DOCSLIB.ORG

Academic Profile 2013-2014

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Academic Profile 2013-2014 Academic Profile 2013-2014 Rob Lake Overview Head of School Head-Royce is a nonsectarian college preparatory day school with co-educational Crystal Land classes from kindergarten through grade 12. Founded in 1887 in Berkeley, Assistant Head of School/ California as the Anna Head School for Girls, it was relocated in 1964 and now Academic Dean sits on a 22-acre campus in a residential area of Oakland and has been fully co-educational since 1979. On July 1, 2010 Robert A. Lake joined Head-Royce as the 10th Head of School. Catherine Epstein Director of Admissions & Financial Aid Admissions [email protected] 510.531.1300 x 2146 Head-Royce School seeks students who can profit from a rigorous academic program and who are capable of the self-discipline necessary to succeed. Barbara Gee The school seeks a diverse student body; admission is open to all students Associate Director of Lower and regardless of race, color, religion, gender, disability, sexual orientation, Middle School Admissions & Financial Aid nationality or ethnic origin. [email protected] 510.531.1300 x 2224 The key entry points into the school when new classes are formed are kindergarten, sixth grade and ninth grade. Additional spaces may occasionally be available in Mary Fahey grades 1 through 11. Associate Director of Upper School Admissions [email protected] Our Mission 510.531.1300 x 2219 The Head-Royce curriculum reflects the diversity, globalism, environmental Lori Koven awareness and innovation of Oakland and the Bay Area. Through its rigorous Admissions/Financial Aid and challenging courses, the school seeks to inspire in students: Administrative Assistant • a lifelong love of learning and commitment to academic excellence [email protected] • a respect for the diversity that makes our society strong 510.531.1300 x 2113 • a passion for constructive and responsible global citizenship Dawn Brown-Ward • a facility for creative, collaborative and critical thinking Admissions Assistant [email protected] Our Students 510.531.1300 x 2178 Head-Royce enrolls approximately 880 students: 240 in the Lower School, 270 4315 Lincoln Avenue in Middle School and 370 in the Upper School. Students come from Oakland, Oakland, CA 94602 Berkeley and over 30 other Bay Area communities. Students of color comprise 510.531.1300 (phone) 50% of our population. For the 2013-14 academic year, the school will award 510.531.2649 (fax) more than $4 million in financial aid to more than 25% of our students. CEEB code: 050285 Our Faculty Head-Royce faculty members are experts in their fields, eager to share their enthusiasm for their subjects. They are devoted to discovering the ideal approach for each child and dedicated to inspiring students to reach their highest potential. The school has 109 faculty members who have an average of 12 years experience teaching. Advanced degrees are held by 60% of the faculty. The student-faculty ratio is 8:1. Academic Profile 2013-2014 Of Special Note Our Academic Program u The Institute for Applied Learning The Lower School offers a firm foundation in learning skills, concentrating on Established in 2013, the Institute a low student-teacher ratio to best serve the needs of each developing student. The academic program emphasizes concepts and skills in the areas of reading, for Applied Learning (IAL) provides writing, mathematics, social studies, science, art, world language, library, music, students with extensive and varied physical education and technology. Homeroom class structure includes class opportunities for hands-on learning, meetings and study of language arts, social studies, math and science. including internships and summer opportunities. The goal of the IAL • French, Mandarin Chinese and Spanish are introduced in kindergarten. is to encourage students’ future • Specialist classes each week in art, music, physical education, library, computers and science lab. leadership in areas including global • Cross-grade “families” meet regularly for community building and service projects. education and STEM (science, • Grade 5 Leadership Council provides rotating leadership skill-building for all students. technology, engineering and math). • After-school activities include music (band, vocal group and private music lessons); sports (swimming and tennis); and other classes (for example chess, taekwondo u Computer Science and graphic design). The goal of our computer science The Middle School is designed to meet the developmental needs of this transitional program is to provide a coherent, age group, and has an activity period to supplement the basic curriculum. The multi-year course sequence in the student body in the Middle