{"title":"History Education Books","description":"","products":[{"product_id":"we-are-an-african-people-independent-education-black-power-and-the-radical-imagination-9780190055530","title":"We Are an African People: Independent Education, Black Power, and the Radical Imagination","description":"\u003cp\u003eDuring the height of the Black Power movement of the late 1960s and 1970s, dozens of Pan African nationalist private schools, from preschools to post-secondary ventures, appeared in urban settings across the United States. The small, independent enterprises were often accused of teaching hate and were routinely harassed by authorities. Yet these institutions served as critical mechanisms for transmitting black consciousness. Founded by activist-intellectuals and other radicalized veterans of the civil rights movement, the schools strove not simply to bolster the academic skills and self-esteem of inner-city African-American youth but also to decolonize minds and foster a vigorous and regenerative sense of African identity.\u003c\/p\u003e\u003cp\u003eIn \u003cem\u003eWe Are An African People\u003c\/em\u003e, historian Russell Rickford traces the intellectual lives of these autonomous black institutions, established dedicated to pursuing the self-determination that the integrationist civil rights movement had failed to provide. Influenced by Third World theorists and anticolonial campaigns, organizers of the schools saw formal education as a means of creating a vanguard of young activists devoted to the struggle for black political sovereignty throughout the world. 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Rens Bod contends that the hallowed opposition between the sciences (mathematical, experimental, dominated by universal laws) and the humanities (allegedly concerned with unique events and hermeneutic methods) is a mistake born of a myopic failure to appreciate the pattern-seeking that lies at the heart of this inquiry. \u003cp\u003e\u003c\/p\u003e\u003cem\u003eA New History of the Humanities\u003c\/em\u003e amounts to a persuasive plea to give Panini, Valla, Bopp, and countless other often overlooked intellectual giants their rightful place next to the likes of Galileo, Newton, and Einstein.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003eRens Bod \u003c\/strong\u003eis a professor at the Institute for Logic, Language and Computation at the University of Amsterdam. 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Mihesuah is an associate professor of history at Northern Arizona University in Flagstaff. She is the author of \u003ci\u003eCultivating the Rosebuds: The Education of Women at the Cherokee Female Seminary\u003c\/i\u003e and \u003ci\u003eAmerican Indians: Stereotypes and Realities\u003c\/i\u003e.\u003cbr\u003e","brand":"University of Nebraska Press","offers":[{"title":"Default Title","offer_id":50328440013074,"sku":"9780803282438","price":14.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_43d9be5a-d236-48a8-91f4-35df2710f625.jpg?v=1727740113"},{"product_id":"knowledge-in-the-blood-confronting-race-and-the-apartheid-past-9780804761956","title":"Knowledge in the Blood: Confronting Race and the Apartheid Past","description":"\u003cp\u003eThis book tells the story of white South African students--how they remember and enact an Apartheid past they were never part of. How is it that young Afrikaners, born at the time of Mandela's release from prison, hold firm views about a past they never lived, rigid ideas about black people, and fatalistic thoughts about the future? Jonathan Jansen, the first black dean of education at the historically white University of Pretoria, was dogged by this question during his tenure, and \u003ci\u003eKnowledge in the Blood\u003c\/i\u003e seeks to answer it. \u003c\/p\u003e \u003cp\u003eJansen offers an intimate look at the effects of social and political change after Apartheid as white students first experience learning and living alongside black students. He reveals the novel role pedagogical interventions played in confronting the past, as well as critical theory's limits in dealing with conflict in a world where formerly clear-cut notions of victims and perpetrators are blurred. \u003c\/p\u003e \u003cp\u003eWhile Jansen originally set out simply to convey a story of how white students changed under the leadership of a diverse group of senior academics, \u003ci\u003eKnowledge in the Blood\u003c\/i\u003e ultimately became an unexpected account of how these students in turn changed him. The impact of this book's unique, wide-ranging insights in dealing with racial and ethnic divisions will be felt far beyond the borders of South Africa.