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Author: Nancy Sinkoff
Publisher: Wayne State University Press
ISBN: 0814345115
Category : Biography & Autobiography
Languages : en
Pages : 454
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Book Description
Intellectual biography of Holocaust historian Lucy S. Dawidowicz. From Left to Right: Lucy S. Dawidowicz, the New York Intellectuals, and the Politics of Jewish History is the first comprehensive biography of Dawidowicz (1915–1990), a pioneer historian in the field that is now called Holocaust studies. Dawidowicz was a household name in the postwar years, not only because of her scholarship but also due to her political views. Dawidowicz, like many other New York intellectuals, was a youthful communist, became an FDR democrat midcentury, and later championed neoconservatism. Nancy Sinkoff argues that Dawidowicz’s rightward shift emerged out of living in prewar Poland, watching the Holocaust unfold from New York City, and working with displaced persons in postwar Germany. Based on over forty-five archival collections, From Left to Right chronicles Dawidowicz’s life as a window into the major events and issues of twentieth-century Jewish life.
Author: Nancy Sinkoff
Publisher: Wayne State University Press
ISBN: 0814345115
Category : Biography & Autobiography
Languages : en
Pages : 454
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Book Description
Intellectual biography of Holocaust historian Lucy S. Dawidowicz. From Left to Right: Lucy S. Dawidowicz, the New York Intellectuals, and the Politics of Jewish History is the first comprehensive biography of Dawidowicz (1915–1990), a pioneer historian in the field that is now called Holocaust studies. Dawidowicz was a household name in the postwar years, not only because of her scholarship but also due to her political views. Dawidowicz, like many other New York intellectuals, was a youthful communist, became an FDR democrat midcentury, and later championed neoconservatism. Nancy Sinkoff argues that Dawidowicz’s rightward shift emerged out of living in prewar Poland, watching the Holocaust unfold from New York City, and working with displaced persons in postwar Germany. Based on over forty-five archival collections, From Left to Right chronicles Dawidowicz’s life as a window into the major events and issues of twentieth-century Jewish life.
Author: Marisa J. Fuentes
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Charles Hatfield
Publisher: Rutgers University Press
ISBN: 0813591414
Category : Art
Languages : en
Pages : 337
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Book Description
A concise introduction to one of today's fastest-growing, most exciting fields, Comics Studies: A Guidebook outlines core research questions and introduces comics' history, form, genres, audiences, and industries. Authored by a diverse roster of leading scholars, this Guidebook offers a perfect entryway to the world of comics scholarship.
Author: William W. Fortenbaugh
Publisher: Franz Steiner Verlag
ISBN: 9783515078085
Category : History
Languages : en
Pages : 352
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Book Description
Theophrastus of Eresus was Aristotle's successor as head of the Peripatetic School. He is best known for a humorous collection of character sketches, but his importance in antiquity and for the history of thought in general is much greater. He was the founder of systematic botany, and his work on logic went well beyond that of Aristotle, as did his interest in rhetoric and poetics. He was the first to collect the laws of different city-states, and in ethics he emphasized manners as well as moral virtue. In recent years, his importance has been more fully appreciated through the efforts of Professor William Fortenbaugh, who founded Project Theophrastus, an international undertaking whose goal has been to collect, edit and comment on the fragments of Theophrastus. While leading this project, Professor Fortenbaugh has been writing on Theophrastus, highlighting his achievements and making connections between areas like logic and rhetoric, psychology and religion, ethics and politics. The present volume brings together for the first time twenty-two of his essays.
Author: Lisa M. Nunn
Publisher: Rutgers University Press
ISBN: 0813563631
Category : Social Science
Languages : en
Pages : 189
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Book Description
The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.
