text:
From the Ashes
Newly renovated Piper's Opera House has been reborn more than once through the years.
BY CHIC DIFRANCIA | JANUARY/FEBRUARY 2009
Piper's Opera House circa 1940
Virginia City's Piper's Opera House has stood as a monument to Comstock entertainment for almost 150 years. Even after withstanding two disastrous fires and suffering through financially tough times when the Virginia City mines ceased operation more than a century ago, Piper's has managed a successful transition into the 21st century—but it hasn't been easy.
Piper's Opera House began as Maguire's Opera House in 1863, when San Francisco theater impresario Thomas Maguire built the establishment on D Street between Union and Taylor. Maguire did well for a couple years, booking top talent from around the country. He was the first to book Adah Isaacs Menken, who had the starring role in "Mazeppa." Menken, scantly dressed in flesh-colored tights and a filmy blouse and strapped to the back of a black horse dashing across the stage, caused quite a stir in Virginia City. Mark Twain, who developed a semi-serious relationship with Menken, wrote a review for the Territorial Enterprise based on an earlier "Mazeppa" performance he had seen in San Francisco.
Maguire fell on hard times in 1866-67 and began selling the opera house to John Piper in installments. In March 1867, Piper paid Maguire $2,500 and took over sole ownership of the establishment. Piper came to Virginia City with the first rush of prospectors in 1860. However, he didn't earn his pay with pick and shovel but with a whiskey bottle. An 1861 lithograph by Grafton Brown shows he owned Old Corner Wines, Liquors, & Co. at B and Union streets. The saloon was a bit joint, meaning one could get two drinks for two bits (a 25-cent value). Piper became entrenched in Storey County politics and was well respected in Virginia City, even before his involvement with the opera house. He was elected to the city council in 1865 and took over as mayor the following year. He served as Storey County commissioner and state senator from Storey County in the Nevada State Legislature in 1875 and 1877.
Piper's political contributions to Virginia City are all but forgotten today, overshadowed by his three decades of ownership of the famed opera house. Piper gave Virginia City the best entertainment money could buy. Theatrical greats such as Maude Adams, Lotta Crabtree, Lily Langtry, Edwin Booth, and W.F. Cody (Buffalo Bill) all performed at Piper's. Piper often promised more money than he could afford for top talent. In these cases his millionaire friend, big bonanza king John Mackay, would fill the financial void. Mackay never shared in the profits at Piper's, but he did hold a proscenium box seat.
Storey County's population reached 22,000 in 1875. The mines were in full production, and the economy was booming. Piper had been in business for 8 1/2 years and was doing well when disaster struck. On the morning of October 26, a fire broke out at Crazy Kate's lodge and by evening, 33 blocks of Virginia City were in smoking ruins. The fire destroyed more than 1,000 homes and several hundred commercial buildings, including Piper's Opera House. Though down, Piper was not out, and he continued to put on shows at the Odd Fellows Hall, National Guard Hall, and other facilities until he raised enough money to construct a new building.
Photo by: Kevin Karl – Piper's Opera House
Piper built the second opera house at the rear of his saloon at the corner of B and Union streets. The building was under construction for more than two years and opened on January 28, 1878. During the next five years, Piper presented a variety of entertainment from Shakespeare to burlesque acts. On March 13, 1883, Piper's Opera House again went down in flames, this time in an early morning fire. A Delta Saloon employee noticed the flames and awakened Piper, who was living in an apartment at the opera house. An alarm sounded, but by the time firemen arrived, the opera house was fully engulfed. Firemen managed to save the surrounding buildings, but the opera house was lost. The origin of the fire was never proven, but suspicion pointed to an unattended cigar. Piper was not only out of business, but homeless.
Through the aid of a generous community, Piper got back on his feet and built a third opera house with lumber from some of the older mine buildings and whatever other materials he could acquire. This is the building—opened with a grand ball on March 6, 1885—that stands today at B and Union streets. The stage is 32 feet deep and 50 feet wide and raked—slanted downward from the rear to afford better viewing for the audience. It was lighted by gas until 1900 when Virginia City was wired for electricity.
Piper died in San Francisco on January 1, 1897 at age 63. Ownership of the opera house went to his son, Edward, who ran it until his death in 1907. Edward's brother-in-law, Louis Zimmer, took over operations. Under Zimmer, silent movies were shown in the early part of the 20th century. The building was also used for basketball games, roller-skating, dances, graduation parties, and a host of other civic events. The opera house fell into a state of disrepair and was condemned in 1920. Zimmer reopened it as a museum in the 1940s and oversaw it until his death in 1960. Louise Zimmer Driggs, the great-granddaughter of John Piper, took over the opera house and began summer concerts there in 1972.
In 1986, Driggs' daughter, Carol Piper Marshall, was named managing director and began staging plays. Also in the 1980s, Piper's hosted performances by Tennessee Ernie Ford, The Mountain Men Ballet, and Hal Holbrook as Mark Twain that played to sold-out audiences.
In 1997, Driggs sold Piper's to a nonprofit foundation, Piper's Opera House Historic Programs. The foundation, through the support of the Commission for Cultural Affairs, has used nearly $2.5 million to restore the grand old building. Recent upgrades include a structurally reinforced front façade, a new roof and heating system, and renovated bathrooms and kitchen facilities. Current events include concerts, theater, and dance performances. This spring, to celebrate Virginia City's sesquicentennial, you should be able to order a drink at the original bar that served Piper's, closed since the 1883 fire.
Virginia City Celebrates Sesquicentennial in 2009
Virginia City celebrates its 150th birthday June 5-7. Many of the events scheduled are free to the public. Costumed characters participating in Civil War reenactments and a Mountain Man Rendezvous will greet visitors. An Old West gun show, pastry cook-off, and a rock-drilling competition are also on tap. The Fourth Ward School, St. Mary's Hospital, and the Silver Terrace Cemetery also have special activities scheduled. Food vendors will be scattered throughout town, and a parade with marching band will kick off the event. Parking and in-town shuttles will be free.
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More Than a Song and Dance: The Heyday of Piper's Opera House
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Q: Why are anti-de Sitter spaces so interesting when we believe the universe is expansionary? Perhaps this is a naive question, but in my recent (admittedly limited) readings about AdS spaces, I keep wondering why they seem to be such a hotbed for theoretical research (AdS/CFT correspondence, etc.).  To my understanding, an AdS space has constant negative curvature in a vacuum, which should yield an attractive universe, not one with accelerating expansion.  An AdS space can be thought of as having a negative cosmological constant, while a universe with accelerating expansion would imply that such a constant be positive.  Since we observe that our universe's expansion is accelerating, it seems that if anything, we should be seeking to model it as a de Sitter space.
Am I mistaken?  What aspects of our universe do AdS spaces attempt to model?

