Every Child, Every Classroom, Every Day: School Leaders Who Are Making Equity a Reality Review

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Every Child, Every Classroom, Every Day: School Leaders Who Are Making Equity a Reality ReviewI have a monthly breakfast with a group of other educators and over our blueberry pancakes last month someone suggested this book. I am a principal working on my doctorate and am planning on moving into central office administration and found this book both enlightening for my future work and helpful for my current work. It uses a series of cases to describe common issues in school districts, and really gives good insight into the politics, thinking, resource allocations, and decisions that go into dealing with tough issues.
I've always thought of the folks at Harvard as egg-heads, but this book is much more accessible than some of the stuff I've tried to read from them... maybe because it is based on what is actually going on in school districts instead of theoretical gobbledygook from people who have never tried to teach a child to read.
I recommend this book for educators, especially those who are or want to be administrators in a district.Every Child, Every Classroom, Every Day: School Leaders Who Are Making Equity a Reality OverviewUrban school superintendents face unprecedented challenges. They must ensure that all students achieve a high level of performance despite a lack of resources, the intractable problems of race and poverty, a chaotic governance structure, and the often conflicting demands of teachers, parents, unions, and the community. This important book, edited by the co-directors of the prestigious Harvard Urban Superintendents Program (USP), explores the ways in which superintendents can make a difference in the lives of each child, every day, by being knowledgeable about and driven by what happens in the classroom.
The editors and distinguished contributors cover a wide range of vital topics that superintendents face from the day they are hired to the day they retire, such as how superintendents can most effectively communicate their vision, plan strategically, institute instructional reform, engage the community, and allocate resources. The book is filled with illustrative examples of well-known superintendents who are trailblazing new means to achieve educational fairness for all children and are changing the landscape of urban school systems today. In addition, Every Child, Every Classroom, Every Day highlights the Urban Superintendents Program's Leadership Framework, which is designed to aid administrators and educators in decision making and achieving equity. An ancillary CD containing teaching notes and exhibits is also included as an aid to teachers who wish to scaffold material discussed in the text.
Co-published with Education Week and the American Association of School Administrators.

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Language and Sexuality Review

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Language and Sexuality ReviewI really loved reading this. Firstly, it was very well written. It also is a good example of the political applications of linguistic analysis, like preferred and dispreferred responses in the issue of consent and rape, or perfomatives, gender and the idea of the authentic self. In addition to the high brow intellectual stuff, to make their points they also brings in some juicy fun things like phone sex, sadomasochism, polari and even the movie "When Harry Met Sally."
Language and Sexuality OverviewThis accessible book looks at how we talk about sex and why we talk about it the way we do. Drawing on examples that range from personal ads to phone sex, sado-masochistic scenes to sexual assault trials, this work provides a clear introduction to the relationship between language and sexuality. Using a broad definition of "sexuality", it encompasses not only issues surrounding sexual orientation and identity, but also questions about the discursive construction of sexuality and the verbal expression of erotic desire.

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Scottish Highlanders and Native Americans: Indigenous Education in the Eighteenth-Century Atlantic World Review

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Scottish Highlanders and Native Americans: Indigenous Education in the Eighteenth-Century Atlantic World ReviewThis book is part of an early exploration of parallels between minority cultures in their experience of cultural invasion and colonialism. Education takes many forms; in self-determining cultures, native forms of education carry forward tradition and identity, but they are disrupted in colonial contexts to advance the interests of the imperial power. A simple oppositional equation, however, is complicated by the operation of culture brokers. This topic shows much promise for future research of many sorts.
Although I am not qualified to evaluate the quality of work on Native Americans, the material regarding the Scottish Highlands is seriously wanting. Few standard works and recent research on Gaelic society have been consulted, so the framework provided for understanding the context for native Gaeldom and later colonialism is flimsy. She repeats the common mistake which claims that "Sassanach" refers to Lowlanders as well as the English, for example. The cosmological and cultural background is distorted by relying overmuch on a few Hibernocentric sources of a general nature, without sufficient attention to detailed sources on Scottish Gaelic cultural history. As the author does not read Gaelic, numerous primary sources have not been consulted.
While these shortcomings limit the depth of the work, especially in pre-18th century times, I hope that it points out the potential in extending and deepening an important discussion of imperial and colonial history and taking seriously the experience and perspectives of all those involved.Scottish Highlanders and Native Americans: Indigenous Education in the Eighteenth-Century Atlantic World Overview
Two indigenous cultures encounter Scottish educators in the eighteenth century

The Society in Scotland for the Propagation of Christian Knowledge (SSPCK) was founded in 1709 by Scottish Lowlanders for the education of Highlanders: specifically to convert them from the Gaelic language to English, from the Episcopal faith to Presbyterianism, and from latent Jacobitism to loyalty to the crown. In a transatlantic translation of this effort, the "Scottish Society" also established itself in the New World to educate and assimilate Iroquois, Algonquin, and southeastern Native peoples.

In this first book-length examination of the SSPCK, Margaret Connell Szasz explores the origins of the Scottish Society's policies of cultural colonialism and their influence on two disparate frontiers. Drawing intriguing parallels between the treatment of Highland Scots and of Native Americans, she incorporates multiple perspectives on the cultural encounter, juxtaposing the attitudes of Highlanders and Lowlanders, English colonials and Native peoples, while giving voice to the Society's pupils and graduates, its schoolmasters, and religious leaders.

Featuring more than two dozen illustrations, Scottish Highlanders and Native Americans brims with intriguing comparisons and insights into two cultures on the cusp of modernity. It is a benchmark in emerging studies of comparative education and a major contribution to the growing literature of cross-cultural encounters.




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