School is the perfect size to study complex topics in subject. Upper School students can a nurturing environment. Faculty members are attuned to the development take up to four years of computer transitions that students face during this time and provide an environment that science. After completing AP is physically, emotionally and academically safe. The academic program builds Computer Science, students can take upon the foundations introduced in the Lower School. year-long courses in data structures • All students take English, history, math, science and a world language (French, and advanced program design. Spanish, Latin, Mandarin Chinese). • Fine Arts choices include drama, instrumental music, chorus and studio art. • All students take physical education and life skills; study skills and study labs u Other STEM Opportunities are incorporated into the school day. The school offers a Robotics • Students go on outdoor education trips that include camping, hiking, river curriculum in 2nd, 5th and 12th rafting and a ropes course. grades and fields both Middle School • Student government and clubs provide students with leadership skills. and Upper School Robotics teams. • Students take electives in the arts and computer science as well as other subjects. Each year Head-Royce students • A modified block schedule allows for a combination of long blocks and short participate in local, national and blocks for in-depth learning. international STEM competitions. The extra-curricular competitions Our challenging Upper School offers a strong college preparatory program with a each demand multiple-month variety of activities to supplement the academic curriculum and prepare students commitments — with students for college and beyond. In the Upper School’s academic program, all students take designing, prototyping, engineering four years of English and at least three years each of math, history, science and a and troubleshooting solutions to world language (French, Spanish, Latin, Mandarin Chinese). technically advanced challenges. • Head-Royce offers 15 Advanced Placement courses in subjects ranging from For example, last year students Biology to Studio Art. competed in robotics competitions • Students go on outdoor education trips that include camping, sea kayaking, and a design-a-brain contest. river rafting and a high ropes course. • Students can get involved with the award-winning debate team, the student newspaper and yearbook. • A wide range of student-initiated and organized clubs are available including Democracy Matters, Asia Club, Black Student Union, Fine Arts Dance Ensemble (FADE) and the Jane Austen Film Club. • Work-study jobs on campus include office support, tutoring and Lower School teaching assistants. Academic Profile 2013-2014 Of Special Note Student Leadership Opportunities u Global Online Academy To foster an atmosphere of self-governance, Upper School students may apply Head-Royce is a founding member to serve one-year posts on several faculty/student committees in areas such as of the Global Online Academy (GOA), Curriculum, Global Citizenship, Diversity, STEM and Honor Council. Additionally, a consortium of leading independent senior prefects serve as mentors to freshman homerooms and peer facilitators schools from around the world lead family groups (18 Upper School students and 2 faculty members) in monthly whose mission is to translate into discussions of community issues. online classrooms the intellectually rigorous programs and excellent teaching that are hallmarks of its Athletics member schools. We believe that Through our premier athletic program, Head-Royce students can play on over GOA will promote our students’ 25 interscholastic teams. Our competitive programs have captured more than global awareness by creating 100 league championships in the last 30 years. Sports offered include baseball, diverse, worldwide, online student basketball, cross country, golf, soccer, softball, swimming, tennis, track and communities. Examples of GOA volleyball. Middle school teams compete in baseball, basketball, cross country, courses include Bioethics, golf, soccer, tennis and volleyball. Comparative Governments, Global Health, Microeconomics and Currently Head-Royce graduates are competing in interscholastic sports at Neuropsychology. Brandeis, Brown, UCLA, Carleton, Cornell, Dartmouth, Denison, Harvard, Haverford, Macalester, Middlebury, NYU, Oberlin, Occidental, University of Pennslyvania, Pitzer, University of Puget Sound, Stanford, Vassar, Washington University in u Global Citizenship Certificate St. Louis, Wesleyan, Whitman and Yale. In the fall of senior year, Global Citizenship Certificate (GCC) Fine & Performing Arts candidates, under the guidance of a faculty advisor, select a global Students are actively involved in the arts, participating in school musicals and issue of interest and craft