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eJonathan D. Jansen is Honorary Professor of Education at the University of the Witwatersrand and Visiting Fellow at the National Research Foundation, both in South Africa. He was a Fulbright Scholar at Stanford University and Dean of Education at the University of Pretoria. His latest co-authored book is \u003ci\u003eDiversity High: Class, Color, Character and Culture in a South African High School.\u003c\/i\u003e\u003cbr\u003e","brand":"Stanford University Press","offers":[{"title":"Default Title","offer_id":50328479695122,"sku":"9780804761956","price":20.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_54cc3d8c-bcbc-4144-9c0b-7fb995aeab75.jpg?v=1727741485"},{"product_id":"field-notes-the-making-of-middle-east-studies-in-the-united-states-9780804799065","title":"Field Notes: The Making of Middle East Studies in the United States","description":"\u003cp\u003e\u003ci\u003eField Notes\u003c\/i\u003e reconstructs the origins and trajectory of area studies in the United States, focusing on Middle East studies from the 1920s to the 1980s. Drawing on extensive archival research, Zachary Lockman shows how the Carnegie, Rockefeller, and Ford foundations played key roles in conceiving, funding, and launching postwar area studies, expecting them to yield a new kind of interdisciplinary knowledge that would advance the social sciences while benefiting government agencies and the American people. Lockman argues, however, that these new academic fields were not simply a product of the Cold War or an instrument of the American national security state, but had roots in shifts in the humanities and the social sciences over the interwar years, as well as in World War II sites and practices. \u003c\/p\u003e \u003cp\u003eThis book explores the decision-making processes and visions of knowledge production at the foundations, the Social Science Research Council, and others charged with guiding the intellectual and institutional development of Middle East studies. Ultimately, \u003ci\u003eField Notes\u003c\/i\u003e uncovers how area studies as an academic field was actually built--a process replete with contention, anxiety, dead ends, and consequences both unanticipated and unintended.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eZachary Lockman\u003c\/b\u003e is Professor of Middle Eastern and Islamic Studies and of History at New York University. He is the author of \u003ci\u003eContending Visions of the Middle East: The History and Politics of Orientalism\u003c\/i\u003e (2004, 2010).\u003cbr\u003e","brand":"Stanford University Press","offers":[{"title":"Default Title","offer_id":50328490049810,"sku":"9780804799065","price":25.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_a9b83d63-c5e4-472f-b430-36c98f6017b9.jpg?v=1727741873"},{"product_id":"literacy-and-intellectual-life-in-the-cherokee-nationa-1820-1906-9780806143996","title":"Literacy and Intellectual Life in the Cherokee Nation, 1820-1906: Volume 58","description":"\u003cp\u003eMany Anglo-Americans in the nineteenth century regarded Indian tribes as little more than illiterate bands of savages in need of \"civilizing.\" Few were willing to recognize that one of the major Southeastern tribes targeted for removal west of the Mississippi already had an advanced civilization with its own system of writing and rich literary tradition. In \u003cem\u003eLiteracy and Intellectual Life in the Cherokee Nation, 1820-1906\u003c\/em\u003e, James W. Parins traces the rise of bilingual literacy and intellectual life in the Cherokee Nation during the nineteenth century-a time of intense social and political turmoil for the tribe.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eBy the 1820s, Cherokees had perfected a system for writing their language-the syllabary created by Sequoyah-and in a short time taught it to virtually all their citizens. Recognizing the need to master the language of the dominant society, the Cherokee Nation also developed a superior public school system that taught students in English. The result was a literate population, most of whom could read the \u003cem\u003eCherokee Phoenix, \u003c\/em\u003ethe tribal newspaper founded in 1828 and published in both Cherokee and English.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eEnglish literacy allowed Cherokee leaders to deal with the white power structure on their own terms: Cherokees wrote legal briefs, challenged members of Congress and the executive branch, and bargained for their tribe as white interests sought to take their land and end their autonomy. In addition, many Cherokee poets, fiction writers, essayists, and journalists published extensively after 1850, paving the way for the rich literary tradition that the nation preserves and fosters today.