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Awards & Honors
MAGAZINE AWARDS & HONORS 2013 National Magazine Awards Winner, Fiction “Batman and Robin Have an Altercation” by Stephen King (September 2012) Finalist, Fiction “Train” by Alice Munro (April 2012) Finalist, Reporting “All Politics Is Local: Election Night in Peru’s Largest Prison” by Daniel Alarcón (February 2012) Finalist, Feature Photography “The Water of My Land” by Samuel James (September 2012) Overseas Press Club Award “The Water of My Land” by Samuel James (September 2012) Deadline Club Awards Finalist, Feature Reporting “Starving Your Way to Vigor” by Steve Hendricks (March 2012) Finalist, Environmental Reporting “Broken Heartland” by Wil S Hylton (July 2012) Best American Science and Nature “The Last Distinction” by Benjamin Hale (August 2012) Best American Essays “Breeds of America” by William Melvin Kelley (August 2012) 2012 National Magazine Awards Winner, News and Documentary Photography “Juvenile Injustice” by Richard Ross (October, 2011) Finalist, News and Documentary Photography “Uncertain Exodus” by Ed Ou (July, 2011) Finalist, Public Interest “Tiny Little Laws” by Kathy Dobie (February, 2011) Pen Center Literary Awards Winner, Journalism “Drip, Jordan” by Ben Ehrenreich (December, 2011) Deadline Club Awards Winner, Minority Focus “Tiny Little Laws” by Kathy Dobie (February, 2011) Finalist, Business Feature “Pennies from Heaven” by Chris Lehmann (October, 2011) Finalist, Opinion Writing “Easy Chair” Column by Thomas Frank Finalist, Feature Photo “Juvenile Injustice” by Richard Ross (October, 2011) Best American Short Stories -
A S R F 2007 ASA PRESIDENTIAL ADDRESS Frances Fox Piven Can
3285 ASR 1/7/08 10:32 AM Page 1 A Washington, DC 20005-4701 Washington, Suite 700 NW, Avenue York 1307 New (ISSN 0003-1224) American Sociological Review MERICAN S Sociology of Education OCIOLOGICAL A Journal of the American Sociological Association Edited by Barbara Schneider Michigan State University Quarterly, ISSN 0038-0407 R EVIEW SociologyofEducationpublishes papers advancing sociological knowledge about education in its various forms. Among the many issues considered in the journal are the nature and determinants of educational expansion; the relationship VOLUME 73 • NUMBER 1 • FEBRUARY 2008 between education and social mobility in contemporary OFFICIAL JOURNAL OF THE AMERICAN SOCIOLOGICAL ASSOCIATION society; and the implications of diverse ways of organizing schools and schooling for teaching, learning, and human 2007 ASA PRESIDENTIAL ADDRESS development. The journal invites papers that draw on a wide range of methodological approaches that can contribute to a Frances Fox Piven F EBRUARY Can Power from Below Change the World? sociological understanding of these and other educational phenomena. Print subscriptions to ASA journals include online access to the current year’s issues MARGINALIZATION IN GLOBAL CONTEXT at no additional charge through Ingenta,the leading provider of online publishing 2008 V Eileen M. Otis services to academic and professional publishers. Labor and Gender Organization in China Christopher A. Bail 2008 Subscription Rates Symbolic Boundaries in 21 European Countries ASA Members $40 • Student Members $25 • Institutions (print/online) $185, (online only) $170 (Add $20 for subscriptions outside the U.S. or Canada) RELIGION IN SOCIAL LIFE Individual subscribers are required to be ASA members. To join ASA and subscribe at discounted member rates, see www.asanet.org D. -
Cancer Memoirs As Narrative Strategy: Are Our Stories As Valuable As Our Breasts? by Natshwa Khan
_________________________________________________________________________ ACADEMIC | FALL 2016 Cancer Memoirs as Narrative Strategy: Are Our Stories as Valuable as Our Breasts? By Natshwa Khan Introduction Gender is widely accepted as socially constructed, however as a society with certain prevalent public attitudes, no individual lives in a vacuum. As a result, gendered identities intersect with how people experience illness. The very gendered connotations of breast cancer are immersed in dominant discourse of pinkwashing of the illness. The harmful nature of homogenizing experiences of breast cancer is exposed through examining the intersection of identity and illness. The way women experience breast cancer is shaped by the social and political environment which constructs the meaning of the illness for women beyond the biomedical diagnosis. This paper will explore female identity at the intersection of cancer. This is not to exclude gender nonconforming individuals or men, nor is it to paint the experience of breast cancer as identical for all women as experiences of race, class, education and ability also impact identity. However, women who experience breast cancer face a very particular form of subjugation that forces them to perform illness narratives in a specific way when diagnosed with breast cancer. Janet Lee (1997) highlighted this writing “...women do experience gender in an embodied way: they live in and through their bodies that are marked and framed through discourses and practices of society.” The hypersexuality of women’s breasts is foundational to understanding the universal toll breast cancer plays on women and their respective identities (Sheppard & Ely, 2008). This paper will firstly outline how breast cancer can be debilitating to a female identity, and how breast cancer and its gendered nature forces women to feel stripped of womanhood; and then will examine narrative and counter-storytelling as a reclamation strategy, and highlight the proliferation of varied breast cancer memoirs and their importance. -
English 11 Honors Summer Reading 2020
