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FALL 2021 FALL 2021 Dear Readers
UNIVERSITY OF CALIFORNIA PRESS FALL 2021 FALL 2021 Dear Readers, Welcome to the University of California Press Fall 2021 1 TRADE catalog—as always, a labor of intellect and heart that brings 17 ACADEMIC TRADE news of expert works on the most pressing issues of the day. 39 ART 46 NEW IN PAPERBACK Let’s start with two of the most central issues of the past year: 55 SOCIAL SCIENCES racial justice and the pandemic. In Blue Eyes, Brown Eyes, 65 POLITICAL SCIENCE acclaimed writer Stephen G. Bloom tells the inside story of one 66 HISTORY teacher’s famed, flawed, and immensely consequential social 72 FILM & MEDIA STUDIES experiment conducted to reveal the pernicious consequences 74 MUSIC of bias and stigma. In A Field Guide to White Supremacy, well-known public intellectuals define the contours of one of 74 LITERARY COLLECTIONS the most enduring threats we face. And from the front lines 75 LANGUAGE ARTS of the pandemic, we bring you the Auntie Sewing Squad, 76 LAW the intrepid collective known as A.S.S., which in the face of 77 BUSINESS government inaction, set up production lines in their living 77 TECHNOLOGY rooms to save the world, one mask at a time. 78 BACKLIST HIGHLIGHTS 81 SALES INFO I also wanted to call attention to two titles that have both 83 INDEX OF AUTHORS AND immediate and international resonance. In the fall, the San TITLES Francisco Bay Area experienced a stunning twelve weeks of fire. We all live in the “age of fire”—the Pyrocene. But, as Stephen Pyne argues, we still have a chance to salvage our future. -
Ethics and Diversity Management in Adult Education
Journal of College Teaching & Learning Volume 1, Number 3 Diversity Awareness And Management In Adult Education Bahaudin G. Mujtaba, (E-mail: [email protected]), Nova Southeastern University Lisa Mujtaba, (E-mail: [email protected]), University of Central Florida Abstract Effective education to all students is a moral imperative in today’s diverse environment of adult learning. Educators are obligated to avoid all issues that present a conflict of interest in order to create a healthy learning environment for all students. This document provides a review of diversity related issues such as sexual harassment, self-fulfilling prophecy in relation to the diverse environment of education, diversity management concerns in learning, and adult teaching practices geared toward new adult educators of diverse student populations. 1.0 Introduction ecoming as well as being an effective educator and learning to adapt to remain as such so students can consistently learn is a moral imperative in adult education. Being an effective educator in a diverse B environment of adult education requires expecting the same standards from all students regardless of their race, gender, language, and general background. Educators/teachers should not grade students differently because of their gender, nationality, or language since such differences have a negative consequence as a result of self-fulfilling prophecy. All students must earn their grades based on their actual performance in the course according to the evaluation criteria communicated. Faculty members of higher education are obligated to treat each student fairly and expect high standards from them regardless of gender, ethnicity/nationality, primary language, age, experience, disability, and other such variables. -
Bennion Begins Again•
u N I I T y Bennion begins again• By GLENN HALTERMAN SENIOR STAFF WRITER What kind of personality do most people associate with a president of a universityl How should be act and interact with his students and faculty? What goals and aims should such an 'Birds shock Arkansas St. executive focus on ? After meeting new SUU President Steven D. Bennion answering questions like these becomes SUU gridders win on the road for the first time since 1993; easier. Tell him that you are a political now 3-1 following 34-24 victory over Division I-A Indians science major and there's a good chance, since he received a bachelor's degree in Throughout the game, first-year coach Gregory seemed the selfsame discipline from the By BEN GUNDERSON to show a g.reat deal of confidence in his team, taking University of Utah, that he'll give you a JOURN AL SPORTS WRITER chances with new players and sticking hard to the forte high-five. Maybe his penchant for this of the Thunderbird offense-the rushing game. practice comes from his love of sports. With m ore than four years of losing on the road Contributing to the astounding total of 433 yards of More likely it stems from his love of haunting them, the SUU gridders were looking to scare rushing was fullback Brook Madsen who carried for 187 students and his dedication to ensuring up a win anywhere but home. Few thought, however, yards for the night, along with quarterback Joe Dupaix that each individual receives the that the spellbreaking victory would come against an who added 144. -
AUTHOR INSTITUTION REPORT NO AVAILABLE from ABSTRACT DOCUMENT RESUME Adams, J. Q., Ed.; Welsch, Janice R., Ed. Multicultural