Author: Kayo Denda
Publisher: Rutgers University Press
ISBN: 0813585430
Category : Education
Languages : en
Pages : 357
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Book Description
Rutgers University’s Douglass Residential College is the only college for women that is nested within a major public research university in the United States. Although the number of women’s colleges has plummeted from a high of 268 in 1960 to 38 in 2016, Douglass is flourishing as it approaches its centennial in 2018. To explore its rich history, Kayo Denda, Mary Hawkesworth, Fernanda H. Perrone examine the strategic transformation of Douglass over the past century in relation to continuing debates about women’s higher education. The Douglass Century celebrates the college’s longevity and diversity as distinctive accomplishments, and analyzes the contributions of Douglass administrators, alumnae, and students to its survival, while also investigating multiple challenges that threatened its existence. This book demonstrates how changing historical circumstances altered the possibilities for women and the content of higher education, comparing the Jazz Age, American the Great Depression, the Second World War, the post-war Civil Rights era, and the resurgence of feminism in the 1970s and 1980s. Concluding in the present day, the authors highlight the college’s ongoing commitment to Mabel Smith Douglass’ founding vision, “to bring about an intellectual quickening, a cultural broadening in connection with specific training so that women may go out into the world fitted...for leadership...in the economic, political, and intellectual life of this nation.” In addition to providing a comprehensive history of the college, the book brings its subjects to life with eighty full-color images from the Special Collections and University Archives, Rutgers University Libraries.
Author: Jillian M. Duquaine-Watson
Publisher: Rutgers University Press
ISBN: 0813588456
Category : Education
Languages : en
Pages : 273
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Book Description
"In Mothering by Degrees, I show how single mothers who pursue college degrees in early 21st century America must navigate a difficult course as they attempt to reconcile their identities as single mothers, college students, and, in many cases, employees. As they combine these multiple and often competing roles and responsibilities, they must also negotiate a balance between cultural ideals of motherhood and their own definitions of what it means to be a "good" mother, particularly as those ideals and definitions are shaped within context of post-welfare reform America and the post-secondary institutions they attend. By comparing the experiences of nearly 100 single mother college students attending three postsecondary education institutions in the United States, I illustrate how these women navigate the various obstacles they encounter, especially obstacles related to financial concerns, child care, time constraints, and the "chilly" climate of higher education. In addition, I demonstrate that the women regard postsecondary education not only as a means of escaping poverty but also as an extension of their mothering work, something they do to help ensure the long-term health and well-being of their children. Thus, this project provides a situated, comparative account of the experiences of single mothers who are college students in order to foster a better understanding of the complex ideologies and social structures that influence the life choices and education experiences of members of this important but understudied student population. Finally, the project discusses policies and programs that can help provide better support to single mother and may diminish the challenges they face as they endeavor to complete their education"--
Author: Domingo Morel
Publisher: Oxford University Press
ISBN: 0190678976
Category : Education
Languages : en
Pages : 209
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Book Description
State takeovers of local governments have garnered national attention of late, particularly following the water crisis in Flint, Michigan. In most U.S. cities, local governments are responsible for decisions concerning matters such as the local water supply and school affairs. However, once a state takes over, this decision-making capability is shuttled. Despite the widespread attention that takeovers in Flint and Detroit have gained, we know little about how such takeovers--a policy option that has been in use since the 1980s--affect political power in local communities. By focusing on takeovers of local school districts, this book offers the first systematic study of state takeovers of local governments. Although many major U.S. cities have experienced state takeovers of their local school districts, we know little about the political causes and consequences of takeovers. Complicating this phenomenon are the justifications for state takeokers; while they are assumedly based on concerns with poor academic performance, questions of race and political power play a critical role in the takeover of local school districts. However, Domingo Morel brings clarity to these questions and limitations--he examines the factors that contribute to state takeovers as well as the effects and political implications of takeovers on racialized communities, the communities most often affected by them. Morel both lays out the conditions under which the policy will disempower or empower racial and ethnic minority populations, and expands our understanding of urban politics. Morel argues that state interventions are a part of the new normal for cities and offers a novel theoretical framework for understanding the presence of the state in America's urban areas. The book is built around an original study of nearly 1000 school districts, including every school district that has been taken over by their respective state, and a powerful case study of Newark, New Jersey.
Author: Lisa M. Nunn
Publisher: Rutgers University Press
ISBN: 0813599490
Category : Education
Languages : en
Pages : 158
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Book Description
Winner of the 2020 Scholarly Contributions to Teaching and Learning Award from the American Sociological Association Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students. 33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors’ teaching. Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.
Author: M. F. C. Bourdillon
Publisher: Rutgers University Press
ISBN: 0813548888
Category : Business & Economics
Languages : en
Pages : 311
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Book Description
Explores the place of labor in children's lives and child development. By incorporating recent theoretical advances in childhood studies and in child development, the authors argue for the need to re-think assumptions that underlie current policies on child labor. Proposes a new approach to promote the well-being, development, and human rights of working children. From publisher description.