Load more

Recommended publications
  • The Power of Democratic Cooperation the Power of Ajin Choi Democratic Cooperation
    The Power of Democratic Cooperation The Power of Ajin Choi Democratic Cooperation The inºuence of de- mocracy on foreign policy and world politics is one of the most hotly debated issues in the ªeld of international relations. The proposition that democracies are better equipped to win in war is no different in this respect: It is a provoca- tive thesis that contrasts sharply with some well-received theories of interna- tional politics. In his article “Democracy and Victory: Why Regime Type Hardly Matters,” Michael Desch raises several challenges to this proposition.1 He critiques the empirical methodologies, theoretical explanations, and histori- cal evidence that some scholars say explain democratic victory in war and concludes that, in the end, democracy has “no particular advantages or dis- advantages” (p. 8).2 In examining ªve causal mechanisms offered by “democratic triumphalists” to support the military effectiveness of democracy, Desch argues that “none of them is logically compelling or has much empirical support” (p. 25). In this ar- ticle I do not attempt to respond to all the points Desch raises. Instead I focus on one of his critiques—namely, whether democratic allies can be more effec- tive than nondemocratic allies in wartime and whether they are more likely to achieve victory. My goal is twofold: ªrst, to offer an alternative theoretical ex- planation for the relationship between alliance behavior, the role of domestic political institutions, and their effect on war performance to explanations that Desch attributes to democratic triumphalists; and second, to provide quantita- Ajin Choi is a lecturer in the Department of Political Science at Yonsei University in Seoul, South Korea.
    [Show full text]
  • Higher Education Exchange
    HIGHER EDUCATION EXCHANGE 2018 Editors: Derek Barker and Alex Lovit Copy Editor: Joey Easton Formatting: Long’s Graphic Design, Inc. The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education’s democratic mission and foster a more democratic culture throughout American society. Working in this tradition, the Higher Education Exchange publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. The Kettering Foundation is a nonprofit operating foundation, chartered in 1927, that does not make grants but welcomes partnerships with other institutions (or groups of institutions) and individuals who are actively working on problems of communities, governing, politics, and edu- cation. The interpretations and conclusions contained in the Higher Education Exchange, unless expressly stated to the contrary, represent the views of the author or authors and not necessarily those of the foundation, its trustees, or officers. Copyright © 2018 by the Kettering Foundation ISSN 2469-6293 (print) ISSN 2471-2280 (online) HIGHER EDUCATION EXCHANGE 2018 A Note of Appreciation David Brown has not just been an editor of HEX since 1994.
    [Show full text]
  • Mapping Police Violence
    STATE UNIVERSITY OF NEW YORK AT NEW PALTZ Political Science and International Relations Spring 2019 Semester Scheduling A few notes for the Spring 2019 Semester: • Don’t forget to meet with your advisor well before your registration time. Come to the meeting with a preliminary IMPORTANT schedule. Email addresses for faculty on p. 6. DATES: • Students may take either POL 401 or LAM 493 to satisfy their seminar requirement. 10/22, 11/6 • American Foreign Policy will meet Mondays from 3:30-6:20. PSIR CLUB • Don’t forget to meet with your advisor well before your SUB 414, 6:00pm. 11/22 topic: registration time. Come to the meeting with a preliminary DACA. schedule. 10/23 Internships FILM SCREENING: THE City Internships UNAFRAID 6:00pm, LC 102. See p. 2 for details. City offers Winter, Spring and Summer Programs in 9 locations: 10/24 London, Paris, New York, Washington D.C., Miami, Chicago, Los HAWK THE VOTE Angeles, Boston & San Francisco. Hasbrouck Quad, 11:00-3:00pm. See p. 4 for details. Stop by. All programs feature a series of career-readiness classes, workshops 10/25 and events centered around an internship placement at a leading TOWN HALL WITH ANTHONY DELGADO company in an industry of interest to a student. SUB Multipurpose room, 4:00pm. Sponsored by Democracy Matters. Our programs are open to students from any year and with any major, and they may choose a placement in one of 9 career fields: 10/26 UNITED NATIONS DAY Banking & Financial services; Consulting & Professional services; Human Rights at the SUNY Law & Politics; Technology & Engineering; Marketing, Advertising & Global Center.
