inclusive education that adheres to principles of equity and social justice.
Educational Experience as Lived: Knowledge, History, Alterity
In this volume, Pinar enacts his theory of curriculum, detailing the relations among knowledge, history, and alterity. The introduction is Pinar’s intellectual life history, naming the contributions he has made to understanding educational experience. Study is the center of educational experience, as he demonstrates in the opening chapter. The alterity of educational experience is evident in his conceptions of disciplinarity and internationalization, interrelated projects of historicization, dialogical encounter, and recontextualization. By reactivating the past, not by instrumentalizing the present, we can find the future, explicated in his studies of the Eight-Year Study, the Tyler Rationale, and the gendering and racialization of U.S. school reform. The interrelation of race and gender is emphasized in the chapters on Ida B. Wells and Jane Addams. The technologization of education is critiqued through analysis of the achievements of George Grant and Pier Paolo Pasolini. The educational project of subjective and social reconstruction is explored through study of Musil’s essayism, a genre that corrects the problems accompanying ethnography and created by identity politics.
Learning to Speak, Learning to Listen
Over the past three decades, colleges and universities have committed to encouraging, embracing, and supporting diversity as a core principle of their mission. But how are goals for achieving and maintaining diversity actually met? What is the role of students in this mission? When a university is committed to diversity, what is campus culture like?In Learning to Speak, Learning to Listen, Susan E. Chase portrays how undergraduates at a predominantly white urban institution, which she calls "City University" (a pseudonym), learn to speak and listen to each other across social differences. Chase interviewed a wide range of students and conducted content analyses of the student newspaper, stud...
A Curriculum of Repression
Textbook
Leaders of Color in Higher Education
Based on interviews with pioneers in the field, the author draws upon their personal experiences - and his own-to examine the challenges and dilemmas facing minority members who choose the route of educational leadership. A list of helpful suggestions concerning activism, leadership style, institutional politics, mentorship, and roles are included to help those who contemplate this career path.