A: An AdS universe can explain the cosmological observations. Our universe can be interpreted as an effective de Sitter brane in an Anti-de Sitter space. Therefore, you have to distinguish between a 5-dimensional cosmological constant from the bulk and the 4-dimensional constant from the brane (which is responsible for an accelerated expansion). Unfortunately, many physicists like to ignore this distinction.
Further reading
Standard Cosmology on the Anti-de Sitter boundary
Class. Quantum Grav., 2021
https://doi.org/10.1088/1361-6382/ac27ee
https://arxiv.org/pdf/2010.03391.pdf

A: The reason why the AdS/CFT correspondence is interesting is not that AdS space is supposed to describe our universe, which, as you have correctly pointed out, would lead to conflicts with experiments. In the context of the correspondence, a four-dimensional (conformal) field theory is mapped to a string theory living in an $AdS_5\times S^5$ space, although there exist generalizations in which the AdS part is of higher or lower dimension than five.
This duality in principle allows one to carry calculations from one side to the other, making it possible to choose the framework in which the solution to the problem at hand can be found conveniently.
One key observation in this context is that the duality can map a strongly coupled theory to a weakly coupled one, circumventing the failure of perturbation series. This is especially interesting with respect to QCD, where a a conventional perturbative low energy description is not possible. Even though an exact holographic dual of QCD is yet to be found, there are theories (for example the Sakai-Sugimoto model) that capture important features of QCD surprisingly well.
One may now ask what is so special about AdS space that allows for such a duality? One way to approach this is to point out the rich symmetry content of this kind of spacetime. The isometry group of Anti-de Sitter space is given by $SO(4,2)$, which is precisely the conformal group in four dimensions.
Regarding de Sitter space: the nature of this spacetime makes it difficult to formulate a correspondence analogous to its positively curved counterpart. See this article for more information.

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text:
Naming a New Spider in Australia
April 6, 2016 Full STEAM Ahead, Learning OpportunitiesJenny Henningsen
How amazing would it be to have a newly discovered creature named after you?!? Well, that is exactly what happened to world renowned physicist Brian Greene. A new type of water spider was discovered hanging out in the streams of Brisbane. These spiders have an interest in physics just as Professor Greene does. Click here to read the full article.
In the article, the recent discovery of Einstein's gravitational waves is presented. This theory has been in the works for 100 years, started by Einstein, and was just proven true through the spiraling of two black holes into each other (One 36 times the mass of the sun!). For more information on this discovery, click here.
Ponder this: You are being honored for your work and will have a creature named in your honor. If you were able to choose, what creature would be at the top of your list?
Leave a comment with your reactions to the articles or what creature you would choose!
Picture: http://www.brisbanetimes.com.au/technology/sci-tech/brisbane-welcomes-world-renowned-physicist-by-naming-spider-after-him-20160309-gneg0n.html
← Early Enrichment #21: Are We There Yet (Ep.3) Contest: Become a TFK Kid Reporter! →
3 thoughts on "Naming a New Spider in Australia"
Chandler says:
I would name a newly discovered species of shark after me
Simon5th Westbrook says:
I would name a new species of whales after me.
Bella, Hillside says:
I would name a new species of zebra after me.

