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Hearings
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His Life's Magnet
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Working with Uncertainty for Educational Change
Working with Uncertainty for Educational Change explores the liberating possibilities for those who seek to embrace existing research into uncertainty and complexity at diverse levels in the world of education. The lives of education professionals are built upon a multitude of decision-making events that frame each working day. With a range of expert contributors, this insightful book brings together varied perspectives on the nature of complexity within educational contexts, focusing particularly on the emotional work involved in change. Organised into two major parts, its first part focuses on the intellectual challenge of thinking about uncertainty by exploring the dominant discourses of ...
Perspectives On Loss
Losses are integral to the human experience, but they sometimes unfold in subtle ways. Loss is not just about death, but can encompass a number of situations, such as those gradual losses experienced by the elderly: loss of vision, mental capacity, or hope. Intended to stimulate ideas and research in the new area of psychological aspects of loss, this sourcebook collects the writing of a set of distinguished scholars representing psychology and related fields. The author presents a case for a broadly-construed field of loss-both personal and interpersonal-that would complement other fields such as death and dying, traumatology, and stress and coping. No other volume is as comprehensive in it...
Pragmatism, Post-modernism, and Complexity Theory
The first collection of the key works of the major curriculum studies scholar William E. Doll, Jr., this volume provides an overview of his scholarship over his fifty-year career and documents the theoretical and practical contribution he has made to the field . The book is organized in five thematic sections: Personal Reflections; Dewey, Piaget, Bruner, Whitehead: Process And Transformation; Modern/Post-Modern: Structures, Forms and Organization; Complexity Thinking; and Reflections on Teaching . The complicated intellectual trajectory through pragmatism, postmodernism and complexity theory not only testifies to Doll’s individual lifetime works but is also intimately related to the landscape of education to which he has made an important contribution. Of interest to curriculum scholars around the world, the book will hold special significance for graduate students and junior scholars who came of the age in the field Doll helped create: one crafted by postmodernism and, more recently, complexity theory.
Intellectual Advancement Through Disciplinarity
Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U. S. field, drawn by progressive education’s efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters’ positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary—anything but disciplinary—research and curriculum becomes intelligible. The intellectual labor of understanding constitute...
Route 128
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Stalin's Outcasts
"I served not in defense of the bourgeois order, but only for a crumb of bread since I was burdened with five small children.""From 1923 to 1925 I worked as a musician but later my earnings weren't steady and I quickly stopped. Without an income to live on, I was drawn to the nonlaboring path.""As a man almost completely illiterate and therefore not prepared for any kind of work, I was forced to return to my craft as a barber.""I am as ignorant as a pipe."Golfo Alexopoulos focuses on the lishentsy ("outcasts") of the interwar USSR to reveal the defining features of alien and citizen identities under Stalin's rule. Although portrayed as "bourgeois elements," lishentsy actually included a wide...
History of the University of Connecticut School of Business Administration
The School of Business Administration at the University of Connecticut was created in 1940 at about the same time that the university changed its name to the University of Connecticut. This book chronicles the School’s journey to excellence over its first 75 years of existence. The School operates degree programs at four major locations. The School has grown from a faculty of 5 in 1940 to 112 in 2015. Starting with just an undergraduate program in 1940 the offerings of the school now include multiple MBA and MS programs as well as a Ph.D. program. Recognition of the quality of the School’s programs is represented by its AACSB accreditation and its rankings. In the most recent year its MBA program has been ranked in the Top 50 among all programs and the Top 25 among all public programs. Its MS in Accounting Program recently was ranked as number 3 in the country.
