Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0014
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
In twenty-five years, Montagu Butler admitted more than 4,000 boys to Harrow School, securing its status as a national institution. When advising his successor on teaching the Upper Fourth in 1879, ...
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In twenty-five years, Montagu Butler admitted more than 4,000 boys to Harrow School, securing its status as a national institution. When advising his successor on teaching the Upper Fourth in 1879, John Smith suggested that during the first month of term each new boy should be asked to explain his family motto to the form; he never doubted they possessed one. Such extensive ties of association within the ruling elite provided the basis for Harrow's fame. Even appointments to Assistant Masterships were deemed of sufficient public interest to warrant gazetting in The Times. Sentiment thrived on success. Privileged by birth and wealth, Butler's Harrovians achieved much on their own account in those spheres most cherished by Victorian public schools: public service, the professions, the church, and academic life. Butler presided over one of the great powerhouses of the late 19th-century British Establishment during a Head Mastership that defined Harrow's reputation, character, and standing. Two of Butler legacies were the school songs and sports.Less
In twenty-five years, Montagu Butler admitted more than 4,000 boys to Harrow School, securing its status as a national institution. When advising his successor on teaching the Upper Fourth in 1879, John Smith suggested that during the first month of term each new boy should be asked to explain his family motto to the form; he never doubted they possessed one. Such extensive ties of association within the ruling elite provided the basis for Harrow's fame. Even appointments to Assistant Masterships were deemed of sufficient public interest to warrant gazetting in The Times. Sentiment thrived on success. Privileged by birth and wealth, Butler's Harrovians achieved much on their own account in those spheres most cherished by Victorian public schools: public service, the professions, the church, and academic life. Butler presided over one of the great powerhouses of the late 19th-century British Establishment during a Head Mastership that defined Harrow's reputation, character, and standing. Two of Butler legacies were the school songs and sports.
Jose Harris
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780198229742
- eISBN:
- 9780191678912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198229742.003.0009
- Subject:
- History, British and Irish Modern History
This chapter examines changes in the teaching and research in the arts and social sciences at Oxford during the period from 1939 to 1970. On the eve of World War 2, academic life in Oxford was ...
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This chapter examines changes in the teaching and research in the arts and social sciences at Oxford during the period from 1939 to 1970. On the eve of World War 2, academic life in Oxford was dominated a cluster of over-arching and interlocking themes that included the pre-eminence of the humanities, the power of the colleges, and the priority given to the teaching of undergraduates. During and after the war, major changes occurred in the structure of the area of Philosophy, Politics, and Economics (PPE), which reflected the rise of specialization and the decline of the old synoptic vision of the social sciences.Less
This chapter examines changes in the teaching and research in the arts and social sciences at Oxford during the period from 1939 to 1970. On the eve of World War 2, academic life in Oxford was dominated a cluster of over-arching and interlocking themes that included the pre-eminence of the humanities, the power of the colleges, and the priority given to the teaching of undergraduates. During and after the war, major changes occurred in the structure of the area of Philosophy, Politics, and Economics (PPE), which reflected the rise of specialization and the decline of the old synoptic vision of the social sciences.
Lawrence Goldman
- Published in print:
- 1995
- Published Online:
- October 2011
- ISBN:
- 9780198205753
- eISBN:
- 9780191676765
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198205753.003.0008
- Subject:
- History, British and Irish Modern History
Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less ...