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eLiterary and Intellectual Life in the Cherokee Nation, 1820-1906\u003c\/em\u003e takes a fascinating look at how literacy served to unite Cherokees during a critical moment in their national history, and advances our understanding of how literacy has functioned as a tool of sovereignty among Native peoples, both historically and today.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eParins, James W.:\u003c\/i\u003e\u003c\/b\u003e - \u003cb\u003eJames W. Parins\u003c\/b\u003e (1939-2013) was Professor of English and Associate Director of the Sequoyah National Research Center at the University of Arkansas, Little Rock. Among numerous articles and books about American Indians, he is the coeditor of the \u003ci\u003eEncyclopedia of Indian Removal\u003c\/i\u003e and author of \u003ci\u003eElias Cornelius Boudinot: A Life on the Cherokee Border\u003c\/i\u003e.","brand":"University of Oklahoma Press","offers":[{"title":"Default Title","offer_id":50328522916114,"sku":"9780806143996","price":38.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_088c90d9-9616-481a-9c40-2ef2fedfebd8.jpg?v=1767093436"},{"product_id":"the-students-of-sherman-indian-school-9780806144436","title":"The Students of Sherman Indian School","description":"\u003cp\u003e Sherman Indian High School, as it is known today, began in 1892 as Perris Indian School on eighty acres south of Riverside, California, with nine students. Its mission, like that of other off-reservation Indian boarding schools, was to \"civilize\" Indian children, which meant stripping them of their Native culture and giving them vocational training. Today, the school on Magnolia Avenue in Riverside serves 350 students from 68 tribes, and its curricula are designed to both preserve Native languages and traditions and prepare students for life and work in mainstream American society. This book offers the first full history of Sherman Indian School's 100-plus years, a history that reflects federal Indian education policy since the late nineteenth century.\u003c\/p\u003e \u003cp\u003e Sherman Institute's historical trajectory features the abuse and exploitation familiar from other accounts of life at Indian boarding schools--children punished and humiliated for maintaining Native ways and put to work as manual laborers. But this book also brings to light the ways Native children managed to maintain their dignity, benefited from interacting with students from other tribes, and often even expressed appreciation for the experiences at Sherman. Alternating periods of assimilation and self-determination form a critical part of the story Diana Meyers Bahr tells, but her interpretation of the students' complex experiences is more subtle than that. From the accounts of students, educators, and administrators over the years, Bahr draws a picture of Sherman students successfully navigating a complicated middle course between total assimilation and total rejection of white education.\u003c\/p\u003e \u003cp\u003e The ambivalence of such a middle way has meant confronting painful moral choices--and ultimately it has deepened students' appreciation for the diverse cultures of Indian America and heightened their awareness of their own tribal identity. The ramifications can be seen in today's Sherman Indian High School, a repository of the living history so deftly and thoroughly chronicled here.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eBahr, Diana Meyers:\u003c\/i\u003e\u003c\/b\u003e - \u003cp\u003e \u003cb\u003eDiana Meyers Bahr\u003c\/b\u003e is the author of \u003ci\u003eFrom Mission to Metropolis: Cupeño Indian Women in Los Angeles; \u003ci\u003eViola Martinez, California Paiute: Living in Two Worlds\u003c\/i\u003e;\u003c\/i\u003e and \u003ci\u003eThe Unquiet Nisei: An Oral History of the Life of Sue Kunitomi Embrey.\u003c\/i\u003e\u003c\/p\u003e","brand":"University of Oklahoma Press","offers":[{"title":"Default Title","offer_id":50328522981650,"sku":"9780806144436","price":24.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_5d20e3de-3288-4b66-b63e-e85e4df4c4a8.jpg?v=1727743317"},{"product_id":"free-to-be-mohawk-indigenous-education-at-the-akwesasne-freedom-schoolvolume-12-9780806151540","title":"Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School Volume 12","description":"Akwesasne territory straddles the U.S.