    [Show full text]
  • APA Newsletters
    APA Newsletters Volume 05, Number 2 Spring 2006 NEWSLETTER ON THE BLACK EXPERIENCE FROM THE EDITORS, JOHN MCCLENDON AND GEORGE YANCY ARTICLE JOHN H. MCCLENDON III “Dr. Richard Ishmael McKinney: Historical Summation on the Life of a Pioneering African American Philosopher” BOOK REVIEW Cornel West: Democracy Matters: Winning the Fight Against Imperialism REVIEWED BY ROBERT E. BIRT © 2006 by The American Philosophical Association ISSN: 1067-9464 APA NEWSLETTER ON Philosophy and the Black Experience John McClendon & George Yancy, Co-Editors Spring 2006 Volume 05, Number 2 philosophy of religion and existentialism. Birt reminisces fondly ROM THE DITORS about McKinney, disclosing that it was Richard McKinney who F E had an incredible way of teaching philosophy, transforming dry textual exegesis into a living philosophical tradition. Throughout the course of our editorship of the Newsletter, we have insisted on the significance of and need for the reconstruction of the history of African American philosophy. In the Fall 2004 issue of this Newsletter, John H. McClendon III in ARTICLES his article, “The African American Philosopher and Academic Philosophy: On the Problem of Historical Interpretation,” presented a challenge to all of us to seriously undertake the Dr. Richard Ishmael McKinney: Historical tasks of recovering the role of the African American academic philosopher. In keeping with this challenge this issue of the Summation on the Life of a Pioneering Newsletter on Philosophy and the Black Experience seeks to African American Philosopher highlight the neglected topic of the history of African American academic philosophers by focusing on the contribution and John H. McClendon III legacy of a key figure, the late Dr.
    [Show full text]
  • Election Observers and Electoral Fraud
    The American Political Science Association APSA Volume 14, No. 3 Comparative Democratization October 2016 In This Issue CD THE PROMISE AND PERILS OF DEMOCRACY ASSISTANCE IN “Democracy Aid AUTHORITARIAN REGIMES in Challenging Sarah Bush, Temple University Contexts” n 2006, Thomas Carothers wrote a Foreign Affairs article titled “The Backlash Against Democracy Promotion,” which documented how authoritarian leaders 1 Editorial Board Note were pushing back against democracy assistance through a variety of legal and Anna Lührmann and Staffan I. extralegal tactics in the wake of the Colored Revolutions.1 The trend Carothers identified Lindberg I has only intensified in the decade since he wrote that article, as shown by a recent and 1 The Promise and Perils of Democracy Assistance in comprehensive analysis of restrictions to foreign funding for domestic civil society Authoritarian Regimes Sarah Bush organizations. In this analysis, Kendra Dupuy, James Ron, and Aseem Prakash found that 2 1 Contextualizing Democracy 39 low- and middle-income countries had adopted laws restricting foreign funding. The Promotion Julia Leiniger 2 The Paradox of Democracy Aid 1. Thomas Carothers, “The Backlash Against Democracy Promotion,” Foreign Affairs 85 (March/April 2006): 55-68. to Closed Autocraces Anna Lührmann 2. Kendra Dupuy, James Ron, and Aseem Prakash, “Hands Off My Regime! Governments’ Restrictions on Foreign Aid 2 Democracy Aid in the Middle to Non-Governmental Organizations in Poor and Middle-Income Countries,” World Development: forthcoming. On East Erin A. Snider how authoritarian governments resist democracy assistance or use repression to stymie democracy assistance, see also: 3 Election Observers and Electoral Darin Christensen and Jeremy M.
