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Author: Patricia Hinchey
Publisher: Routledge
ISBN: 1135718628
Category : Education
Languages : en
Pages : 186
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Book Description
Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems. The authors allow students to tell their own stories, thus humanizing the results of abuses generated by a flawed system. Finding a current exploitation of students unconscionable, Hinchey and Kimmel call for a new vision of graduate education, one in which students are valued and treated as unique and vibrant individuals
Author: Patricia Hinchey
Publisher: Routledge
ISBN: 1135718628
Category : Education
Languages : en
Pages : 186
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Book Description
Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems. The authors allow students to tell their own stories, thus humanizing the results of abuses generated by a flawed system. Finding a current exploitation of students unconscionable, Hinchey and Kimmel call for a new vision of graduate education, one in which students are valued and treated as unique and vibrant individuals
Author: Patricia H. Hinchey
Publisher: Taylor & Francis
ISBN: 9780815338352
Category : Education
Languages : en
Pages : 196
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Book Description
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Patricia Hinchey
Publisher: Routledge
ISBN: 1135718695
Category : Education
Languages : en
Pages : 196
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Book Description
Examining common assumptions and routines through the lens of critical theory, the authors question several aspects of graduate education, including the conception of graduate students as institutional capital; institutionalized prejudice based on age, gender, sexual orientation, race and class; and competing power and value systems. The authors allow students to tell their own stories, thus humanizing the results of abuses generated by a flawed system. Finding a current exploitation of students unconscionable, Hinchey and Kimmel call for a new vision of graduate education, one in which students are valued and treated as unique and vibrant individuals
Author:
Publisher:
ISBN:
Category : Periodicals
Languages : en
Pages : 1096
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Book Description
Author: Josiah Gilbert Holland
Publisher:
ISBN:
Category : American literature
Languages : en
Pages : 794
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Book Description
Author: Howard Wayne Morgan
Publisher: Kent State University Press
ISBN: 9780873383905
Category : Architecture
Languages : en
Pages : 212
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Book Description
The conflict between modern and traditional art is one of the best known episodes in American cultural history. The modernists on the war in the sense that their styles and attitudes of mind dominated the discussion and production of new art. But the traditionalists remained strong in the arenas of public opinion and taste. It is a testament to the importance of the ideas involved that the basic issues are not yet settled in the larger cultural world. Kenyon Cox, a painter as well as critic, revealed a steadfast devotion to the ideals of a high art tradition, derived in his later years chiefly from admiration for the Italian Renaissance. He knew western art history, surveyed the current art scene in many reviews and analytical essays, and wrote with careful attention to the canons of scholarship. Royals Cartissoz, the art editor of the New York Tribune for over fifty years, was an appreciator and connoisseur. His belief in "beauty" in a well-done and recognizable form left him open to more innovation than was the case with Cox. He based his views on a self-confessed ideal of common sense that left the art experience open to any sensitive person. He was well suited to speak to and for the growing middle class in the Progressive era. This viewpoint was equally adaptable, if more debatable intellectually, when modernism triumphed. The fact that he remained a significant figure in art circles long after his tastes ceased to be dominant, testified to the nature of the audience for whom and to whom he spoke. Frank Jewett Mather, Jr., was the most realistic of these critics in estimating how art appealed in society. He knew a lot about many things and was concerned to see that the arts remained integrated in public esteem and thought. Mather took comfort from the history of art, which revealed to him that great works and their creators could survive time and criticism. This sense of historical process and his great need for the unifying power of art experience let Mather escape the bitterness that so affected Cox, and to a lesser extent Cortissoz, as tastes changed. The artist's mission was to maintain and extend forms of art that promoted order and integration in society and in individual personalities. Society in turn had to see the artist as a harbinger of an intensified emotional life, but which accommodated changed perception in constructive ways. The chief fear of the traditionalists was that the new art, which seemed shocking in form and disruptive in intent, would separate artist and public to the detriment of both.
Author: V. Barbara Bush
Publisher: Taylor & Francis
ISBN: 1000979598
Category : Education
Languages : en
Pages : 173
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Book Description
This volume is designed to illuminate the educational experiences of Black women, from the time they earn their high school diplomas through graduate study, with a particular focus on their doctoral studies, by exploring the commonalities and the uniqueness of their individual paths and challenges. The chapters of this volume newly identify key factors and experiences that shape Black women’s engagement or disengagement with higher education.The original research presented here – using an array of theoretical lenses, as well as qualitative and quantitative methods – not only deepens our understanding of the experiences of African American women in the academy, but also seeks to strengthen the academic pipeline, not only for the benefit of those who may have felt disenfranchised in the past, but for all students.The contributors eschew the deficit-focused approach – that implies a lack of social and cultural capital based on prior educational experiences – adopted by many studies of non-dominant groups in education, and instead focus on the strengths and experiences of their subjects. Among their findings is the identification of the social capital that Black women are given and actively acquire in their pre-collegiate years that enable them to gain greater returns on their educational investments than their male peers. The book further describes the assistance and the interference African American women receive from their peers during their transition to college, and how peer interactions shape their early college experiences, and influence subsequent persistence decisions.Whether studying how Black women in the social and natural sciences navigate through this often rocky terrain, or uncovering the extent to which African American women doctoral students access postsecondary education through community colleges, and their special needs for more mentoring and advising support, this book provides researchers and graduate students with rich information on how to successfully engage and succeed in the doctoral process.It also demonstrates to women faculty and administrators how they can become better navigators, guides, and advocates for the African American women who come after them.
Author:
Publisher:
ISBN:
Category : Engineering
Languages : en
Pages : 340
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Book Description
Author: Nina Zaragoza
Publisher: Routledge
ISBN: 1135320160
Category : Education
Languages : en
Pages : 238
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Book Description
In Rethinking Language Arts: Passion and Practice, SecondEdition, author Nina Zaragoza uses the form of letters to her students to engage pre-service teachers in reevaluating teaching practices, thus bringing to life a vision of an alternative classroom environment in which the teacher is the prime mover and creative leader. Zaragoza discusses and explains the need for teachers to be decision makers, reflective thinkers, political beings, and agents of social change in order to create a positive and inclusive classroom setting. This book is both a critical text that deconstructs the way language arts are traditionally taught in our schools as well as a visionary text with clear, no-nonsense directions on how to provide much needed change in our schools.
Author: Brown & Sharpe Manufacturing Company (Providence, R.I.)
Publisher:
ISBN:
Category : Grinding and polishing
Languages : en
Pages : 160
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Book Description