redpajama_set_name: RedPajamaCommonCrawl


Being "cloistered in" may be key to Michelle Y Williams' process, but that doesn't mean she's a recluse. Solitude is what the Houston, Texas artist needs to focus her mind and tune in to her subconscious. Her mixed media works are equally inspired by measured decisions and the pure emptiness of the blank surfaces before her. They're conglomerations of the figurative and the abstract, and boast a subdued palette that echoes the artist's fascination with rust, crumbling concrete and peeling paint.
You write in your artist statement, "Inspiration for my work is both selective and completely random." Is the same true for your choice of materials for a particular piece? How do you select a medium?
The primary medium in my work is acrylic (very quickly after I began as a painter using oils, I realized I have an aversion to cleaning brushes). Pigmented inks have also proven to be an often used medium for me (applied with a dropper, then floated across the canvas using my palette knife).
The choice for other materials, indeed, comes more randomly. Whether I incorporate sand or oil bar or even attaching a piece of torched metal with wax string to the canvas happens naturally & intuitively as the work progresses.
You also talk about a "relationship that develops" between you and your work. Does this change your notion of when a work is completed? Is it sad to say goodbye?
I suppose it's more of a short-term relationship…shall we call it a fling. I invest energy into a piece which is then reciprocated upon completion, but the real gratification comes when someone has made a connection with my work, which couldn't happen unless I surrendered it readily.
You prefer to work in solitude. What are some other important parts of your process? Do you listen to music? Do you work on multiple pieces at a time, or just one?
My preference for sequestration is actually paramount – in order to maintain the integrity and authenticity of my work, I eliminate most outside influences that could dull my own creative process. Diverse genres of music can be heard in my studio – from acid jazz to classic rock to classical – while I move between several pieces in various stages of completion.
You mention the importance of seeking a balance in your work. How does that connect with the tenets of wabi-sabi, the Japanese aesthetic that embraces the transient self?
Rather than trying to exert control over a painting, my pursuit of aesthetic balance, (while maintaining my penchant for asymmetry), transpires more instinctively. The absence of obsessing over that quest for balance and the capacity to "let go", relates to the principles of wabi-sabi.
I found this part of your bio particularly beautiful: "In a stain, we find understanding; in a dent, our ability to heal; in a blemish, an unchained beauty." Embracing your flaws can be a difficult process. How does your work help you do this?
Quite simply, the alternative to embracing flaws requires far too much negative energy. For me, perfection is boring and I truly find immense beauty in flaws – chips & cracks in tea bowls used in Japanese tea ceremonies or uncut & unpolished rough just-mined diamonds – these things excite and inspire me.
I hear you're quite the humanitarian. What projects are you involved with?
I am an "equal opportunity donator", giving my work with abandon to many different charitable organizations throughout the year.
Click here to see more of Michelle's art, and connect with us on Facebook, Twitter and Pinterest for updates on her latest work.


MapMedia offers a complete range of nautical charts specially designed to work with all Timezero based navigation software. MapMedia MM3D charts are available in multiple formats, including raster chart or in vector chart format, from multiple chart providers. The options within the MapMedia data include official S-57 vector and raster charts from hydrographic offices around the world, as well as vector charts from C-MAP by Jeppesen and DataCore by Navionics.
The charts we sell are for use with Nobeltec's Timezero navigation software only. Please note your Timezero serial number in the special instructions field at checkout. Once your chart license has been issued we will deliver your order by sending you a link to download the chart and the license key.
Once the license for the chart you order is generated it is associated with your unique Timezero software license and it can not be returned or exchanged!


text:
Idrettslaget Fram is a Norwegian sports club from Skatval, Nord-Trøndelag. It has sections for association football, team handball, track and field and volleyball.

It was founded in 1892. It is currently chaired by Eli Arnstad.

The men's football team plays in the Fourth Division, the fifth tier of football in Norway. It last played in the Second Division in 1995, and in the Third Division in 2006.

The club has had some success in athletics, with Oskar Midtlyng representing the club.

Brit Sandaune played for the women's youth football section until 1985.

References

Official site

Football clubs in Norway
Sports clubs established in 1892
Sport in Trøndelag
Stjørdal
Athletics clubs in Norway
1892 establishments in Norway

redpajama_set_name: RedPajamaWikipedia


text:
Q: Laravel break up paginated eloquent query I currently have:
$comments = $this->post->comments()
    ->where('comment', 'like', "%{$search}%")
    ->paginate(50);

But I'd like to do something like the below, as I have multiple filters that I'm going to apply:
$comments = $this->post->comments();

if(condition)
{
    $comments->where('comment', 'like', "%{$search}%");
}

$comments->paginate();

But the code above doesn't work as I then get errors on things like $comments->links() for pagination links in the view, indicating that this doesn't work.

A: What you can try is something like this, I don't know what Laravel version you are using, also I don't know the structure you have of your models, but here's the documentation about this example:
$conditions = 1;
$comments = Post::with('comments')
                ->whereHas('comments', function ($query) use ($conditions){
                      // pass your conditions
                      if(!$conditions){
                          $query->where('comment', 'like', "%%")
                      }
                      // more conditions, etc
                      $query->where('comment_id', 'like', '%%');
                 })->paginate(50);

A: It was missing $comment = in front of the query clauses:
$comments = $this->post->comments();

if(condition)
{
    $comments = $comments->where('comment', 'like', "%{$search}%");
}

$comments = $comments->paginate();


For a minor child (ages 0-15 years of age) to be able to work in Illinois, he or she must be issued a work permit. Work permits are valid for 1 year and for 1 employer.
During the school year, all permits can be issued through the school district where the child resides. Please contact your child's district office for a list of their issuing officers.
Please note: Work permits and certificates are issued between the hours of 8:00 a.m. to 11:30 a.m. and 1:00 p.m. to 4:00 p.m. Please call the office to verify the required documents before you arrive.
Illinois law requires that both the child and the parent be present when applying for the work permit.
Age Certificates are issued for a minor child (ages 16-20 years of age) for employment purposes if a birth certificate is not official or available.
The person applying must have the employer name and address. Parent need not be present at time of application.
If you have any further questions concerning this procedure, please feel free to contact us at 847-665-0603 or 847-665-0609. If you have any questions concerning Illinois Child Labor Laws, please contact the Child Labor Hotline at 800-645-5784.


text:
Ritzing peut désigner :
 en France :
 Ritzing, une commune de la Moselle, en Lorraine ;
 en Autriche :
 Ritzing, une commune du Burgenland.


