Stephen E Bronner
- Published in print:
- 2014
- Published Online:
- January 2015
- ISBN:
- 9780300162516
- eISBN:
- 9780300163735
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300162516.001.0001
- Subject:
- Sociology, Race and Ethnicity
This book presents bigotry as a systematic, all-encompassing mindset that has a special affinity for rightwing movements. It explores the appeal of bigotry, the self-image it justifies, the interests ...
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This book presents bigotry as a systematic, all-encompassing mindset that has a special affinity for rightwing movements. It explores the appeal of bigotry, the self-image it justifies, the interests it serves, and its complex connection with modernity. It reveals how prejudice shapes the conspiratorial and paranoid worldview of the true believer, the elitist, and the chauvinist. In the process, it becomes apparent how the bigot hides behind mainstream conservative labels in order to support policies designed to disadvantage the targets of his contempt. Examining bigotry in its various dimensions—anthropological, historical, psychological, sociological, and political—the book illustrates how the bigot's intense hatred of “the other” is a direct reaction to social progress, liberal values, secularism, and an increasingly complex and diverse world.Less
This book presents bigotry as a systematic, all-encompassing mindset that has a special affinity for rightwing movements. It explores the appeal of bigotry, the self-image it justifies, the interests it serves, and its complex connection with modernity. It reveals how prejudice shapes the conspiratorial and paranoid worldview of the true believer, the elitist, and the chauvinist. In the process, it becomes apparent how the bigot hides behind mainstream conservative labels in order to support policies designed to disadvantage the targets of his contempt. Examining bigotry in its various dimensions—anthropological, historical, psychological, sociological, and political—the book illustrates how the bigot's intense hatred of “the other” is a direct reaction to social progress, liberal values, secularism, and an increasingly complex and diverse world.
Ira W. Lit
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300105797
- eISBN:
- 9780300153279
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300105797.001.0001
- Subject:
- Sociology, Education
This book offers a compelling and uniquely detailed examination of the experiences of kindergarten students in California participating in a voluntary school desegregation program. It focuses on the ...
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This book offers a compelling and uniquely detailed examination of the experiences of kindergarten students in California participating in a voluntary school desegregation program. It focuses on the day-to-day school life of a group of minority children bussed from their poor-performing home school district to an affluent neighboring district with high-performing schools. Through these kindergarteners' experiences, the book sensitively illuminates the processes of school transition, socialization, and adaptation, and addresses an array of important issues relating to American education. The book acutely observes these 'bus kids' and the quality of their social, emotional, cultural and academic experiences. It presents a moving picture of the complexity of challenges, often unrecognized by teachers and parents, each young student confronted every day.Less
This book offers a compelling and uniquely detailed examination of the experiences of kindergarten students in California participating in a voluntary school desegregation program. It focuses on the day-to-day school life of a group of minority children bussed from their poor-performing home school district to an affluent neighboring district with high-performing schools. Through these kindergarteners' experiences, the book sensitively illuminates the processes of school transition, socialization, and adaptation, and addresses an array of important issues relating to American education. The book acutely observes these 'bus kids' and the quality of their social, emotional, cultural and academic experiences. It presents a moving picture of the complexity of challenges, often unrecognized by teachers and parents, each young student confronted every day.
Suzanne Wilson
- Published in print:
- 2002
- Published Online:
- October 2013
- ISBN:
- 9780300094329
- eISBN:
- 9780300127539
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300094329.001.0001
- Subject:
- Sociology, Education
This book presents a history of efforts to reform mathematics education in California throughout the last two decades of the 20th century. That history is a contentious one, full of such fervour and ...
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This book presents a history of efforts to reform mathematics education in California throughout the last two decades of the 20th century. That history is a contentious one, full of such fervour and heat that participants and observers often refer to the “math wars”. The book considers the many perspectives of those involved in math reform, weaving a tapestry of facts, philosophies, conversations, events, and personalities into the narrative. While the focus is on California, the implications of this book extend to struggles over education policy and practice throughout the United States. The book's three-dimensional account of math education reform efforts reveals how the debates tend to be deeply ideological and how people come to feel misunderstood and misrepresented. It examines the myths used to explain the failure of reforms, the actual reasons for failure, and the importance of taking multiple perspectives into account when planning and implementing reform.Less
This book presents a history of efforts to reform mathematics education in California throughout the last two decades of the 20th century. That history is a contentious one, full of such fervour and heat that participants and observers often refer to the “math wars”. The book considers the many perspectives of those involved in math reform, weaving a tapestry of facts, philosophies, conversations, events, and personalities into the narrative. While the focus is on California, the implications of this book extend to struggles over education policy and practice throughout the United States. The book's three-dimensional account of math education reform efforts reveals how the debates tend to be deeply ideological and how people come to feel misunderstood and misrepresented. It examines the myths used to explain the failure of reforms, the actual reasons for failure, and the importance of taking multiple perspectives into account when planning and implementing reform.