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Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less clear; Above all, the disappearance of established working-class communities, institutions, and traditions — indeed the gradual decline of a self-conscious working class itself — and changes in the nature of academic life, have altered, if not destroyed the fundamental relationship between dons and workers. Though extramural departments obviously differed in how they responded to new circumstances, there is a sense in which the traditional adult education movement failed to take its opportunities in the 1950s and 1960sLess
Writing the history of university adult education after 1945 is considerably more difficult than doing it for any preceding period. In recent decades the ideals of the movement have become less clear; Above all, the disappearance of established working-class communities, institutions, and traditions — indeed the gradual decline of a self-conscious working class itself — and changes in the nature of academic life, have altered, if not destroyed the fundamental relationship between dons and workers. Though extramural departments obviously differed in how they responded to new circumstances, there is a sense in which the traditional adult education movement failed to take its opportunities in the 1950s and 1960s
Richard A. Shweder
- Published in print:
- 2015
- Published Online:
- November 2015
- ISBN:
- 9780231168809
- eISBN:
- 9780231538794
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231168809.003.0010
- Subject:
- Philosophy, Moral Philosophy
This chapter examines academic freedom at the University of Chicago, which proudly thinks of itself as a Socratic, free-thinking, and contentious institution. More specifically, it considers the ...
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This chapter examines academic freedom at the University of Chicago, which proudly thinks of itself as a Socratic, free-thinking, and contentious institution. More specifically, it considers the antiquarian view of academic freedom associated with two constitutional conservatives, both of them famous for their advocacy of judicial restraint: Supreme Court Justice Felix Frankfurter and his former law clerk Alexander Bickel. The chapter explores the ancient Socratic ideal of freedom of thought and the application of the methods of critical reason as the ultimate ends of academic life. It also discusses the University of Chicago's conception of academic freedom as articulated in the Kalven committee report and whether faculty and administrative governance is a threat to academic freedom. It suggests that what makes a great university great is its commitment and willingness to nurture and protect the ardor and fearlessness of autonomous minds to follow the argument where it leads regardless of moral, political, or commercial interests or popular opinion.Less
This chapter examines academic freedom at the University of Chicago, which proudly thinks of itself as a Socratic, free-thinking, and contentious institution. More specifically, it considers the antiquarian view of academic freedom associated with two constitutional conservatives, both of them famous for their advocacy of judicial restraint: Supreme Court Justice Felix Frankfurter and his former law clerk Alexander Bickel. The chapter explores the ancient Socratic ideal of freedom of thought and the application of the methods of critical reason as the ultimate ends of academic life. It also discusses the University of Chicago's conception of academic freedom as articulated in the Kalven committee report and whether faculty and administrative governance is a threat to academic freedom. It suggests that what makes a great university great is its commitment and willingness to nurture and protect the ardor and fearlessness of autonomous minds to follow the argument where it leads regardless of moral, political, or commercial interests or popular opinion.
Nicola Lacey
- Published in print:
- 2006
- Published Online:
- January 2010
- ISBN:
- 9780199202775
- eISBN:
- 9780191705953
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199202775.003.0007
- Subject:
- Law, Legal History
This chapter details H. L. A. Hart's post-war career. In September 1945, Herbert returned to an Oxford that was a cloistered, parochial, and largely masculine community. New College was not, in most ...
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This chapter details H. L. A. Hart's post-war career. In September 1945, Herbert returned to an Oxford that was a cloistered, parochial, and largely masculine community. New College was not, in most ways, substantially different from the small community of scholars he had left in 1929. It was surrounded by thirty-odd other such communities, only five of which were for women; and it operated within the framework of only a fragmentary university structure. The small number of Fellows at New College further contributed to an intense and emotionally complex network of social relationships which in many respects resembled a family more than a workplace.Less
This chapter details H. L. A. Hart's post-war career. In September 1945, Herbert returned to an Oxford that was a cloistered, parochial, and largely masculine community. New College was not, in most ways, substantially different from the small community of scholars he had left in 1929. It was surrounded by thirty-odd other such communities, only five of which were for women; and it operated within the framework of only a fragmentary university structure. The small number of Fellows at New College further contributed to an intense and emotionally complex network of social relationships which in many respects resembled a family more than a workplace.
George M. Marsden
- Published in print:
- 1998
- Published Online:
- October 2011
- ISBN:
- 9780195122909
- eISBN:
- 9780199853311
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195122909.003.0004
- Subject:
- Religion, History of Christianity
This chapter argues that while it is certainly true that some religious believers wish to destroy the pluralistic academy, there are many other religious viewpoints, including some theologically ...