text:
More than $40 million in maintenance for roads in the far north
by admin | Jul 23, 2010 | Media Releases
[singlepic id=213 w=320 h=240 float=left]Member for Mulgrave Curtis Pitt announced funds of $41.8 million to help maintain the safety of state-controlled roads in the region.
Mr Pitt said the $41.8 million funding package means safer roads for motorists and jobs for local road workers.
"It's a win for road safety and a win for workers generating jobs at a time when jobs and job security are more important than ever," Mr Pitt said.
"There will be a hive of activity on our road network in the coming weeks and months.
"It's a vast road network here in Far North Queensland. It stretches to around 3,160 kilometres in length. That's 60 kilometres more than the distance by road between Cairns and Melbourne.
"We need to maintain our road network and that's why these funds are so important. The network is a vital link for our communities.
"We're investing in more than road maintenance here in the far north. We're investing in the people who live and work here by giving them a safer and more secure road network.
"There are few things more important than road safety."
Mr Pitt said key projects for the far north include:
$12.5 million set aside for routine maintenance work, such as pothole repairs, vegetation management, new signage and line-marking
$6.7 million to improve the road surface on a number of roads, particularly sections of the Mulligan Highway, Captain Cook Highway and the Kennedy Highway where it's needed
$7.4 million for work on the national highway (federally-funded roads). This work will include pothole repairs, resurfacing, traffic signals and lighting, vegetation management and new line-marking
Innisfail – Japoon Road – rebuild and improve the road surface between Innisfail and the airport turn-off at a total cost of $2.2 million
Gordonvale – Atherton (Gillies Highway) – rehabilitation work and shoulder sealing of the road from the Barron River Bridge towards Mark's Lane. This work will smooth the road surface and seal road shoulders to make the road safer for motorists
Mossman – Daintree Road – replacement of a number of culverts at a cost of $419,000
$369,000 to upgrade the Anderson Street and English Street intersection
On Captain Cook Highway, $697,000 will be spent on five safety projects, including repairs to the Pebbly Beach culvert, new guardrails at some priority sections around Buchans Point and new line-markings and raised pavement markers along a number of sections of the busy highway to boost safety for motorists
$1.6 million will be spent on routine maintenance of traffic signals and overhead lighting across the far north and to maintain and install traffic management cameras to monitor traffic at a number of busy locations on the far north's road network.


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The Division offers a four-year undergraduate programme leading to the Bachelor of Engineering degree in Chemical and Biomolecular Engineering, B.Eng. (CBE). Upon graduation, successful students will be awarded direct honors.
Our goal is to empower a new generation of chemical and biomolecular engineering graduates with the necessary skills to meet the challenges of the chemical and biomedical sciences industries in Singapore and the region.
The programme amalgamates principles of chemical engineering and life sciences (biology, biochemistry and genetics ) to facilitate the development of safe, profitable and environmentally friendly processes for the synthesis and manufacture of products from chemical/biological raw materials.
The Institution of Engineers, Singapore through its Engineering Accreditation Board has granted accreditation to our Bachelor of Engineering (Chemical and Biomolecular Engineering) programme for students graduating from the programme since 2007/2008.
With its dynamic faculty from the internationally renowned universities, modern infrastructure and state-of-the-art research and teaching facilities, the School provides students a stimulating learning environment and opportunities to identify and pursue personal and professional goals.
CBE Programmes:
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To apply concepts in chemical, biological, and physical sciences, as well as engineering principles, effectively to the practice of chemical and biomolecular engineering
To be equipped with good technical knowledge and skills to practice in a wide spectrum of industries such as chemical, petroleum, pharmaceutical, biotechnology and semiconductor, or to obtain further education in graduate programs
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5) Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the limitations.
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The TYPO3 configuration option [FE][activateContentAdapter] and the associated code has been dropped from the TYPO3 core. This option was used to transform FAL fields back to old file fields.
Any installation using TypoScript referring to old file columns as present before TYPO3 CMS 6.x will stop working as expected.
Change your TypoScript to use the new content object FILES to retrieve files.


Choosing the right sexual assault attorney is imperative to ensuring that your case will be handled with the care it deserves. Attorneys who specialize in sexual assault and sexual abuse litigation have experience with representing survivors of sexual abuse in a court of law, and doing so in a way that's both respectful and compassionate. We believe that sexual assault survivors are empowered by seeking justice through civil actions, and are deeply committed to protecting those survivors and holding their preparators accountable.
With over 70 years of collective legal and trial experience, our sexual assault and sexual abuse lawyers will answer your questions at no cost, help point you in the right direction, or if need be, represent you and your sexual assault claim in court. A successful sexual assault claim requires a lawyer with a proven track record who understands the intricacies of sexual assault, ranging from educating victims of their rights to understanding the state-by-state regulations for filing a claim.


All presentation rooms are equipped with a laptop running Windows 7 and Office (PowerPoint) 2013, connected to either a VGA projector or LCD screen. These machines can access the internet via the 'Radisson_Guest' Wi-Fi network (see details in conference booklet).
Delegates can bring along their PowerPoint slides on a USB drive and copy them to the desktop of the laptop in the room. We ask that this be done before the scheduled commencement time for your paper.
All laptops are equipped with 'deep freeze' software which means that any files copied to them during the day are automatically and irrevocably deleted once the laptop is shut down or restarted.
Please do not shut down the laptop, or close the lid, when finished your own presentation as other presenters may have saved their work to the desktop for quick access.
PowerPoint 'clickers' are not provided, but delegates may bring and use their own if they so wish.
We ask that presenters use the laptops provided, rather than connecting their own, unless absolutely unavoidable. Switching machines impacts on time and often gives rise to technical difficulties. Thank you for your understanding.
All sessions (except symposia) have been appointed chairs. The symposium coordinator (who submitted the original proposal to present) will chair their symposium.