Paul Sillitoe
- Published in print:
- 2010
- Published Online:
- October 2013
- ISBN:
- 9780300142266
- eISBN:
- 9780300162950
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300142266.001.0001
- Subject:
- Sociology, Economic Sociology
Among the Wola people of Papua New Guinea, using the term “economy” is problematic. Distribution is unnecessary; the producers of everyday needs are the consumers: produce goes largely “from land to ...
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Among the Wola people of Papua New Guinea, using the term “economy” is problematic. Distribution is unnecessary; the producers of everyday needs are the consumers: produce goes largely “from land to mouth”—with no implication that resources are scarce. Yet transactions featuring valuable things—which are scarce—are a prominent aspect of life, where sociopolitical exchange figures prominently. The relationship—or rather the disconnection—between these two domains is central to understanding the fiercely egalitarian political-economy. In this investigation of a Highland New Guinea agricultural “economy” and acephalous political order the text interrogates the relevance of key economic ideas in noncapitalist contexts and challenges anthropological shibboleths such as the “gift.” Furthermore, it makes a reactionary-cum-innovative contribution to research methods and analysis, drawing on advances in information technology to manage large data sets.Less
Among the Wola people of Papua New Guinea, using the term “economy” is problematic. Distribution is unnecessary; the producers of everyday needs are the consumers: produce goes largely “from land to mouth”—with no implication that resources are scarce. Yet transactions featuring valuable things—which are scarce—are a prominent aspect of life, where sociopolitical exchange figures prominently. The relationship—or rather the disconnection—between these two domains is central to understanding the fiercely egalitarian political-economy. In this investigation of a Highland New Guinea agricultural “economy” and acephalous political order the text interrogates the relevance of key economic ideas in noncapitalist contexts and challenges anthropological shibboleths such as the “gift.” Furthermore, it makes a reactionary-cum-innovative contribution to research methods and analysis, drawing on advances in information technology to manage large data sets.
Gerard N. Burrow
- Published in print:
- 2002
- Published Online:
- October 2013
- ISBN:
- 9780300092073
- eISBN:
- 9780300132885
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300092073.001.0001
- Subject:
- Sociology, Education
This book tells the story of the Yale University School of Medicine, tracing its history from its origins in 1810, when it had four professors and 37 students, to its present status as one of the ...
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This book tells the story of the Yale University School of Medicine, tracing its history from its origins in 1810, when it had four professors and 37 students, to its present status as one of the world's outstanding medical schools. It focuses on the important relationship of the medical school to the university, which has long operated under the precept that one should heal the body as well as the soul. The book recounts events surrounding the beginnings of the medical school, the very perilous times it experienced in the middle-and late-19th century, and its revitalization, rapid growth, and evolution throughout the 20th century. It describes the colorful individuals involved with the school and shows how social upheavals, including wars, the Depression, boom periods, social activism, and the like, affected the school. The picture it paints is that of an institution that was at times unmanageable and underfunded, that often had troubled relationships with the New Haven community and its major hospital, but that managed to triumph over these difficulties and flourish. Today Yale University School of Medicine is a center for excellence. The book draws on the themes recurrent in its rich past to offer suggestions about its future.Less
This book tells the story of the Yale University School of Medicine, tracing its history from its origins in 1810, when it had four professors and 37 students, to its present status as one of the world's outstanding medical schools. It focuses on the important relationship of the medical school to the university, which has long operated under the precept that one should heal the body as well as the soul. The book recounts events surrounding the beginnings of the medical school, the very perilous times it experienced in the middle-and late-19th century, and its revitalization, rapid growth, and evolution throughout the 20th century. It describes the colorful individuals involved with the school and shows how social upheavals, including wars, the Depression, boom periods, social activism, and the like, affected the school. The picture it paints is that of an institution that was at times unmanageable and underfunded, that often had troubled relationships with the New Haven community and its major hospital, but that managed to triumph over these difficulties and flourish. Today Yale University School of Medicine is a center for excellence. The book draws on the themes recurrent in its rich past to offer suggestions about its future.
Philip Martin
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300139174
- eISBN:
- 9780300156003
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300139174.001.0001
- Subject:
- Sociology, Urban and Rural Studies
American agriculture employs some 2.5 million workers during a typical year, most for fewer than six months. Three fourths of these farm workers are immigrants, half are unauthorized, and most will ...
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American agriculture employs some 2.5 million workers during a typical year, most for fewer than six months. Three fourths of these farm workers are immigrants, half are unauthorized, and most will leave seasonal farm work within a decade. What do these statistics mean for farmers, for labourers, for rural America? This book addresses the question by reviewing what is happening on farms and in the towns and cities where immigrant farm workers settle with their families. The book finds that the business-labor model that has evolved in rural America is neither desirable nor sustainable. It proposes regularizing U.S. farm workers and rationalizing the farm labor market, an approach that will help American farmers stay globally competitive while also improving conditions for farm workers.Less
American agriculture employs some 2.5 million workers during a typical year, most for fewer than six months. Three fourths of these farm workers are immigrants, half are unauthorized, and most will leave seasonal farm work within a decade. What do these statistics mean for farmers, for labourers, for rural America? This book addresses the question by reviewing what is happening on farms and in the towns and cities where immigrant farm workers settle with their families. The book finds that the business-labor model that has evolved in rural America is neither desirable nor sustainable. It proposes regularizing U.S. farm workers and rationalizing the farm labor market, an approach that will help American farmers stay globally competitive while also improving conditions for farm workers.