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This chapter argues that while it is certainly true that some religious believers wish to destroy the pluralistic academy, there are many other religious viewpoints, including some theologically conservative ones, which harbor no such desire. For instance, it is perfectly possible to hold an Augustinian view that faith in God, rather than faith in self or material contingency, should shape one's essential vision of reality and yet to support the rules of liberal society as a God-given means for accomplishing some limited but immensely valuable goals. The main problem is how to balance the advocacy implicit in all scholarship with academic standards that are scientific or “reasonable” in the sense of being accessible to people from many different ideological camps. Traditional religious viewpoints can be just as hospitable to scientifically sound investigation as many other viewpoints, all of which are ultimately grounded in some faith or other. Hence, religious perspectives ought to be recognized as legitimate in the mainstream academy so long as their proponents are willing to support the rules necessary for constructive exchange of ideas in a pluralistic setting.Less
This chapter argues that while it is certainly true that some religious believers wish to destroy the pluralistic academy, there are many other religious viewpoints, including some theologically conservative ones, which harbor no such desire. For instance, it is perfectly possible to hold an Augustinian view that faith in God, rather than faith in self or material contingency, should shape one's essential vision of reality and yet to support the rules of liberal society as a God-given means for accomplishing some limited but immensely valuable goals. The main problem is how to balance the advocacy implicit in all scholarship with academic standards that are scientific or “reasonable” in the sense of being accessible to people from many different ideological camps. Traditional religious viewpoints can be just as hospitable to scientifically sound investigation as many other viewpoints, all of which are ultimately grounded in some faith or other. Hence, religious perspectives ought to be recognized as legitimate in the mainstream academy so long as their proponents are willing to support the rules necessary for constructive exchange of ideas in a pluralistic setting.
Elisa Tamarkin
- Published in print:
- 2008
- Published Online:
- February 2013
- ISBN:
- 9780226789446
- eISBN:
- 9780226789439
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226789439.003.0004
- Subject:
- Literature, American, 19th Century Literature
This chapter considers the importance of Anglophilia to college life in the nineteenth century and to the academic mystique that it sustains. Why has intellectual and university culture historically ...
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This chapter considers the importance of Anglophilia to college life in the nineteenth century and to the academic mystique that it sustains. Why has intellectual and university culture historically assumed pretensions toward Britain? Where do the English accents come from? Figures such as George Ticknor, Edward T. Channing, James Russell Lowell, and Henry Wadsworth Longfellow shaped a philosophy of intellectualism in America that patterns not only the content and pedagogic practices of higher education but also the daily routines and social pleasures of academic life.Less
This chapter considers the importance of Anglophilia to college life in the nineteenth century and to the academic mystique that it sustains. Why has intellectual and university culture historically assumed pretensions toward Britain? Where do the English accents come from? Figures such as George Ticknor, Edward T. Channing, James Russell Lowell, and Henry Wadsworth Longfellow shaped a philosophy of intellectualism in America that patterns not only the content and pedagogic practices of higher education but also the daily routines and social pleasures of academic life.
Timothy Gorringe
- Published in print:
- 1999
- Published Online:
- October 2011
- ISBN:
- 9780198752462
- eISBN:
- 9780191695117
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198752462.003.0003
- Subject:
- Religion, Theology, History of Christianity
When Barth had already started with his rewriting of the Romans, he was offered the possibility of receiving a Chair position at Göttingen in January 1921 that was confirmed in May of that year. ...