English 11 Honors Summer Reading 2020 Note to Parents At Pittsgrove, we believe that reading is a cornerstone to academic success; it expands the imagination, enhances vocabulary, and introduces students to new and exciting ideas. One of our district’s primary goals is to develop lifelong readers and learners. Summer reading is an opportunity for students to practice the comprehension, analytical, and note-taking skills learned throughout the year while reading thought-provoking and enjoyable books. Summer Reading Directions Over the summer, students who will take 11th grade Honors English during the 2020-2021 school year must read at least TWO texts: one required text for their grade level (under “Required Reading #1”) and one text from the “Required Reading #2” list for their grade level. Please note that students registered for CP or AP level English must complete the summer reading assignment for the specific course. While reading and taking notes, students should keep the 11th grade theme of the American Dream and the guiding questions in mind (refer to the “Note-Taking Directions” chart for additional details). Students will be expected to write and speak about both texts in September or February. Regardless of the semester class is held, all English 11 Honors summer assignments are to be uploaded to Google Classroom by September 1, 2020, by 11:59 PM. REQUIRED READING #1: Students must read the following core text: Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich: Millions of Americans work full time, year round, for poverty-level wages. In 1998, Barbara Ehrenreich decided to join them. -
108 Left History 6.1 Edward Alexander, Irving Howe
108 Left History 6.1 Edward Alexander, Irving Howe -Socialist, Critic,Jew (Bloomington: Indiana University Press 1998). "A foolish consistency is the hobgoblin of little minds ..." -Emerson It is interesting to speculate on how Irving Howe, student of Emerson, would have responded to this non-biographic, not-quite-intellectual-historical survey of his career. For it is a study that keeps demanding an impossible consistency from a life ever responding to changing intellectual currents. And the responses come from first a very young, then a middle-aged, and eventually an older, concededly wiser writer. Alexander's title promises four themes, but develops only three. We have socialist, critic, Jew; we don't have the man, Irving Howe. In place of a thesis, Alexander offers strong opinions: praise of Howe for letting the critic in him eventually moderate the socialism and the secular Jewishness, but scorn for his remaining a socialist and for never becoming, albeit Jewish, a practicing Jew. If Howe could have responded at all, it would, of course, have been in a dissent. Yet he might have smiled at Alexander's attempts to come to tenns with one infuriating consistency: Howe's passion for whatever he thought and whatever he did, even when he was veering 180 degrees from a previous passion. Mostly, the book is a seriatim treatment of Howe's writings, from his fiery youthful Trotskyite pieces to his late conservative attacks on joyless literary theorists. Alexander summarizes each essay or book in order of appearance, compares its stance to that of its predecessors or successors, and judges them against an implicit set of unchanging values of his own, roughly identifiable to a reader as the later political and religious positions of Commentary magazine. -
Government? Experimental Evidence Demonstrates That Americans Want Workplace Democracy*
What Do Americans Want From (Private) Government? Experimental Evidence Demonstrates that Americans Want Workplace Democracy* Soumyajit Mazumder† Alan Yan ‡ Date last updated: August 19, 2020 Much of the American labor force spends time in “private governments” over which they have little say during and beyond the work day. Do Americans prefer to work for businesses that look more like democracies or autocracies? We study this question using conjoint experimental techniques on a nationally representative sample of Americans. This design allows us to vary a large number of features of the workplace–especially their governance structures and the degree to which these structures allow for meaningful democratic decision-making. We hypothesize that workers should have a preference for democratic corporate governance structures such as employee ownership, co-determination, and the direct election of management. We find strong support that Americans have a preference for workplace democratization and that the magni- tude is economically significant. Overall, this article marshals new data and analyses to better understand public preferences over “corporate regime type.” *Any views expressed are those of the authors and not those of the authors’ employers. We would like to thank Alex Hertel-Fernandez for helpful comments and discussions on early stages of the project. We also thank Eric Schickler, Paul Frymer, Jane Gingrich, Chris Havasy, Jaclyn Kaslovsky and participants of the summer workshop in American Political Economy for helpful advice and feedback. We also would like to thank John Ray and YouGov for assistance in fielding this study. We would like to thank the Harvard Digital Laboratory for Social Sciences for fielding a pilot study. -
