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Dafydd Sills-Jones, Jouko Aaltonen and Pietari Kaapa
How New Philanthropy Advocates for the Corporate Reform of Education
Edited by Gregory Castle, Alex Davis and Lee Jenkins
The Global Literary Modernisms series provides a platform for literary scholarship on modernism across genres and geographies. The concept of the global today carries with it new ideas about time and historical development, as well as new theories about national literary traditions and new models of social belonging that extend beyond national borders. Without sacrificing our interest in national traditions, we invite studies that link those traditions to more extensive global and transnational contexts. The series also invites studies that reconsider the temporalities and formal and aesthetic praxes of modernism—not only its historical development, but the peculiar rhythms and pacing of its narratives, its dramatic literatures, its poetry, its song. While respecting the contemporary elasticity of the term, this series understands modernism not simply as a synonym for the ‘modern’ but as a movement that responds to the modern wherever it finds it.
We invite English-language submissions on all aspects of literary modernism. Proposals are invited for monographs and edited volumes that engage transnational and postcolonial, canonical and marginal modernisms, and the legacies of modernism. We welcome single- and multiple-author studies from a variety of approaches and frameworks, literary-historical and/or theoretical.
A Study of Modern and Contemporary Literacy Practices
Alice S. Horning
In Contemporary times, the fundamental nature of literacy remains unchanged; it is for this reason that the lessons of 1880 to 1930 are still quite relevant. The opening chapter sets the parameters by defining the key terms, Modernism, Literacy and Transition. The second chapter offers a selective look at some religious organizations’ support for literacy, focusing on the main religious groups in the United States in the Modern period: Christianity, Judaism and Islam, presenting focused literacy case studies, including Chautauqua among Protestants, the Reform movement among Jews, and the leadership of key writers and journalists among the Muslims, and demonstrating their sponsorship of literacy. NGOs’ contributions to literacy, discussed in the third chapter, show the importance of reading groups, literary societies, settlement houses, unions and corporations to literacy development. The government, too, supported literacy activities, through various programs like the Moonlight Schools in Kentucky and admittedly with mixed results, the boarding schools for Native Americans, as well as in libraries. Finally, there are the formal educational programs for literacy in K-12 schools as well as colleges and universities. The lessons arising from this review suggest, first, that the psycholinguistic character of reading remains consistent over time, place and delivery system; while sponsors play a key role, self-motivation is a driving force in literacy development; finally, although literacy is in an on-going state of transition, the need for critical literacy continues to be an urgent, widespread and essential goal.
Das Werk behandelt die bisher dogmatisch kaum durchdrungene Thematik der Leitung der Gesellschafterversammlung im Personengesellschaftsrecht. Es gibt einen umfassenden Überblick über die Person des Versammlungsleiters, die Möglichkeiten seiner Bestellung und Abwahl, die Zulässigkeit von Mehrheitsentscheidungen, das Eingreifen von Stimmverboten sowie die Begründung eines Sonderrechts. Es beleuchtet die Kompetenzen des Versammlungsleiters, insbesondere die Beschlussfeststellung im personengesellschaftsrechtlichen Beschlussmängelsystem. Darüber hinaus diskutiert es die Stellung des Versammlungsleiters, das Letztentscheidungsrecht der Gesellschafter sowie Haftungs- und Rechtsschutzfragen bei Leitungsfehlern in Bezug auf die Gesellschaft wie auch die Gesellschafter.
Concepts and Conversations
Edited by Daniel G. Krutka, Annie McMahon Whitlock and Mark Helmsing
Keywords in the Social Studies: Concepts and Conversations takes words commonly used in social studies education and unsettles them in ways that will redefine the field for years to come. Throughout the book, leading and emerging scholars in social studies education experiment with keywords central to the field seen as either taken for granted, such as family and technology, or perennially contested, such as terrorism and freedom, offering readers new positions, approaches, and orientations to what is possible to teach in the social studies. Focusing on democratic ways of living and being in the world as citizens, this innovative collection offers chapters organized around twenty-six keywords and ten invited responses to survey the unsettled terrain we call "the social studies." Each chapter attends to a specific keyword selected for both its contemporary applicability to different aspects of K-12 social studies education and to its dominant presence in the curriculum thought that structures social studies education in classrooms, museums, and beyond. Drawing inspiration from Raymond Williams’ work on keywords in culture, over fifty authors discuss complex and contested components of each keyword by way of offering diverse accounts that range from autobiographical narratives to historical genealogies, from critical implications of specific curriculum texts to offering vignettes of classroom teaching that deploy a keyword concept in practice. Keywords in the Social Studies is timely and essential reading for graduate students and faculty in social studies education and curriculum studies; students and teacher candidates in undergraduate and graduate education courses; and practitioners teaching in schools, museums, and other spaces of learning.
Diaspora, Literature, and Culture
Edited by Karim Murji and Asma Sayed
This collection of scholarly articles engages with, analyzes, and appreciatively critiques the fiction and non-fiction writing of M. G. Vassanji, a multiple award-winning author. Vassanji’s works have a sense of multiple connections across four continents: Asia, Africa, Europe, and North America. He challenges the imperial centers of Western powers through the content of his work and his deeply-felt humanist engagements with the politics of displacement, settlement, partition and postcolonialism. Ranging across almost his entire oeuvre, the essays in this book argue that Vassanji’s work should be read as one emerging from a transnational space that connects people, places and issues across the world. Collectively, the essays in this book, using a range of theoretical frameworks, claim that Vassanji’s work fits into and also goes beyond the usual categorizations, structures and styles of analysis applied to writers from the colonies.