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When Barth had already started with his rewriting of the Romans, he was offered the possibility of receiving a Chair position at Göttingen in January 1921 that was confirmed in May of that year. After the demise of the Weimar Republic, Barth was then expelled from Germany. General Ludendorff — who initiated 1918's spring offensive — informed the Kaiser that suing for peace would be necessary by the end of September in that year. Although there were attempts at maintaining a liberalized monarchy, various events kept this from being achieved. As we look into the different significant impacts brought about by the war, this chapter attempts to illustrate how Barth shared a German indignation during the Ruhr occupation, how Barth had made various observations regarding the German academic life during the period, and how Barth's theology is located against not only the intellectual and cultural background, but also against political events.Less
When Barth had already started with his rewriting of the Romans, he was offered the possibility of receiving a Chair position at Göttingen in January 1921 that was confirmed in May of that year. After the demise of the Weimar Republic, Barth was then expelled from Germany. General Ludendorff — who initiated 1918's spring offensive — informed the Kaiser that suing for peace would be necessary by the end of September in that year. Although there were attempts at maintaining a liberalized monarchy, various events kept this from being achieved. As we look into the different significant impacts brought about by the war, this chapter attempts to illustrate how Barth shared a German indignation during the Ruhr occupation, how Barth had made various observations regarding the German academic life during the period, and how Barth's theology is located against not only the intellectual and cultural background, but also against political events.
BONNIE S. McDOUGALL
- Published in print:
- 2002
- Published Online:
- October 2011
- ISBN:
- 9780199256792
- eISBN:
- 9780191698378
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199256792.003.0005
- Subject:
- Economics and Finance, South and East Asia
Xu Guangping re-opened the correspondence, expressing misgivings about their separation, which she described as being for only a year, and already began to think about how Lu Xun might make his way ...
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Xu Guangping re-opened the correspondence, expressing misgivings about their separation, which she described as being for only a year, and already began to think about how Lu Xun might make his way from Amoy to Canton. The single topic above all that occupied their attention in the letters that followed was whether and when Lu Xun would come to Canton. The letters from 1926 and early 1927 discussed the tense political and military situation as the Northern Expedition proceeded; the problems they encountered in their workplace; Lu Xun's difficulty in adjusting to academic life as a full-time member of staff; the climate; their need for privacy, living in a residential campus; and their daily habits, health, and clothing. Above all, they were preoccupied by the future of their own relationship.Less
Xu Guangping re-opened the correspondence, expressing misgivings about their separation, which she described as being for only a year, and already began to think about how Lu Xun might make his way from Amoy to Canton. The single topic above all that occupied their attention in the letters that followed was whether and when Lu Xun would come to Canton. The letters from 1926 and early 1927 discussed the tense political and military situation as the Northern Expedition proceeded; the problems they encountered in their workplace; Lu Xun's difficulty in adjusting to academic life as a full-time member of staff; the climate; their need for privacy, living in a residential campus; and their daily habits, health, and clothing. Above all, they were preoccupied by the future of their own relationship.
Stephanie Y. Evans
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032689
- eISBN:
- 9780813039299
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032689.003.0005
- Subject:
- History, African-American History
This chapter discusses several African American women's reflections and memoirs on their college experiences from the mid-1800s to the mid-1900s wherein the then prevailing macrostory of ...
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This chapter discusses several African American women's reflections and memoirs on their college experiences from the mid-1800s to the mid-1900s wherein the then prevailing macrostory of institutions, geographic patterns, administrative dynamics, and national contexts are mirrored and reflected. In this chapter, the profiles of Fanny Jackson Coppin, Mary Church Terrell, Zora Neale Hurston, Lena Beatrice Morton, Rose Butler Browne, and Pauli Murray are studied to illustrate a clear image of the college and academic life of African American women in their battle against inferiority harbored by racism and sexism.Less
This chapter discusses several African American women's reflections and memoirs on their college experiences from the mid-1800s to the mid-1900s wherein the then prevailing macrostory of institutions, geographic patterns, administrative dynamics, and national contexts are mirrored and reflected. In this chapter, the profiles of Fanny Jackson Coppin, Mary Church Terrell, Zora Neale Hurston, Lena Beatrice Morton, Rose Butler Browne, and Pauli Murray are studied to illustrate a clear image of the college and academic life of African American women in their battle against inferiority harbored by racism and sexism.