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Home » Topics » News » Industry
ASE Webinar: Diagnosing Modern Chassis Systems
The National Institute for Automotive Service Excellence (ASE) announced it is hosting a free webinar for service technicians at 4 p.m. ET Jan. 25 entitled "Diagnosing Modern Chassis Systems."
Myers Tire Supply Joins Federated
Myers Tire Supply, a business unit of Myers Industries Inc, has joined Federated Auto Parts as of January 2022.
Permatex Launches New Website
Permatex announced it has launched a new website design at www.permatex.com.
Fisher Auto Parts Acquires Allied Auto Parts
Fisher Auto Parts announced that it acquired Allied Auto Parts, which has 13 locations in Massachusetts and two in Rhode Island.
GSP North America to Move West Coast Facility to Arizona
GSP North America announced that it will be relocating its West Coast facility to Avondale, Ariz., in 2022.
Premium Guard Acquires IPC Global Solutions
Premium Guard Inc. (PGI) announced that it acquired IPC Global Solutions (IPC).
Registration Open for ASE Winter Certification
The National Institute for Automotive Service Excellence (ASE) announces that its winter registration is now open through March 31.
Snap-on Diagnostics division of Snap-on Inc. announced that technicians are invited to join Al McCaskey, Snap-on national trainer, for online training sessions.
Advantage Parts Solutions announced that it named Paul Gange the president of its North America division.
Michelin/TIA Scholarship Applications Due Feb. 1
The deadline is approaching for high school seniors interested in applying for three 2022-2023 Michelin/Tire Industry Association (TIA) college scholarships. All application materials must be submitted by 5 p.m. ET on Feb. 1.
Ford to Boost F-150 Lightning Production
Ford Motor Co. plans to nearly double production of its F-150 Lightning electric pickup truck to 150,000 units per year in response to high levels of demand.
GM Unveils All-Electric Chevy Silverado
General Motors' recently unveiled 2024 Chevy Silverado EV will have an estimated range of 400 miles on a full charge, according to company officials.
Federated Auto Parts Celebrates ASE With Rewards Program
In celebration of the National Institute for Automotive Service Excellence's (ASE) 50th anniversary, Federated Auto Parts announced that it is launching a yearlong Federated 50/50 Challenge promotion.
ASE Begins 50th Anniversary Celebration
The National Institute for Automotive Service Excellence (ASE) kicked off a yearlong celebration of its growth and many milestones achieved since its founding in 1972.
Hahn Automotive Warehouse Acquires Carparts Distribution Center
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Dayco Offers Counter Salespeople Rewards
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AAPEX 2021 Announces Winners of Product, Packaging Showcases
The Automotive Aftermarket Products Expo (AAPEX) announced winners of the new product and new packaging showcases during an awards ceremony at the Sands Expo in Las Vegas.
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Chris Messer