    [Show full text]
  • Citizens United Harms Democracy & Top 5 Ways We’Re Fighting to Take Democracy Back
    Top 5 Ways Citizens United Harms Democracy & Top 5 Ways We’re Fighting to Take Democracy Back liz kennedy n the five years since the Supreme Court’s Citizens United decision the dominance of big money over politics and policy has grown, seemingly without restraint and with dire consequences for representative self-government. A funct ioning democracy Irequires a government responsive to people considered as political equals, where we each have a say in the public policy decisions that affect our lives. It is profoundly anti-democratic for anyone to be able to purchase political power, and when a small elite makes up a donor class that is able to shape our government and our public policy. It’s not just the amount of money being spent on campaigns and to lobby our elected representatives—which is on the rise and in- creasingly secret.1 The problem is that our current system for fund- ing elections allows a few people and special interests to have much more power over the direction of our country than the vast majority of Americans, who have different views on public policy than the wealthy elite.2 We’ve been fighting to control the improper influence of money in government, whether from wealthy individuals or cor- porate interests, since the founding of our republic.3 But we are at a low point, where large financial interests wield tremendous political power, and much of the blame rests squarely on the Supreme Court and its campaign finance decisions. Americans across the political spectrum understand that our cur- rent rules for using money in politics give the wealthy greater polit- ical power and prevent us from having an equal chance to influence 2015 • 1 the political process,4 and that government is not serving our inter- ests but rather serving special interests.5.
    [Show full text]
  • Summaries of the 21 Courses and Programs in the Political
    2. Summaries of the Twenty-one Courses and Programs in the Political Engagement Project Course instructors and program leaders are listed alphabetically 1. Rick Battistoni: Ancients and Moderns: Democratic Theory and Practice Providence College (Providence, Rhode Island) Overview: This is a one-semester political theory course. Enrolls twenty to twenty-five students, mainly sophomore and junior political science majors. Description: Battistoni's course links democratic theory to democratic practice, both inside and outside the classroom. He uses several “democratic pedagogies” that help students "learn democracy by doing democracy." Innovative pedagogical tools include a simulation in which students work in groups to create models of a perfectly democratic and a perfectly undemocratic classroom, a "democratic theory journal," and exercises that use several different democratic decision-making devices (such as selection by lot, direct democracy, and representative democracy). Students also complete a Theory into Practice component, which includes two options. The first is the Democratic Organizational Biography project, in which students work individually in a community organization and engage in participatory research, conducting interviews with key stakeholders. The second option is the Democracy in Action project, where students work in groups with the dual goals of organizing themselves democratically and creating and implementing a democratic action plan. 1 2. Alma Blount: Service Opportunities in Leadership (SOL) Hart Leadership
    [Show full text]
  • Download Issue (PDF)
    Find out about DSA’s Low-Wage Justice Project www.dsausa.org/lowwage Special Issue Vol. XXXI, No. 1 Summer 2003 Elections Today Students learn that “Democracy Matters” Expanding voting rights for felons The “Help America Vote” Act Eliseo Medina on expanding the electorate DL interviews Mark Crispin Miller plus DSA Statement on 2004 elections Bush’s National Insecurity Policy and more DSA PAC Statement on the 2004 Elections It is imperative that we defeat the Bush regime in the 2004 elections. The Bush regime took power after the 2000 elections against the will of the majority of Americans, and has now achieved domination of all three branches of the federal government. On a host of issues – massive tax breaks for the rich; brutal cuts in spending for pressing social needs; attacks on workers’ rights, civil liberties, reproductive rights and racial justice; corporate destruction of the environment; packing the courts with right-wing ideologues; a foreign policy of imperial arrogance and perpetual war – the Bush regime is an unmitigated disaster. Its new National Security Doctrine of “preemptive wars” purports to justify the United States overthrowing any govern- ment that gives offense to the US The Bush regime is perhaps the most reactionary in American history; its pro- gram of deregulation,upward redistribution of wealth and income,and imperial global domination threatens to roll back the twentieth century and return us to the McKinley era. Democratic Socialists of America Political Action Committee (DSA PAC) is not endorsing any candidate for the Democratic presidential nomination at this time. We urge DSA members and our allies, in working for progressive candidates in the primaries, to advance our support for peace, universal health care, workers’ rights and a living wage,reproductive rights, racial justice, etc.