Spencer J. Zeiger
- Published in print:
- 2019
- Published Online:
- July 2019
- ISBN:
- 9780190068189
- eISBN:
- 9780190068219
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190068189.001.0001
- Subject:
- Social Work, Research and Evaluation
Social work educators have lived through unique experiences and possess knowledge of lifespan development, which may enable them to navigate the vicissitudes of aging and envision a rich life beyond ...
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Social work educators have lived through unique experiences and possess knowledge of lifespan development, which may enable them to navigate the vicissitudes of aging and envision a rich life beyond the traditional limits of a career. This book explores what becomes of these professionals after they depart from the academy and what trials, tribulations, and adventures await them. What can today’s social work educators learn from veterans who are either approaching or have transitioned to life after academia? Grounded in 39 in-depth interviews, study participants tell engaging and inspirational stories—stories that will benefit social work educators and academicians from other disciplines who are poised to embrace life beyond the academy and who wish to critically evaluate their life’s work. The term The Next Chapter is introduced as a positive alternative to the traditional moniker “retirement.” Fruits of The Next Chapter include post-academic freedom, new (and renewed) life appreciations, and an opportunity to integrate components of one’s life. This book provides a valuable guide that enables social work educators to determine the optimal time to depart from academia and advance to the next chapter of life.Less
Social work educators have lived through unique experiences and possess knowledge of lifespan development, which may enable them to navigate the vicissitudes of aging and envision a rich life beyond the traditional limits of a career. This book explores what becomes of these professionals after they depart from the academy and what trials, tribulations, and adventures await them. What can today’s social work educators learn from veterans who are either approaching or have transitioned to life after academia? Grounded in 39 in-depth interviews, study participants tell engaging and inspirational stories—stories that will benefit social work educators and academicians from other disciplines who are poised to embrace life beyond the academy and who wish to critically evaluate their life’s work. The term The Next Chapter is introduced as a positive alternative to the traditional moniker “retirement.” Fruits of The Next Chapter include post-academic freedom, new (and renewed) life appreciations, and an opportunity to integrate components of one’s life. This book provides a valuable guide that enables social work educators to determine the optimal time to depart from academia and advance to the next chapter of life.
Tina Haux
Catherine Needham, Elke Heins, and James Rees (eds)
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9781447349990
- eISBN:
- 9781447350026
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447349990.003.0009
- Subject:
- Social Work, Social Policy
The inclusion of research impact in the 2014 Research Excellence Framework in the UK (REF2014) was greeted with scepticism by the academic community, not least due to the challenges of defining and ...
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The inclusion of research impact in the 2014 Research Excellence Framework in the UK (REF2014) was greeted with scepticism by the academic community, not least due to the challenges of defining and measuring the nature and significance of impact. A new analytical framework of the nature of impact is developed in this chapter and it distinguishes between policy creation, direction, discourse and practice. This framework is then applied to the top-ranked impact case studies in the REF2014 from the Social Work and Social Policy sub-panel and the ESRC Early Career Impact Prize Winners in order to assess impact across the life-course of academics.
Less
The inclusion of research impact in the 2014 Research Excellence Framework in the UK (REF2014) was greeted with scepticism by the academic community, not least due to the challenges of defining and measuring the nature and significance of impact. A new analytical framework of the nature of impact is developed in this chapter and it distinguishes between policy creation, direction, discourse and practice. This framework is then applied to the top-ranked impact case studies in the REF2014 from the Social Work and Social Policy sub-panel and the ESRC Early Career Impact Prize Winners in order to assess impact across the life-course of academics.
Paul Brand
- Published in print:
- 2007
- Published Online:
- January 2012
- ISBN:
- 9780197263952
- eISBN:
- 9780191734083
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197263952.003.0008
- Subject:
- History, British and Irish Medieval History
This chapter examines twentieth-century British scholarship on medieval English legal history. Legal history has long been a marginal subject within British academic life, falling somewhat clumsily ...