-Canada border in upstate New York, Ontario, and Quebec. In 1979, in the midst of a major conflict regarding self-governance, traditional Mohawks there asserted their sovereign rights to self-education. Concern over the loss of language and culture and clashes with the public school system over who had the right to educate their children sparked the birth of the Akwesasne Freedom School (AFS) and its grassroots, community-based approach. In \u003ci\u003eFree to Be Mohawk\u003c\/i\u003e, Louellyn White traces the history of the AFS, a tribally controlled school operated without direct federal, state, or provincial funding, and explores factors contributing to its longevity and its impact on alumni, students, teachers, parents, and staff. \u003cp\u003e\u003c\/p\u003e Through interviews, participant observations, and archival research, White presents an in-depth picture of the Akwesasne Freedom School as a model of Indigenous holistic education that incorporates traditional teachings, experiential methods, and language immersion. Alumni, parents, and teachers describe how the school has fostered a strong sense of what it is to be \"fully Mohawk.\" White explores the complex relationship between language and identity and shows how AFS participants transcend historical colonization by negotiating their sense of self. \u003cp\u003e\u003c\/p\u003e According to Mohawk elder Sakokwenionkwas (Tom Porter), \"The prophecies say that the time will come when the grandchildren will speak to the whole world. The reason for the Akwesasne Freedom School is so the grandchildren will have something significant to say.\" In a world where forced assimilation and colonial education have resulted in the loss or endangerment of hundreds of Indigenous languages, the Akwesasne Freedom School provides a cultural and linguistic sanctuary. White's timely study reminds readers, including the Canadian and U.S. governments, of the critical importance of an Indigenous nation's authority over the education of its children.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eWhite, Louellyn:\u003c\/i\u003e\u003c\/b\u003e - \u003cb\u003eLouellyn White\u003c\/b\u003e is an Assistant Professor in the First Peoples Studies Program at Concordia University in Montreal. Her work has been published in the \u003ci\u003eEncyclopedia of American Indian History\u003c\/i\u003e and the \u003ci\u003eAmerican Indian Culture and Research Journal\u003c\/i\u003e.","brand":"University of Oklahoma Press","offers":[{"title":"Default Title","offer_id":50328525701394,"sku":"9780806151540","price":27.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_be3e686e-88c4-4e09-9bc6-44b478c9e6a2.jpg?v=1767093439"},{"product_id":"captive-university-the-sovietization-of-east-german-czech-and-polish-higher-education-1945-1956-9780807848654","title":"Captive University: The Sovietization of East German, Czech, and Polish Higher Education, 1945-1956","description":"This comparative history of the higher education systems in Poland, East Germany, and the Czech lands reveals an unexpected diversity within East European stalinism. With information gleaned from archives in each of these places, John Connelly offers a valuable case study showing how totalitarian states adapt their policies to the contours of the societies they rule.\u003cbr\u003e\u003cbr\u003eThe Communist dictum that universities be purged of \"bourgeois elements\" was accomplished most fully in East Germany, where more and more students came from worker and peasant backgrounds. But the Polish Party kept potentially disloyal professors on the job in the futile hope that they would train a new intelligentsia, and Czech stalinists failed to make worker and peasant students a majority at Czech universities. \u003cbr\u003e\u003cbr\u003eConnelly accounts for these differences by exploring the prestalinist heritage of these countries, and particularly their experiences in World War II. The failure of Polish and Czech leaders to transform their universities became particularly evident during the crises of 1968 and 1989, when university students spearheaded reform movements. In East Germany, by contrast, universities remained true to the state to the end, and students were notably absent from the revolution of 1989.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eConnelly, John:\u003c\/i\u003e\u003c\/b\u003e - John Connelly is associate professor of history at the University of California, Berkeley.","brand":"University of North Carolina Press","offers":[{"title":"Default Title","offer_id":50328629903634,"sku":"9780807848654","price":59.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_cd681782-ec59-4ae5-92d9-7f8f1cb958e3.jpg?v=1727746062"},{"product_id":"light-on-the-hill-a-history-of-the-university-of-north-carolina-at-chapel-hill-9780807855713","title":"Light on the Hill: A History of the University of North Carolina at Chapel Hill","description":"In 1795 the University of North Carolina at Chapel Hill became the first state university in the United States to open its doors to students. As the celebrated institution prepared to observe its bicentennial, William Snider provided a rich chronicle of its history.