DOCUMENT RESUME ED 407 689 CS 509 384 AUTHOR Adams, J. Q., Ed.; Welsch, Janice R., Ed. TITLE Multicultural Prism: Voices from the Field. Volume 2. INSTITUTION Illinois Staff and Curriculum Developers Association.; Western Illinois Univ., Macomb. REPORT NO IBHN-1-885-890-06-0 PUB DATE 96 NOTE 260p.; Accompanying videotape not available from EDRS. For volume 1, see CS 509 384. AVAILABLE FROM Multicultural Resource Development and Advising Center, c/o Faculty Development, Western Illinois University, 318 Seal Hall, Macomb, IL 61455 ($10, includes shipping/handling; videotape sold at cost). PUB TYPE Collected Works General (020) -- Guides Classroom - Teacher (052) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Course Descriptions; *Cultural Differences; *Diversity (Student); Economics Education; Elementary Secondary Education; Feminism; Higher Education; Mathematics Education; *Multicultural Education; Religious Differences; Social Studies IDENTIFIERS *Response to Literature ABSTRACT This book presents descriptions of 17 courses in education, the humanities, social sciences, business, and the arts that acknowledge cultural diversity and invite students to understand and respect that diversity. Many of the courses focus on student-centered approaches to instruction. Following an introduction by the editors, syllabi in the book are "Ways of Coexisting: Urban and Global Communities" (Frederick J. Baker); "No More 'Teaching as Usual'" (Dianne Bowcock); "Understanding Diversity: Urban Education at Bloomsburg University" (Mary Harris); "Introduction to Multicultural Education" (Savario J. Mungo); "Alike and Different: Teaching Children to Value Cultural Diversity" (Mona S. Johnston); "Power Made Real: Literary Responses to Race, Class and Gender" (Ann M. Frank Wake); "In Their Own Words: The Literature of Displacement Links between African and African Diaspora Writing" (Nada Elia); "Multicultural Approaches to College Writing" (Kathleen M. -
25 Howell.Pm7
Charles Howell 161 Democratic Education and Social Learning Theory Charles Howell Minnesota State, Moorhead THE ROLE OF MORAL DEVELOPMENT IN THE THEORY OF DEMOCRATIC EDUCATION In a passage that anticipates a large contemporary literature about the aims of public education, Amy Gutmann asserts that common schools help children to develop “the capacities for choice among good lives” so they can participate “in collectively shaping their society.” State control and the principle of non-repression prevent adults from limiting children’s deliberative scope. Though parents and community may legitimately predispose children toward some conceptions of the good life and away from others, they may not “sanction imposition of non-critical consciousness on children.”1 This account, which is echoed in many subsequent accounts of democratic education and defenses of common schools,2 depends on a number of important premises about moral development which are not closely examined, but which contribute significantly to the conclusion about the necessity of common education. One key premise is that opportunities to compare and criticize different modes of life will lead students to choose among them on rational grounds. A more general underlying premise is that moral development is the development of the capacity for moral reasoning. Critics of the liberal democratic program and democratic education in particular have focused on political issues such as state neutrality, pluralism, and the legiti- macy of public authority in education.3 Little attention has been paid to democratic theorists’ assumptions about moral development. Yet Gutmann’s premises about what moral development is and where it leads are not uncontested. -
Angry Eye (Video)
Angry eye (video): In 1968 Martin Luther King Jr. was killed. The next day Jane Elliott decided to create a captivating teaching guide for her third grade students in order to better help them understand the intensity of racial prejudice. With the tragedy of Martin Luther King Jr. so fresh in everyone’s minds Elliott wanted to use a method that would resonate with all her students. Elliott created an experiment based on whether the children had blue eyes or brown eyes. The purpose for this method was to teach the children what it felt like to be discriminated against based solely on something they had no control over. Elliott knew this would give the children only a small taste of what it’s like for people to be discriminated against based on their race. Creator of experiment: Jane Elliott Elliott started this project when she was a third grade teacher. Since then she is known for being a world renowned teacher, lecturer, diversity trainer, and recipient of the National Health Association Award for Excellence in Education. Elliott has travelled the world for over 30 years educating people with her wisdom of diversity. Spreading the knowledge and giving people the tools to fix prejudice is Elliott’s goal. History leading to Experiment: Martin Luther King Jr. was a strong activist in African American civil rights. “One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination” (America Rhetoric). This excerpt is from the famous Martin Luther King Jr. -
Foreword -- E Pluribus Unun: Pillars for Equity and Social Justice