Frederick J. Morrison, Heather Bachman, and Carol Connor
- Published in print:
- 2005
- Published Online:
- October 2013
- ISBN:
- 9780300106459
- eISBN:
- 9780300130256
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300106459.001.0001
- Subject:
- Sociology, Education
An alarmingly high number of American students continue to lack proficiency in reading, maths, and science. The various attempts to address this problem have all too often resulted in “silver bullet” ...
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An alarmingly high number of American students continue to lack proficiency in reading, maths, and science. The various attempts to address this problem have all too often resulted in “silver bullet” solutions such as reducing class sizes or implementing voucher programs. But this book shows, improving literacy also requires an understanding of complex and interrelated social issues that shape a child's learning. The book presents the most up-to-date research on the diverse factors that relate to a child's literacy development, from preschool to early elementary school.Less
An alarmingly high number of American students continue to lack proficiency in reading, maths, and science. The various attempts to address this problem have all too often resulted in “silver bullet” solutions such as reducing class sizes or implementing voucher programs. But this book shows, improving literacy also requires an understanding of complex and interrelated social issues that shape a child's learning. The book presents the most up-to-date research on the diverse factors that relate to a child's literacy development, from preschool to early elementary school.
Stephen K. Wegren
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300150971
- eISBN:
- 9780300156409
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300150971.001.0001
- Subject:
- Sociology, Urban and Rural Studies
This book presents an account of Russia's land reform initiatives from the late 1980s to today. In Russia, a country controlling more land than any other nation, land ownership is central to ...
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This book presents an account of Russia's land reform initiatives from the late 1980s to today. In Russia, a country controlling more land than any other nation, land ownership is central to structures of power, class division, and agricultural production. The aim of Russian land reform for the past thirty years—to undo the collectivization of the Soviet era and encourage public ownership—has been largely unsuccessful. To understand this failure, this book examines contemporary land reform policies in terms of legislation, institutional structure, and human behavior. Using extensive survey data, it analyzes household behaviors in regard to land ownership and usage based on socioeconomic status, family size, demographic distribution, and regional differences.Less
This book presents an account of Russia's land reform initiatives from the late 1980s to today. In Russia, a country controlling more land than any other nation, land ownership is central to structures of power, class division, and agricultural production. The aim of Russian land reform for the past thirty years—to undo the collectivization of the Soviet era and encourage public ownership—has been largely unsuccessful. To understand this failure, this book examines contemporary land reform policies in terms of legislation, institutional structure, and human behavior. Using extensive survey data, it analyzes household behaviors in regard to land ownership and usage based on socioeconomic status, family size, demographic distribution, and regional differences.
David K. Cohen and Heather C. Hill
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300089479
- eISBN:
- 9780300133349
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300089479.001.0001
- Subject:
- Sociology, Education
Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem ...
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Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. This book argues that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. The book reports that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve.Less
Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. This book argues that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. The book reports that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve.
Sophie Haroutunian-Gordon
- Published in print:
- 2009
- Published Online:
- October 2013
- ISBN:
- 9780300120004
- eISBN:
- 9780300155822
- Item type:
- book
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300120004.001.0001
- Subject:
- Sociology, Education
This book presents a case study of two people learning to teach. It shows them engaging two groups of fourth-grade students in discussion about the meaning of texts—what the text terms “interpretive ...
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This book presents a case study of two people learning to teach. It shows them engaging two groups of fourth-grade students in discussion about the meaning of texts—what the text terms “interpretive discussion.” The two groups differ with respect to race, geographical location, and affluence. As the novice teachers learn to clarify their own questions about meaning, they become better listeners and leaders of the discussions. Eventually, they mix the students from the two classrooms, and the reader watches them converse about a text as the barriers of race and class seem to break down. In addition to the detailed analysis of the case study, this book presents philosophical, literary, and psychological foundations of interpretive discussion and describes its three phases: preparation, leading, and reflection.Less
This book presents a case study of two people learning to teach. It shows them engaging two groups of fourth-grade students in discussion about the meaning of texts—what the text terms “interpretive discussion.” The two groups differ with respect to race, geographical location, and affluence. As the novice teachers learn to clarify their own questions about meaning, they become better listeners and leaders of the discussions. Eventually, they mix the students from the two classrooms, and the reader watches them converse about a text as the barriers of race and class seem to break down. In addition to the detailed analysis of the case study, this book presents philosophical, literary, and psychological foundations of interpretive discussion and describes its three phases: preparation, leading, and reflection.
Abrazando el Espíritu
Abusive Endings
Academic Profiling
Accumulation by Segregation
The activation dilemma
Active ageing
Active social policies in the EU
Administering welfare reform
After Civil Rights