    [Show full text]
  • What If Democracy Really Matters
    Journal of Educational Controversy Volume 3 Number 1 Schooling as if Democracy Matters Article 11 2008 What if Democracy Really Matters Claudia Ruitenberg University of British Columbia, Canada Follow this and additional works at: https://cedar.wwu.edu/jec Part of the Education Commons Recommended Citation Ruitenberg, Claudia (2008) "What if Democracy Really Matters," Journal of Educational Controversy: Vol. 3 : No. 1 , Article 11. Available at: https://cedar.wwu.edu/jec/vol3/iss1/11 This Article in Response to Controversy is brought to you for free and open access by the Peer-reviewed Journals at Western CEDAR. It has been accepted for inclusion in Journal of Educational Controversy by an authorized editor of Western CEDAR. For more information, please contact [email protected]. Ruitenberg: What if Democracy Really Matters ARTICLE What If Democracy Really Matters? Claudia Ruitenberg University of British Columbia What if. What if, in order to examine the phrase schooling as if democracy matters in North America, we— scholars and readers—turn not to the more obvious American theorists of democracy and schooling, such as John Dewey or, more recently, deliberative theorists such as Amy Gutmann or critical theorists such as Peter McLaren, but to the French radical philosopher of democracy Jacques Rancière? What if Rancière compels us to think quite differently, even controversially, about democracy? And what if, as a result, we reject the very possibility of schooling as if democracy matters, not because democracy does not matter, but because it is fundamentally at odds with the institution of schooling? . equality? The logic of the “what if” is at the heart of Rancière’s philosophy, particularly in the form ”what if equality?” Rancière, now Professor Emeritus of Philosophy at the University of Paris VIII, studied with Louis Althusser and co­authored Lire le Capital with him in 1968, before breaking with him over the 1968 student protests.
    [Show full text]
  • Testimony February II” 11:00AM Good
    Testimony February I I” 11:00AM Good morning. I am Joan Mandle, Emerita Professor at Colgate University in Hamilton New York, and Executive Director of the Democracy Matters Institute. Democracy Matters works with high school and college students throughout the state of New York. As our name implies, the students establish chapters of Democracy Matters in their schools and campuses to strengthen and protect our democracy. Students in DM clubs educate and mobilize students and faculty as advocates for voting reform, they register students to vote, and they make sure that they get to the polls on election day. They are excited that this legislature has begun to pass legislation that will provide increased access for all New Yorkers to vote. However, the most important issue that Democracy Matters students have been focused on over the years is the overwhelming problem of money in politics. They are encouraged that the LIC Loophole has been closed since that was one of the ways that wealthy donors could contribute large sums to campaigns and exert unequal influence over legislation and the laws and policies that we all live with. But within the question of money and politics, the critical issue for Democracy Matters students is the need to provide potential candidates with the ability to run for office without being dependent on large donations. That is why they are passionate about working for a small-donor public financing matching system. That is why they are working on their campuses and oil to educate and mobilize students and other citizens to support Fair Elections.