FOREWORD -- E PLURIBUS UNUN: PILLARS FOR EQUITY AND SOCIAL JUSTICE Mahmoud Suleiman Editorial Director The ideal notion of attaining a utopian pluralistic life has long been elegantly captured by the United States Motto: E Pluribus Unum--“out of many, one.” Originated in Latin, this phrase reflects the symbolic value of these three words which carry a great promise for approaching an optimal level of democratic life that ironically has recently proven to be fragile. Perhaps, the implied vision of this slogan might have not been fully heeded at the practical level nor taken seriously by society’s institutions. Educational institutions are expected to embrace this dynamic slogan as a framework for their effective role and function within the overarching framework of democratic principles. Indeed, the words are by no means cosmetic in nature to appear on our currency and the emblems of political landmarks and establishments; rather, they are living words that shape the interaction process in the American pluralistic society. Likewise, rituals and rites of democratic engagement have the power to enhance the dynamics of pluralism and strengthen the American civilization. The educational and social institutions have always adopted these as constant reminders of what the United States is about or should be like. While demographic mosaic has a special significance in the American society, it should not be the sole incentive for integrating multicultural education in schools and elsewhere. This is especially true when we consider diversity as a parallel to pluralism in a democratic society. This implies that pluralism is the most logical mode that shapes schools’ input and educational practices. -
Little Rock Study Guide
3434_LittleRock_cover_F 5/27/05 12:58 PM Page 1 Choices IN LITTLE ROCK A FACING HISTORY AND OURSELVES TEACHING GUIDE ••••••••• CHOICES IN LITTLE ROCK i Acknowledgments Facing History and Ourselves would like to offer special thanks to The Yawkey Foundation for their support of Choices in Little Rock. Facing History and Ourselves would like to acknowledge the valuable assistance it received from the Boston Public Schools in creating Choices in Little Rock. We are particularly appreciative of the team that consulted on the development of the unit under the leadership of Sidney W. Smith, Director, Curriculum and Instructional Practices, and Judith Berkowitz, Ed.D., Project Director for Teaching American History. Patricia Artis, history coach Magda Donis, language acquisitions coach Meira Levinson, Ph.D., teacher, McCormack Middle School Kris Taylor, history coach Mark Taylor, teacher, King Middle School Facing History and Ourselves would also like to offer special thanks to the Boston Public School teachers who piloted the unit and provided valuable suggestions for its improvement. Constance Breeden, teacher, Irving Middle School Saundra Coaxum, teacher, Edison Middle School Gary Fisher, teacher, Timilty Middle School Adam Gibbons, teacher, Lyndon School Meghan Hendrickson, history coach, former teacher, Dearborn Middle School Wayne Martin, Edwards Middle School Peter Wolf, Curley Middle School Facing History and Ourselves values the efforts of its staff in producing and implementing the unit. We are grateful to Margot Strom, Marc Skvirsky, Jennifer Jones Clark, Fran Colletti, Phyllis Goldstein, Jimmie Jones, Melinda Jones-Rhoades, Tracy O’Brien, Jenifer Snow, Jocelyn Stanton, Chris Stokes, and Adam Strom. Design: Carter Halliday Associates www.carterhalliday.com Printed in the United States of America 2 3 4 5 6 7 8 9 10 November 2009 ISBN-13: 978-0-9798440-5-8 ISBN-10: 0-9798440-5-3 Copyright © 2008 Facing History and Ourselves National Foundation, Inc. -
Blue-Eyes, Brown-Eyes: the Experiment That Shocked the Nation and Turned a Town Against Its Most Famous Daughter
Blue-Eyes, Brown-Eyes: The Experiment that Shocked the Nation And Turned a Town Against its Most Famous Daughter By Stephen G. Bloom [email protected] On the evening of April 4, 1968, when schoolteacher Jane Elliott flipped on her television, she didn’t expect much. The pickings were slim that Thursday — Ironside or Bewitched. Instead, though, all Jane found were news bulletins — grainy black-and-white pictures of a motel terrace with metal latticework and a newscaster who said something about a shooting in Memphis. Jane got close to the set and stared. Someone had just killed Martin Luther King, Jr. There was a flurry of news reports from New York, Chicago, Detroit, Los Angeles, then back to Memphis. A white reporter was sticking a microphone into the face of a black leader, tears streaming down his cheeks, and Jane remembers the reporter asking, “When our leader was killed several years ago, his widow held us together. Who’s going to control your people?” What was this “our leader” and “your people” nonsense? Hadn’t John F. Kennedy been the leader of black Americans, too? Didn’t white Americans share outrage at King’s death just as much as black Americans did? And, then, it happened — an epiphany, in Jane Elliott’s Riceville, Iowa, living room that evening, flipping between channels. Tomorrow in her third-grade classroom, she'd combine a lesson from the Indian Unit, when she held class in a tee-pee, with a lesson from February’s Hero of the Month, when her kids had studied Dr. -
Armstrong Stepped Into Jane Elliott's Third-Grade Classroom in Riceville, Iowa