\u003cbr\u003e\u003cbr\u003eSnider describes the signal events of the university's first two hundred years: the chartering and siting of a charming campus and village; the trying years of the Civil War and Reconstruction, during which the University closed its doors; the period of remarkable renewal in the late nineteenth and early twentieth centuries; the achievement of national and international stature in the 1920s and 1930s; the challenging 1960s; and the period of expansion and innovation in the late 1970s and 1980s.\u003cbr\u003e\u003cbr\u003eThroughout, Snider provides fine portraits of individuals prominent in the life of the university, from William R. Davie and Joseph Caldwell to Harry Woodburn Chase, Frank Porter Graham, and William C. Friday. His book evokes for all who have been part of the Chapel Hill community memories of their own associations with the campus and a sense of the greater history of the institution of which they were a part.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eIn a bicentennial history of the University of North Carolina at Chapel Hill, William D. Snider leads us from the chartering and siting of a charming campus and village in 1795 through the struggles, innovations, and expansions that have carried the school to national and international prominence. Throughout, Snider provides fine portraits of individuals significant in the life of the university, from William R. Davie and Joseph Caldwell to Harry Woodburn Chase, Frank Porter Graham, and William C. Friday. His book evokes for all who have been part of the Chapel Hill community memories of their own associations with the campus and a sense of the greater history of the institution of which they were a part.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eSnider, William D.:\u003c\/i\u003e\u003c\/b\u003e - William D. 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By examining periodization together with the two controversial categories of feudalism and secularization, Kathleen Davis exposes the relationship between the constitution of \"the Middle Ages\" and the history of sovereignty, slavery, and colonialism. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003eThis book's groundbreaking investigation of feudal historiography finds that the historical formation of \"feudalism\" mediated the theorization of sovereignty and a social contract, even as it provided a rationale for colonialism and facilitated the disavowal of slavery. Sovereignty is also at the heart of today's often violent struggles over secular and religious politics, and Davis traces the relationship between these struggles and the narrative of \"secularization,\" which grounds itself in a period divide between a \"modern\" historical consciousness and a theologically entrapped \"Middle Ages\" incapable of history. This alignment of sovereignty, the secular, and the conceptualization of historical time, which relies essentially upon a medieval\/modern divide, both underlies and regulates today's volatile debates over world politics. \u003cp\u003e\u003c\/p\u003eThe problem of defining the limits of our most fundamental political concepts cannot be extricated, Davis argues, from the periodizing operations that constituted them, and that continue today to obscure the process by which \"feudalism\" and \"secularization\" govern the politics of time.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eKathleen Davis is Professor of English at the University of Rhode Island and the author of Deconstruction and Translation.\u003cbr\u003e","brand":"University of Pennsylvania Press","offers":[{"title":"Default Title","offer_id":50328672862482,"sku":"9780812224122","price":25.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_b2565954-7462-45f6-b461-eed0ac7b207d.jpg?v=1727747815"},{"product_id":"between-north-and-south-delaware-desegregation-and-the-myth-of-american-sectionalism-9780812244434","title":"Between North and South: Delaware, Desegregation, and the Myth of American Sectionalism","description":"\u003cp\u003e\u003ci\u003eBetween North and South\u003c\/i\u003e chronicles the three-decade-long struggle over segregated schooling in Delaware, a key border state and important site of civil rights activism and white reaction. 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He shows us how, even in the face of concerted white opposition, these activists continued to advance civil rights reforms into the 1970s, secured one of the most progressive busing remedies in the nation, and created a potential model for desegregation efforts across the United States. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003ci\u003eBetween North and South\u003c\/i\u003e also explores how activists on both sides of the contest in this border state--adjacent to the Mason-Dixon line--helped create, perpetuate, and contest ideas of southern exceptionalism and northern innocence. Gadsden offers instead a new framework in which \"southern-style\" and \"northern-style\" modes of racial segregation and discrimination are revealed largely as regional myths that civil rights activists and opponents alternately evoked and strategically deployed to both advance and thwart reform.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eBrett Gadsden is Associate Professor of African American studies at Emory University.\u003cbr\u003e","brand":"University of Pennsylvania Press","offers":[{"title":"Default Title","offer_id":50328674959634,"sku":"9780812244434","price":53.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_6c933ce1-ee41-42b5-964c-4c947517d1f6.jpg?v=1727747970"},{"product_id":"teachers-guide-to-our-kentucky-a-study-of-the-bluegrass-state-9780813105253","title":"Teacher's Guide to Our Kentucky: A Study of the Bluegrass State","description":"\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eKlotter, James C.:\u003c\/i\u003e\u003c\/b\u003e - \u003cb\u003eJames C. 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At first an isolated, exclusively Catholic operation offering a seven-year humanities program, the College failed to obtain a charter by the Massachusetts General Court until 1865. After 1900, Holy Cross became a four-year college in the American pattern and advanced to its present level by integrating important principles of Jesuit liberal arts education with the academic traditions of the strongest educational region in the nation.\u003c\/p\u003e\u003cp\u003eUtilizing the universal Jesuit Plan of Studies, the college's leaders at first stressed connections with other Jesuit institutions in a program that emphasized classical languages, philosophy, history, mathematics, and natural sciences. About 1900, a second era began when the curriculum was altered to bring Holy Cross into conformity with the modern educational pattern: college offerings were amplified and the prep school was dropped. During the 1960s, a third era opened. It was characterized by coeducation, a more open curriculum, growing involvement of non-Jesuit faculty and administrators, the transition to a board of lay trustees, and rising academic standards as Holy Cross took its place as the foremost Jesuit school among four-year liberal arts colleges. \u003cem\u003eThy Honored Name\u003c\/em\u003e highlights the confluence of two strong educational traditions-Puritan and Jesuit-and the growing appreciation of their compatibility. It is also an account of efforts to promote academic excellence without losing an authentically Jesuit identity in a region where many formerly religious schools have become secular. The book will hold interest for persons who study educational and religious history, for individuals interested in the development of New England and Worcester, and for friends of Holy Cross.\u003c\/p\u003e\u003cbr\u003e","brand":"Catholic University of America Press","offers":[{"title":"Default Title","offer_id":50328734826770,"sku":"9780813209111","price":47.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_91513785-61c5-4091-bbcd-c445688e60d6.jpg?v=1727749701"},{"product_id":"the-black-student-protest-movement-at-rutgers-9780813515755","title":"The Black Student Protest Movement at Rutgers","description":"\u003cp\u003e Richard P. McCormick has chronicled the black student protest movement at Rutgers University, from the 1960s to today. He examines the forces that produced the protest movement, the tactics that were employed, and the qualified gains that were achieved. He tells us about demonstrations, building occupations, committee hearings, and countless meetings, but he also paints portraits of the many student leaders who mobilized protest. This is the story of a lot of pain, some blunders, and some successes. \u003c\/p\u003e\u003cp\u003e In the mid-sixties, the University established committees to recruit black students and to add more blacks to the faculty. These efforts produced only modest results. By 1968, there were still not enough black students on campus, but there were enough to create a political presence for the first time. They were committed to acting against the racism they perceived within the University. To respond to their protests, in March 1969 the Board of Governors passed a dramatically new and controversial policy to encourage disadvantaged students who lived in Camden, Newark, and New Brunswick to apply to Rutgers, where they would take college-preparatory classes as unmatriculated students, and then enter Rutgers as matriculated students. This program, never very successful, lasted only two years. \u003c\/p\u003e\u003cp\u003e Unrest did not end with the sixties. During the seventies, black students sporadically voiced protests against what they perceived to be an unsupportive environment. During the eighties, black enrollment actually declined, as did the black graduation rate. In conclusion, McCormick points to the effort that has been made but even more to the effort that still needs to be made and the social cost of ignoring the problem. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eRichard P. 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Then the nation's deadliest mass shooting by a lone gunman, the tragedy sparked an international debate on gun culture in the United States and safety on college campuses. Experiencing profound grief and trauma, and struggling to heal both physically and emotionally, many of the survivors from Virginia Tech and their supporters put themselves on the front lines to advocate for change. Yet since that April, large-scale gun violence has continued at a horrifying pace.\u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eAfter Virginia Tech, \u003c\/i\u003e award-winning journalist Thomas Kapsidelis examines the decade after the Virginia Tech massacre through the experiences of survivors and community members who have advocated for reforms in gun safety, campus security, trauma recovery, and mental health. Undaunted by the expansion of gun rights, they have continued their national leadership despite an often-hostile political environment and repeated mass violence. Kapsidelis also focuses on the trauma suffered by police who responded to the shootings, and the work by chaplains and a longtime police officer to create an organization dedicated to recovery. The stories Kapsidelis tells here show how people and communities affected by profound loss ultimately persevere long after the initial glare and attention inevitably fade. Reaching beyond policy implications, \u003ci\u003eAfter Virginia Tech\u003c\/i\u003e illuminates personal accounts of recovery and resilience that can offer a ray of hope to millions of Americans concerned about the consequences of gun violence.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThomas Kapsidelis, a fellow at Virginia Humanities, is a freelance journalist who worked at the \u003ci\u003eRichmond Times-Dispatch\u003c\/i\u003e for twenty-eight years.\u003c\/p\u003e\u003cbr\u003e","brand":"University of Virginia Press","offers":[{"title":"Default Title","offer_id":50328760156434,"sku":"9780813942223","price":25.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_2531bd98-ab56-4994-b810-05b16532ea0a.jpg?v=1727750870"},{"product_id":"the-founding-of-thomas-jeffersons-university-9780813943220","title":"The Founding of Thomas Jefferson's University","description":"\u003cp\u003eEstablished in 1819 by Thomas Jefferson, the University of Virginia was known as \"The University\" throughout the South for most of the nineteenth century, and today it stands as one of the premier universities in the world. This volume provides an in-depth look at the founding of the University and, in the process, develops new and important insights into Jefferson's contributions as well as into the impact of the University on the history of higher education.\u003c\/p\u003e\u003cp\u003eThe contributors depict the students who were entering higher education in the early republic--their aspirations, their juvenile and often violent confrontations with authority, and their relationships with enslaved workers at the University. Contributors then turn to the building of the University, including its unique architectural plan as an \"Academical Village\" and the often-hidden role of African Americans in its construction and day-to-day life. The next set of essays explore various aspects of Jefferson's intellectual vision for the University, including his innovative scheme for medical education, his dogmatic view of the necessity of a \"republican\" legal education, and the detailed plans for the library by Jefferson, one of America's preeminent bibliophiles. The book concludes by considering the changing nature of education in the early nineteenth century, in particular the new focus on research and discovery, in which Jefferson, again, played an important role. Providing a fascinating and important look at the development of one of America's oldest and most preeminent educational institutions, this book provides yet another perspective from which to appreciate the extraordinary contributions of Jefferson in the development of the new nation.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eJohn A. Ragosta, Historian at the Robert H. 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Using a topical strategy--ranging widely through critical events in OSU's history, vignettes of prominent alumni, and stories of well known campus buildings, historic sites, presidents, student life, traditions, and athletics--\u003ci\u003eThe Ohio State University: An Illustrated History\u003c\/i\u003e is the first one-volume history of the University to appear in more than fifty years.