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Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance
Prudence L. Carter and Kevin G. Welner (eds)
Sociology, Education
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the ... More
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college. But every American should be given fair opportunities to be prepared for college. By treating opportunity as an afterthought and obsessively focusing on measuring achievement, the nation's policymakers have made little progress in measuring or addressing inequitable opportunities. Policy has therefore failed to engage with these challenges or with the supports and resources that lead to improvements in student learning. The achievement gap has not arisen by coincidence; children learn when they have opportunities to learn, and gaps in opportunities have led to gaps in achievement. Moreover, students' learning experiences and outcomes are deeply affected by many factors outside the immediate control of schools.Closing the Opportunity Gap brings together top experts who offer evidence-based essays that paint a powerful and shocking picture of denied opportunities. They also describe sensible, research-based policy approaches that will enhance opportunities. They highlight the discrepancies that exist in our society and in our public schools, focusing on how policy decisions and broader circumstances conspire to create the opportunity gap that leads inexorably to the outcome differences that have become so stark.Less
Closing the Opportunity Gap : What America Must Do to Give Every Child an Even Chance
While the achievement gap has dominated policy discussions over the past two decades, relatively little attention has been paid to a gap that is even more at odds with American ideals: the opportunity gap. Opportunity and achievement, while inextricably connected, are very different goals. Every American will not go to college. But every American should be given fair opportunities to be prepared for college. By treating opportunity as an afterthought and obsessively focusing on measuring achievement, the nation's policymakers have made little progress in measuring or addressing inequitable opportunities. Policy has therefore failed to engage with these challenges or with the supports and resources that lead to improvements in student learning. The achievement gap has not arisen by coincidence; children learn when they have opportunities to learn, and gaps in opportunities have led to gaps in achievement. Moreover, students' learning experiences and outcomes are deeply affected by many factors outside the immediate control of schools.Closing the Opportunity Gap brings together top experts who offer evidence-based essays that paint a powerful and shocking picture of denied opportunities. They also describe sensible, research-based policy approaches that will enhance opportunities. They highlight the discrepancies that exist in our society and in our public schools, focusing on how policy decisions and broader circumstances conspire to create the opportunity gap that leads inexorably to the outcome differences that have become so stark.
Keywords: Opportunity gap, achievement differences, educational policy, inequality, race, class
The Future of Indian Universities: Comparative and International Perspectives
C. Raj Kumar (ed.)
10.1093/oso/9780199480654.001.0001
The Indian higher education system commanded awe and respect in the ancient world. Important seats of learning like Nalanda and Takshashila attracted the best students and academics from across the ... More
The Indian higher education system commanded awe and respect in the ancient world. Important seats of learning like Nalanda and Takshashila attracted the best students and academics from across the globe. Unfortunately, over a period of time, our higher education system lost its global competitiveness. This is exemplified by the fact that not many Indian higher education institutions feature in the annual world university rankings like the Times Higher Education World University Rankings or the QS World University Rankings. At the same time, India's aspirations to establish world-class universities have never been greater. The book is a culmination of a range of ideas and perspectives that will shape India's aspirations of building world-class universities through comparative and international dimensions. It is a recognition that the future of Indian universities and their ability to seek global excellence will depend on three critical paradigms: first is the need for creating a vision for higher education that will focus on research and knowledge creation, institutional excellence, and global benchmarking as the indicators for standard-setting; second, the need for pursuing substantial reforms relating to policy, regulation, and governance of higher education; and third is the need for investigating a paradigmatic shift for promoting interdisciplinarity in higher education with a stronger and deeper focus on the pedagogy of teaching and learning in different fields of inquiry. Through a series of contributions from noted academics and scholars from India and around the world, this book discusses these three strings of thought, to create higher education opportunities that will enable the future generations of students to pursue world-class education in world-class universities in India.Less
The Future of Indian Universities : Comparative and International Perspectives
The Indian higher education system commanded awe and respect in the ancient world. Important seats of learning like Nalanda and Takshashila attracted the best students and academics from across the globe. Unfortunately, over a period of time, our higher education system lost its global competitiveness. This is exemplified by the fact that not many Indian higher education institutions feature in the annual world university rankings like the Times Higher Education World University Rankings or the QS World University Rankings. At the same time, India's aspirations to establish world-class universities have never been greater. The book is a culmination of a range of ideas and perspectives that will shape India's aspirations of building world-class universities through comparative and international dimensions. It is a recognition that the future of Indian universities and their ability to seek global excellence will depend on three critical paradigms: first is the need for creating a vision for higher education that will focus on research and knowledge creation, institutional excellence, and global benchmarking as the indicators for standard-setting; second, the need for pursuing substantial reforms relating to policy, regulation, and governance of higher education; and third is the need for investigating a paradigmatic shift for promoting interdisciplinarity in higher education with a stronger and deeper focus on the pedagogy of teaching and learning in different fields of inquiry. Through a series of contributions from noted academics and scholars from India and around the world, this book discusses these three strings of thought, to create higher education opportunities that will enable the future generations of students to pursue world-class education in world-class universities in India.
Keywords: higher education, universities, excellence, institution building
History of Education Policymaking in India, 1947-2016
R.V. Vaidyanatha Ayyar
This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy ... More
This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy developments in this period into perspective major developments since the Indian Education Commission (1882) have been touched upon. The distinctiveness of the book lies in the rare insights which come from the author's experience of making policy at the state, national and international levels; it is also the first book on the making of Indian education policy which brings to bear on the narrative comparative and historical perspectives it, which pays attention to the process and politics of policymaking and the larger setting –the political and policy environment- in which policies were made at different points of time, which attempts to subject regulation of education to a systematic analyses the way regulation of utilities or business or environment had been, and integrates judicial policymaking with the making and implementation of education policies. In fact for the period subsequent to 1979, there have been articles- may be a book or two- on some aspects of these developments individually; however, there is no comprehensive narrative that covers developments as a whole and places them against the backdrop of national and global political, economic, and educational developments.Less
This book chronicles the history of education policymaking in India. The focus of the book is on the period from 1964 when the landmark Kothari Commission was constituted; however, to put the policy developments in this period into perspective major developments since the Indian Education Commission (1882) have been touched upon. The distinctiveness of the book lies in the rare insights which come from the author's experience of making policy at the state, national and international levels; it is also the first book on the making of Indian education policy which brings to bear on the narrative comparative and historical perspectives it, which pays attention to the process and politics of policymaking and the larger setting –the political and policy environment- in which policies were made at different points of time, which attempts to subject regulation of education to a systematic analyses the way regulation of utilities or business or environment had been, and integrates judicial policymaking with the making and implementation of education policies. In fact for the period subsequent to 1979, there have been articles- may be a book or two- on some aspects of these developments individually; however, there is no comprehensive narrative that covers developments as a whole and places them against the backdrop of national and global political, economic, and educational developments.