History 600: Public Intellectuals in the US Prof. Ratner-Rosenhagen Office
Hannah Arendt W.E.B. DuBois Noam Chomsky History 600: Public Intellectuals in the U.S. Prof. Ratner-Rosenhagen Lecturer: Ronit Stahl Class Meetings: Office: Mosse Hum. 4112 Office: Mosse Hum. 4112 M 11 a.m.-1 p.m. email: [email protected] email: [email protected] Room: Mosse Hum. 5257 Prof. RR’s Office Hours: R.S.’s Office Hours: T 3- M 9 a.m.-11a.m. 5 p.m. This course is designed for students interested in exploring the life of the mind in the twentieth-century United States. Specifically, we will examine the life of particular minds— intellectuals of different political, moral, and social persuasions and sensibilities, who have played prominent roles in American public life over the course of the last century. Despite the common conception of American culture as profoundly anti-intellectual, we will evaluate how professional thinkers and writers have indeed been forces in American society. Our aim is to investigate the contested meaning, role, and place of the intellectual in a democratic, capitalist culture. We will also examine the cultural conditions, academic and governmental institutions, and the media for the dissemination of ideas, which have both fostered and inhibited intellectual production and exchange. Roughly the first third of the semester will be devoted to reading studies in U.S. and comparative intellectual history, the sociology of knowledge, and critical social theory. In addition, students will explore the varieties of public intellectual life by becoming familiarized with a wide array of prominent American philosophers, political and social theorists, scientists, novelists, artists, and activists. -
Frances Fox Piven Transcript Author: Sophia Ebernardt Video: 19536
Interviewee: Frances Fox Piven Transcript author: Sophia Ebernardt Video: 19536 [DH] [Inaudible] you met Howard as he went to BU, did you know him before? [FFP] No I had seen him speak at Columbia University, he came and spoke once,uh, during the - - or shortly after the building takeovers in 1968, so I had seen him speak and I knew who he was, but I didn't get to know him till I went to BU, and getting to know him was great, uh, I was very happy when I went to BU, because they seemed to be such lively people around. I had come from the Columbia University school [of] social work where there were not so many lively people, so, it was great, and I got to know him and I got to know Roz and all -- we would have supper together fairly often, and we were always planning things and doing things together. [00:01:00.957] Howard, Mary Levin and I are -- wrote an answer to Silber, this is shortly after I got there, it was published in, uh, BU News, I think, and, it was an answer to Silber's public statements that he wanted to make BU into and [aliet?] university, and we said "we don't want this to be an aliet university, uh, we want this to be a university in which ordinary people, uh, to which ordinary people come, come in large numbers, and, we don't necessarily want to glorify the academic traditions that are glorofied at places like Harvard or MIT, we wanna be critical and spirited," and, so, we three collaborated on that, uh, on that answer to Silber and that was really a few months after I got there and I think you can find that in the files, it must be there. -
Michael Harrington
Michael Harrington What Socialists Would Do in America If They Could L et's pose a far-reaching question, without socialist alternative. It is with this thought in pretending to answer it fully. What would mind that I undertake an attempt to define a happen in America if we were able to make it socialist policy for the (still unforeseeable) come to pass? How would we move beyond middle distance. First, I will try to outline the welfare state? What measures would be some of the general problems raised by such taken on the far side of liberal reform, yet well an imaginative definition of the future. Then, short of utopia? there will be a brief sketch of that possible These questions are not academic. In socialist future. And finally, I will try to relate Europe today there are democratic socialist these speculations to the immediate present, mass parties that are putting them on the since I am convinced that projecting what political agenda. In America there is, of should be must help us, here and now, in de- course, no major socialist movement, yet. But vising what can be. this society is more and more running up against the inherent limits of the welfare state. I: Some General Problems We can no longer live with the happy as- sumptions of '60s liberalism—that an endless, noninflationary growth would not only allow Capitalism is dying. It will not, however, us to finance social justice but to profit from it disappear on a given day, or in a given month as well. -