\u003c\/p\u003e Always entertaining and consistently informative, the book is lavishly illustrated with more than 300 rare photographs from the OSU Archives. \u003ci\u003eThe Ohio State University: An Illustrated History\u003c\/i\u003e is a must-have for all who call themselves Buckeyes.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eProfessor Raimund E. 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Charting a course filled with great achievement and near-fatal adversity, Spalding shows how the life of the college has been intimately bound to the local community, state politics, and the national medical establishment. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003eWhen the Medical Academy of Georgia opened its doors in 1828 to a class of seven students, the total number of degreed physicians in the state was fewer than one hundred. Spalding traces the history of the Academy through its early robust growth in the antebellum years; its slowed progress during the Civil War; its decline and hardships during the early half of the twentieth century; and finally its resurgence and a new era of optimism starting in the 1950s.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePhinizy Spalding (1930-1994) was a professor of history at the University of Georgia. 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He argues that the litigious battles of 1954-73 taught Alabama's segregationists how to fashion a more subtle defense of white privilege, placing them in the vanguard of a new conservatism oriented toward the Sunbelt, not the South.\u003c\/p\u003e\u003cp\u003eScholars have recently begun uncovering the ways in which segregationists abandoned violent backlash and overt economic reprisal and learned how to rearticulate their resistance and blind others to their racial motivations. Bagley is most interested in a creedal commitment to maintaining \"law and order,\" which lay at the heart of this transition. Before it was a buzz phrase meant to conjure up fears of urban black violence, \"law and order\" represented a politics that allowed self-styled white moderates to begrudgingly accept token desegregation and to begin to stake their own claims to constitutional rights without forcing them to repudiate segregation or white supremacy.\u003c\/p\u003e\u003cp\u003eFederal courts have, as recently as 2014, agreed that Alabama's property tax system is crippling black education. Bagley argues that this is because, in the late 1960s, the politics of law and order became a politics of white rights, which supported not only white flight to suburbs and private schools but also nominally color-blind changes in the state's tax code. These changes were designed to shield white money from the needs of increasingly black public education. Activists and courts have been powerless to do anything about them, because twenty years of desperate litigious combat finally taught Alabama lawmakers how to erect constitutional bulwarks that could withstand a legal assault.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eJOSEPH BAGLEY is an assistant professor of history at Perimeter College, Georgia State University.\u003cbr\u003e","brand":"University of Georgia Press","offers":[{"title":"Default Title","offer_id":50328927961362,"sku":"9780820354835","price":38.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_45c282cb-0b5f-4c49-9a61-317a599197b9.jpg?v=1727754819"},{"product_id":"civism-cultivating-citizenship-in-european-history-9780820450124","title":"Civism: Cultivating Citizenship in European History","description":"This book explores the relationship between citizenship and civism through a general survey of European history. 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Some scholars and educators, upon learning of this tradition for the first time, have called it a \"best-kept secret.\" And so it was timely that, at the dawn of the new millennium, an invitational 400th anniversary celebration of the Ratio Studiorum would be held at Fordham University in October of 1999. The fruit of the scholarly papers presented there make up the substance of this book. In addition, two key documents of the late-twentieth-century renewal of Jesuit education are included in the appendixes of this volume. Both \u003ci\u003eThe Characteristics of Jesuit Education\u003c\/i\u003e (1986) and\u003ci\u003e Ignatian Pedagogy: A Practical Approach \u003c\/i\u003e(1993) have been out of print in English and are provided here in full.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eFr. 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