    [Show full text]
  • 166 REFERENCES Ahmed, Sara. Jane Kilby, Celia Lury, Maureen
    166 REFERENCES Ahmed, Sara. Jane Kilby, Celia Lury, Maureen McNeil and Beverley Skeggs, editors. 2000. Transformations. Thinking Through Feminism. London: Routledge. Albrecht, Lisa and Rose Brewer. 1990. Bridges of Power: Women’s Multicultural Alliances. Philadelphia: New Society Publishers. Allison, Dorothy. 1993. Bastard Out of Carolina. New York: Penguin. ———. 1994. Skin: Talking About Sex, Class and Literature. Ithaca, New York: Firebrand Books. ———. 1995. Two or Three Things I Know For Sure. New York: A Dutton Book. Anzaldúa, Gloria. 1987. Borderlands. La Frontera: The New Mestiza. San Francisco: Aunt Lute Publishing. ———. ed. 1990. Making face/Making soul, edited by Gloria Anzaldúa. San Francisco: Aunt Lute Publishing. ———. 2000. Interviews. Entrevistas. New York: Routledge. Aristotle. 1962. Nicomachean Ethics, trans. Martin Oswald. New York: Macmillan Publishing Company. Bar On, Ami and Ann Ferguson, eds. 1998. Daring to Be Good: Essays in Feminist Ethico-Politics. New York: Routledge. Benhabib, Seyla, ed. 1996. Democracy and Difference: Contesting the Boundaries of the Political. Princeton: Princeton University Press. Bickford, Susan. 1996. The Dissonance of Democracy. Listening, Conflict and Citizenship. Ithaca: Cornel University Press. ———. 1997. “Anti-anti-identity Politics: Feminism, Democracy, and the Complexities of Citizenship.” Hypatia 12 no 4 (Fall): 111-132. Bordo, Susan. 1990. “Feminism, Postmodernism and Gender Skepticism.” In Feminism/ Postmodernism, edited by Linda J. Nicholson, 133-156. New York: Routledge. Boyce Davies, Carole. 1994. Black Women, Writing and Identity. New York: Routledge. 167 Bright, William. 1993. A Coyote Reader. Berkeley: University of California Press. Brown, Wendy. 1988. Manhood and Politics: A Feminist Reading in Political Theory. Totowa, NJ: Rowman and Littlefield. ———. 1995. States of Injury. New York: Routledge.
    [Show full text]
  • Funding and Fostering Local Democracy
    Funding and Fostering Local Democracy: What philanthropy should know about the emerging field of deliberation and democratic governance By Matt Leighninger PRESENTED BY PACE Philanthropy for Active Civic Engagement April 2009 Funding Local Democracy Funding and Fostering Local Democracy: What philanthropy should know about the emerging field of deliberation and democratic governance Table of Contents I. How the changes in local democracy affect funders 4 II. What do you need to know about this work? 6 III. Key organizations and models 15 IV. Frontiers of local democracy 53 V. Assessing proposals that aim to strengthen local democracy 57 VI. Resources to consult 60 ABOUT PACE PACE is a learning community of grantmakers and donors committed to strengthening democracy by using the power, influence and resources of philanthropy to open pathways to participation. PACE's mission is to work within the field of philanthropy to inspire interest, understanding and investment in civic engagement, broadly defined. PACE was founded in 2005 with an intent to bring new philanthropic focus to the issues of civic engagement, democratic renewal and citizen activism. Formerly know as the Grantmakers Forum on Community and National Service, PACE was created to take a broad approach to educating grantmakers about effective civic engagement strategies that strengthen communities and improve our democratic practice. PACE Board of Directors President, John Esterle, The Whitman Institute Treasurer, Jim Marks, Greater Milwaukee Foundation Secretary, Benjamin Shute, Jr., Rockefeller Brothers Fund Ben Binswanger, The Case Foundation Paula Lynn Ellis, John S. and James L. Knight Foundation Nicole Gallant, The Atlantic Philanthropies Anne Mosle, W.K.
    [Show full text]