Rebel Cities: from the Right to the City to the Urban Revolution
REBEL CITIES REBEL CITIES From the Right to the City to the Urban Revolution David Harvey VERSO London • New York First published by Verso 20 12 © David Harvey All rights reserved 'Ihe moral rights of the author have been asserted 13579108642 Verso UK: 6 Meard Street, London WI F OEG US: 20 Jay Street, Suite 1010, Brooklyn, NY 1120 I www.versobooks.com Verso is the imprint of New Left Books eiSBN-13: 978-1-84467-904-1 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Harvey, David, 1935- Rebel cities : from the right to the city to the urban revolution I David Harvey. p. cm. Includes bibliographical references and index. ISBN 978-1-84467-882-2 (alk. paper) -- ISBN 978-1-84467-904-1 I. Anti-globalization movement--Case studies. 2. Social justice--Case studies. 3. Capitalism--Case studies. I. Title. HN17.5.H355 2012 303.3'72--dc23 2011047924 Typeset in Minion by MJ Gavan, Cornwall Printed in the US by Maple Vail For Delfina and all other graduating students everywhere Contents Preface: Henri Lefebvre's Vision ix Section 1: The Right to the City The Right to the City 3 2 The Urban Roots of Capitalist Crises 27 3 The Creation of the Urban Commons 67 4 The Art of Rent 89 Section II: Rebel Cities 5 Reclaiming the City for Anti-Capitalist Struggle 115 6 London 201 1: Feral Capitalism Hits the Streets 155 7 #OWS: The Party of Wall Street Meets Its Nemesis 159 Acknowledgments 165 Notes 167 Index 181 PREFACE Henri Lefebvre's Vision ometime in the mid 1970s in Paris I came across a poster put out by S the Ecologistes, a radical neighborhood action movement dedicated to creating a more ecologically sensitive mode of city living, depicting an alternative vision for the city. -
Communism and Relations with Communists
No.5 IN A SERIES OF OCCASIONAL PAPERS ON THE NATURE OF .· COMMUNISM AND RELATIONS WITH COMMUNISTS IRVING HOWE 112 EAST 19th STREET • NEW YORK, N. Y. 10003 ~t:. L)l,) ON THE NA URE OF COMMUNISM AND RE . ONS WITH COMMUNISTS By IRVING HOWE The following article was written for a special purpose. It wa.r comMis.ri.IYC •y tJu League for Industrial Democracy aJ part of a group of writings to be submitted t• a .r~cial c01tj1rence of Stu dents for a .Democratic Society held dur_ing Christmas week 1965. The ~~r i.J .,. eff•rt to explain to younger student radicals the attitude toward Communism held by persons like myself on the democratic left. When the LID proposed to rel.Jrint this paper for wider circulation, I . thought at first of rewriting it, so that there would be no evidence of the special occa.rion for which it was produced. But on second thought, I have left the paper as it was written, so that it will retail its character and, perhaps, interest as a contribution to the discussion between generations. - I. H. I shall attempt something here that may be country has been demagogically exploited for re in1modest and impractical-to suggest, in com actionary ends. pressed form, the views held by persons like my In any case, we would favor various steps to self, those who call themselves democratic social ward the demilitarization of central Europe; to ists, on a topic of enormous complexity. For the wards arrangements with China in behalf of stab immediate purpos·es of provoking a discussion, ility in the Far East; and towards all sorts of these notes may, however, be of some use. -
Working to Survive: Surviving to Work
Working to Survive: Surviving to Work The books in this study offer a variety of perspective concerning individuals and their work. A combination of realistic fiction and nonfiction, from various historical and cultural contexts offer discussion groups an opportunity to consider not only the economic and societal value of work (especially when it is lost), but more importantly, why we work to begin with. The first three books to be read portray employed characters and their struggles. These people want to work, but find that meaningful employment comes within contexts of extraordinary complications, especially affecting race and class. The first three books, in particular, suggest the outsider trying to gain acceptability and sustainability within the American workforce. These books show how closely work and culture are connected. The study begins with a classic novel, The Jungle, which represents the anxiety of 19th century European immigrants entering the American workforce, and society as a whole. In the second and third books, readers will see that a century later, issues of race and class are still alive. Injustices, some not necessarily maliciously intended, are readily prevalent in all three readings. Each of these first three works demonstrate characters eager to engage in work, though in less than ideal situations. The “Working to Survive: Surviving to Work” theme then shifts to a more existential/psychological reflection with the reading of Bartleby the Scrivener and The Cliff Walk. Though the existential and psychological issues of self-identity and human purpose are certainly implied in the first three readings of the series, they become pronounced in the final two selections.