Keywords: history of education policy, process and politics of education policymaking, regulation of education, financing of education, judiciary and education, comparative education
The Holy Grail: India's Quest for Universal Elementary Education
This book chronicles India's quest for universal elementary education (UEE) with focus on the period after 1986, a period during which India made spectacular strides progressing from a country which ... More
This book chronicles India's quest for universal elementary education (UEE) with focus on the period after 1986, a period during which India made spectacular strides progressing from a country which accounted for a third to one with a minuscule 0.3 per cent of the out-of-school children in the world. This was also the period in which following the Jomtien Conference on Education for All and the acute macroeconomic crisis of early 1990s India mobilized funding on an unprecedented scale from development agencies like the World Bank, European Community, DFID, and UNICEF. For the first time, this book comprehensively narrates against the backdrop of national and global ideational, economic, political, and educational developments the dynamics of the engagement with development agencies, and all developments, policies, and programmes which contributed to spectacular strides. The distinctiveness of the book lies in the fact that for the first time for a book on education, and unusual even for books on policy and development cooperation the book illuminates the inner workings of governments and development agencies, the political and administrative processes and policy conflicts that were crucial in conceptualizing and implementing the policies and programmes, the complex web of interactions between the central government, state governments, and development agencies, and the innovative manner in which external funds were mobilized with the Indian government exercising leadership in its relationship with agencies, and without compromising its right country to autonomously and self-reliantly plan and implement programmes. All in all, the book provides information and many insights few, even experts, possess, and should be of interest to not only to educationists, and educational administrators but also to scholars and practitioners of development cooperation and policymaking in general.Less
The Holy Grail : India's Quest for Universal Elementary Education
This book chronicles India's quest for universal elementary education (UEE) with focus on the period after 1986, a period during which India made spectacular strides progressing from a country which accounted for a third to one with a minuscule 0.3 per cent of the out-of-school children in the world. This was also the period in which following the Jomtien Conference on Education for All and the acute macroeconomic crisis of early 1990s India mobilized funding on an unprecedented scale from development agencies like the World Bank, European Community, DFID, and UNICEF. For the first time, this book comprehensively narrates against the backdrop of national and global ideational, economic, political, and educational developments the dynamics of the engagement with development agencies, and all developments, policies, and programmes which contributed to spectacular strides. The distinctiveness of the book lies in the fact that for the first time for a book on education, and unusual even for books on policy and development cooperation the book illuminates the inner workings of governments and development agencies, the political and administrative processes and policy conflicts that were crucial in conceptualizing and implementing the policies and programmes, the complex web of interactions between the central government, state governments, and development agencies, and the innovative manner in which external funds were mobilized with the Indian government exercising leadership in its relationship with agencies, and without compromising its right country to autonomously and self-reliantly plan and implement programmes. All in all, the book provides information and many insights few, even experts, possess, and should be of interest to not only to educationists, and educational administrators but also to scholars and practitioners of development cooperation and policymaking in general.
Keywords: Elementary Education, Universal Elemental Education, Development Cooperation, Foreign Aid for Education, Country–Agency Relationship, Jomtien Conference
Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America's Schools
David L. Kirp
No school district can be all charismatic leaders and super-teachers. It can't start from scratch, and it can't fire all its teachers and principals when students do poorly. Great charter schools can ... More
No school district can be all charismatic leaders and super-teachers. It can't start from scratch, and it can't fire all its teachers and principals when students do poorly. Great charter schools can only serve a tiny minority of students. Whether we like it or not, most of our youngsters will continue to be educated in mainstream public schools. The good news, this book reveals, is that there is a sensible way to rebuild public education and close the achievement gap for all students. Indeed, this is precisely what's happening in a most unlikely place: Union City, New Jersey, a poor, crowded Latino community just across the Hudson from Manhattan. The school district—once one of the worst in the state—has ignored trendy reforms in favor of proven game-changers like quality early education, a word-soaked curriculum, and hands-on help for teachers. When beneficial new strategies have emerged, like using sophisticated data-crunching to generate pinpoint assessments to help individual students, they have been folded into the mix. The results demand that we take notice—from third grade through high school, Union City scores on the high-stakes state tests approximate the statewide average. In other words, these inner-city kids are achieving just as much as their suburban cousins in reading, writing, and math. What's even more impressive, nearly ninety percent of high school students are earning their diplomas and sixty percent of them are going to college. Top students are winning national science awards and full rides at Ivy League universities. These schools are not just good places for poor kids. They are good places for kids, period.Less
Improbable Scholars : The Rebirth of a Great American School System and a Strategy for America's Schools
No school district can be all charismatic leaders and super-teachers. It can't start from scratch, and it can't fire all its teachers and principals when students do poorly. Great charter schools can only serve a tiny minority of students. Whether we like it or not, most of our youngsters will continue to be educated in mainstream public schools. The good news, this book reveals, is that there is a sensible way to rebuild public education and close the achievement gap for all students. Indeed, this is precisely what's happening in a most unlikely place: Union City, New Jersey, a poor, crowded Latino community just across the Hudson from Manhattan. The school district—once one of the worst in the state—has ignored trendy reforms in favor of proven game-changers like quality early education, a word-soaked curriculum, and hands-on help for teachers. When beneficial new strategies have emerged, like using sophisticated data-crunching to generate pinpoint assessments to help individual students, they have been folded into the mix. The results demand that we take notice—from third grade through high school, Union City scores on the high-stakes state tests approximate the statewide average. In other words, these inner-city kids are achieving just as much as their suburban cousins in reading, writing, and math. What's even more impressive, nearly ninety percent of high school students are earning their diplomas and sixty percent of them are going to college. Top students are winning national science awards and full rides at Ivy League universities. These schools are not just good places for poor kids. They are good places for kids, period.
Keywords: teachers, principals, charter schools, public schools, early education, Union City, inner-city, college, Ivy League
Integration Interrupted: Tracking, Black Students, and Acting White after Brown
Karolyn Tyson (ed.)
An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing ... More
An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.Less
Integration Interrupted : Tracking, Black Students, and Acting White after Brown