HER BOLD EXPERIMENT TO TEACH IOWA THIRD GRADERS ABOUT RACIAL PREJUDICE DIVIDED TOWNSPEOPLE AND THRUST HER ONTO THE NATIONAL STAGE. DECADES LATER, JANE ELLIOTTS STUDENTS SAY THE ORDEAL CHANGED THEM FOR GOOD BY STEPHEN G. BLOOM . PHOTOGRAPHS BY LAYNE KENNEDY n the morning of april 5, 1968, a Friday, Steven Armstrong stepped into Jane Elliott’s third-grade classroom in Riceville, Iowa. “Hey, Mrs. Elliott,” O Steven yelled as he slung his books on his desk. “They shot that King yesterday. Why’d they shoot that King?” All 28 children found their desks, and Elliott said she had something special for them to do, to begin to understand the as- sassination of Martin Luther King Jr. the day before. “How do you think it would feel to be a Negro boy or girl?” she asked the children, who were white. “It would be hard to know, wouldn’t it, unless we actually experienced discrimination our- selves. Would you like to find out?” A chorus of “Yeahs” went up, and so began one of the described to her colleagues what she’d done, remarking how most astonishing exercises ever conducted in an American several of her slower kids with brown eyes had transformed classroom. Now, almost four decades later, Elliott’s experi- themselves into confident leaders of the class. Withdrawn ment still matters—to the grown children with whom she brown-eyed kids were suddenly outgoing, some beaming experimented, to the people of Riceville, population 840, with the widest smiles she had ever seen on them. She asked who all but ran her out of town, and to thousands of people the other teachers what they were doing to bring news of the around the world who have also participated in an exercise King assassination into their classrooms. -
Friday, June 29, 2018
REALITY CHECK FRIDAY, JUNE 29, 2018 CREDITS LOCATION A-B Technical Community College Event Space (828-398-7901) CEUs: MAHEC designates this continuing education activity as 340 Victoria Road, Asheville, NC 28801 meeting the criteria for 0.7 CEUs as established by the National Task Force on the Continuing Education Unit. You must attend the entire Click here for directions. workshop to receive CEUs. DATE Friday, June 29, 2018 Contact Hours: MAHEC designates this continuing education REGISTRATION 7:30 am–8:00 am (breakfast provided) activity as meeting the criteria for 7.0 Contact Hours. Full attendance PROGRAM 8:00 am–5:00 pm (lunch provided) is required to receive credit. Early registration fees available through June 22, 2018. PROGRAM FEE $80.00 PLANNING COMMITTEE Keynon Lake, My Daddy Taught Me That, Asheville, NC. Leslie Lake, My Sistah Taught Me That, Asheville, NC. DESCRIPTION The Reality Check Conference is designed to encourage, empower, REGISTRATION and educate leaders across Western North Carolina and surrounding areas on the cultural diversity challenges within our community. This Early registration deadline: June 22, 2018 conference will continue the conversation around building a better The registration fee for this conference is $80.00. This fee includes community and decreasing the gaps in disparities, education, and administrative costs, educational materials, breakfast and lunch. other social factors that play into the cultural divide of the community If registration is received after the deadline, the total fee will be the and city at large. Participants will also learn about local initiatives and registration fee + $15.00. key players who are active and directly involved in our community. -
Promoting Cultural Understanding and Developing Cultural Competence Maria R
HE Form 574 Leader’s Guide Promoting Cultural Understanding and Developing Cultural Competence Maria R. de Guzman, Adolescent Development Extension Specialist Toni Hill-Menson, Graduate Research Assistant and Adolescent Worlds Editorial Assistant Vickie L. Greve, Extension 4-H Youth Development Specialist 3. Youth Leader’s Guide to Building Cultural Competence. Lesson Goals: 1994. By Advocates for Youth. http://www.advocatesfo- ryouth.org/publications/guide/ The goal of this program is to help individuals develop 4. A Class Divided. Aired on PBS for the program skills, acquire behaviors, and expand their beliefs and at- Frontline, this program illustrates Jane Elliott’s ground titudes in order for them to effectively work and interact breaking and award winning work on discrimination. with, and respect individuals from different backgrounds. While teaching a third-grade class in Iowa, Elliott pro- vided her students first-hand experience on discrimi- Objectives: nation. Her work has been referenced for decades in 1. Individuals will be able to define cultural competence college courses in sociology, education, psychology, and and identify its components. many other disciplines. http://www.pbs.org/wgbh/pages/ 2. Individuals will understand the importance of identify- frontline/shows/divided/ ing their own biases and exploring their own culture. 5. 101 Ways to Combat Prejudice: Developing a Common 3. Individuals will understand that cultural competence is Language. A joint project between the Barnes & Noble a lifelong process of development. Co. and the Anti-Defamation League, this free booklet 4. Individuals will begin to develop some skills that will gives concrete action steps:: http://www.adl.org/preju- help them become more competent in responding to dice/prejudice_terms.asp people of diverse backgrounds.