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This chapter examines twentieth-century British scholarship on medieval English legal history. Legal history has long been a marginal subject within British academic life, falling somewhat clumsily between the two stools of law and history, although it is an essential part of both subjects. There were very few English medieval legal historians at work during the twentieth century and this is unlikely to change for the better in the future.Less
This chapter examines twentieth-century British scholarship on medieval English legal history. Legal history has long been a marginal subject within British academic life, falling somewhat clumsily between the two stools of law and history, although it is an essential part of both subjects. There were very few English medieval legal historians at work during the twentieth century and this is unlikely to change for the better in the future.
C. T. McIntire
- Published in print:
- 2004
- Published Online:
- October 2013
- ISBN:
- 9780300098075
- eISBN:
- 9780300130089
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300098075.003.0002
- Subject:
- Religion, Theology
This chapter focuses on a traumatic period in Butterfield's academic life—the academic year 1922–1923. Within the intimacies of the college, Temperley took charge of him and began to turn him into a ...
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This chapter focuses on a traumatic period in Butterfield's academic life—the academic year 1922–1923. Within the intimacies of the college, Temperley took charge of him and began to turn him into a historian. In the Cambridge of those years, the importance of the college surpassed that of the university. In the humanities, the college was the primary employer, and the writing of prize essays and election to a college fellowship were sufficient to set a person apart for the academic life. It was still unthinkable, and ungentlemanly, for a first-rate student in the humanities to study for the Ph.D., even though Cambridge had begun to offer such studies in history. Amidst the tension within Cambridge created by the movement towards the professionalization of the discipline of history, Butterfield inhabited an ambiguous space. Temperley acted to make him into a professional historian while the college continued to make him into a gentleman.Less
This chapter focuses on a traumatic period in Butterfield's academic life—the academic year 1922–1923. Within the intimacies of the college, Temperley took charge of him and began to turn him into a historian. In the Cambridge of those years, the importance of the college surpassed that of the university. In the humanities, the college was the primary employer, and the writing of prize essays and election to a college fellowship were sufficient to set a person apart for the academic life. It was still unthinkable, and ungentlemanly, for a first-rate student in the humanities to study for the Ph.D., even though Cambridge had begun to offer such studies in history. Amidst the tension within Cambridge created by the movement towards the professionalization of the discipline of history, Butterfield inhabited an ambiguous space. Temperley acted to make him into a professional historian while the college continued to make him into a gentleman.
Cary Nelson
- Published in print:
- 2012
- Published Online:
- November 2015
- ISBN:
- 9780231161152
- eISBN:
- 9780231530736
- Item type:
- chapter
- Publisher:
- Columbia University Press
- DOI:
- 10.7312/columbia/9780231161152.003.0014
- Subject:
- Literature, Criticism/Theory
In this chapter, the author describes some of his books that highlight historical realities absent from contemporary consciousness. These include Repression and Recovery: Modern American Poetry and ...
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In this chapter, the author describes some of his books that highlight historical realities absent from contemporary consciousness. These include Repression and Recovery: Modern American Poetry and the Politics of Cultural Memory, 1910–1945 (1989) aimed at flooding readers' consciousnesses with a wide range of interesting and vital poetry; and Revolutionary Memory: Recovering the Poetry of the American Left (2001), which embraces poetry on fliers handed out at public events, on broadsides displayed in public, and in scrapbooks assembled by individual readers, all of which gives deeper insight into the social and political functions poetry has served. He also discusses his works in higher education, and argues that the mix of scholarship and activism that shapes his academic life is central to his credo.Less
In this chapter, the author describes some of his books that highlight historical realities absent from contemporary consciousness. These include Repression and Recovery: Modern American Poetry and the Politics of Cultural Memory, 1910–1945 (1989) aimed at flooding readers' consciousnesses with a wide range of interesting and vital poetry; and Revolutionary Memory: Recovering the Poetry of the American Left (2001), which embraces poetry on fliers handed out at public events, on broadsides displayed in public, and in scrapbooks assembled by individual readers, all of which gives deeper insight into the social and political functions poetry has served. He also discusses his works in higher education, and argues that the mix of scholarship and activism that shapes his academic life is central to his credo.