An all-too-popular explanation for why black students aren't doing better in school is their own use of the "acting white" slur to ridicule fellow blacks for taking advanced classes, doing schoolwork, and striving to earn high grades. Carefully reconsidering how and why black students have come to equate school success with whiteness, this book argues that when students understand race to be connected with achievement, it is a powerful lesson conveyed by schools, not their peers. Drawing on over ten years of ethnographic research, the book shows how equating school success with "acting white" arose in the aftermath of Brown v. Board of Education through the practice of curriculum tracking, which separates students for instruction, ostensibly by ability and prior achievement. Only in very specific circumstances, when black students are drastically underrepresented in advanced and gifted classes, do anxieties about "the burden of acting white" emerge. Racialized tracking continues to define the typical American secondary school, but it goes unremarked, except by the young people who experience its costs and consequences daily. The narratives in this book throw light on the complex relationships underlying school behaviors and convincingly demonstrate that the problem lies not with students, but instead with how America organizes its schools.
Keywords: black students, acting white slur, school success, race, achievement, Brown v. Board of Education, curriculum tracking, ability
J. Krishnamurti and Educational Practice: Social and Moral Vision for Inclusive Education
Meenakshi Thapan (ed.)
First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited ... More
First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti's work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.Less
J. Krishnamurti and Educational Practice : Social and Moral Vision for Inclusive Education
First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti's work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions.
Keywords: Krishnamurti, education, relationship, teacher education, curriculum, RIVER, MGML programme
Keepin' It Real: School Success Beyond Black and White
Prudence L. Carter
How can we help African American and Latino students perform better in the classroom and on exams? Why are so many African American and Latino students performing less well than their Asian and White ... More
How can we help African American and Latino students perform better in the classroom and on exams? Why are so many African American and Latino students performing less well than their Asian and White peers? Researchers have argued that African American and Latino students who rebel against "acting white" doom themselves to lower levels of scholastic, economic, and social achievement. However, this book argues that what is needed is a broader recognition of the unique cultural styles and practices that non-white students bring to the classroom. Based on extensive interviews and surveys of students in New York, the book demonstrates that the most successful negotiators of the American school systems are the multicultural navigators, culturally savvy teens who draw from multiple traditions, whether it be knowledge of hip hop or of classical music, to achieve their high ambitions. The book refutes the common wisdom about teenage behavior and racial difference, and shows how intercultural communication, rather than assimilation, can help close the black-white gap.Less
Keepin' It Real : School Success Beyond Black and White
How can we help African American and Latino students perform better in the classroom and on exams? Why are so many African American and Latino students performing less well than their Asian and White peers? Researchers have argued that African American and Latino students who rebel against "acting white" doom themselves to lower levels of scholastic, economic, and social achievement. However, this book argues that what is needed is a broader recognition of the unique cultural styles and practices that non-white students bring to the classroom. Based on extensive interviews and surveys of students in New York, the book demonstrates that the most successful negotiators of the American school systems are the multicultural navigators, culturally savvy teens who draw from multiple traditions, whether it be knowledge of hip hop or of classical music, to achieve their high ambitions. The book refutes the common wisdom about teenage behavior and racial difference, and shows how intercultural communication, rather than assimilation, can help close the black-white gap.
Keywords: African American, Latino students, acting white, unique cultural styles, intercultural communication, black-white gap
Life at School: An Ethnographic Study
Meenakshi Thapan
This book reconstructs the subjective interpretation of school life as perceived by teachers and pupils at Rishi Valley School (in Andhra Pradesh, India) which is often considered the hallmark of ... More
This book reconstructs the subjective interpretation of school life as perceived by teachers and pupils at Rishi Valley School (in Andhra Pradesh, India) which is often considered the hallmark of progressive education. It argues that the individual is significant to the schooling process in terms of the worlds that are created, managed, negotiated, contested, and developed. It also contends that the school's 'ideology', in the case of Rishi Valley, is especially explicit in underlining how the individual catalyses the transformation of the social world. The book explores the dilemmas and contradictions in the functioning of the transcendental and local orders in the everyday life of the school, and cites the fact that the students and teachers learn to negotiate their way through these contradictions and the conflict they may generate. It also considers the significant relations between philosopher Jiddu Krishnamurti's ideas and the institutions that seek to implement them. The Rishi Valley School is one such institution in India, with a dynamic character which is reflected in its ability to engage in a continuous process of transformation. The book also discusses ideology and education, school organization, school culture (rituals and ceremonies), teacher culture, formal and informal interaction between teachers, pupil culture, and freedom and constraint in teacher-pupil interaction.Less
Life at School : An Ethnographic Study
This book reconstructs the subjective interpretation of school life as perceived by teachers and pupils at Rishi Valley School (in Andhra Pradesh, India) which is often considered the hallmark of progressive education. It argues that the individual is significant to the schooling process in terms of the worlds that are created, managed, negotiated, contested, and developed. It also contends that the school's 'ideology', in the case of Rishi Valley, is especially explicit in underlining how the individual catalyses the transformation of the social world. The book explores the dilemmas and contradictions in the functioning of the transcendental and local orders in the everyday life of the school, and cites the fact that the students and teachers learn to negotiate their way through these contradictions and the conflict they may generate. It also considers the significant relations between philosopher Jiddu Krishnamurti's ideas and the institutions that seek to implement them. The Rishi Valley School is one such institution in India, with a dynamic character which is reflected in its ability to engage in a continuous process of transformation. The book also discusses ideology and education, school organization, school culture (rituals and ceremonies), teacher culture, formal and informal interaction between teachers, pupil culture, and freedom and constraint in teacher-pupil interaction.
Keywords: school life, teachers at Rishi valley, pupils, Rishi Valley School, transcendental ideology, Jiddu Krishnamurti, progressive education, school culture, schooling process, teacher-pupil interaction
Negotiating Opportunities: How the Middle Class Secures Advantages in School
Jessica McCrory Calarco
Sociology, Education, Social Stratification, Inequality, and Mobility
Negotiating Opportunities reveals that the middle-class advantage in school is, at least in part, a negotiated advantage. Essentially, this means that middle-class students secure advantages not only ... More
Negotiating Opportunities reveals that the middle-class advantage in school is, at least in part, a negotiated advantage. Essentially, this means that middle-class students secure advantages not only by complying with teachers' expectations but also by requesting (and successfully securing) support in excess of what is fair or required. This book traces that negotiated advantage from its origins at home to its consequences at school. It follows a group of middle-class and working-class students from third to seventh grade and draws on observations and interviews with children, parents, and teachers. The middle-class students learned to negotiate advantages from their parents' coaching at home. Teachers tended to grant those requests, even when they wanted to say "no." As a result, middle-class students received the bulk of teachers' assistance, accommodations, and positive attention. That extra support gave middle-class students advantages over their working-class peers, including more correct answers on tests, more time to complete assignments, more opportunities for creativity, and more recognition for their ideas. The book concludes with a discussion of these findings and their implications for scholars, educators, parents, and policymakers. It argues that teaching working-class students to act like their middle-class peers will not be enough to alleviate inequalities because middle-class families will find new ways to negotiate advantages that keep them one step ahead.Less
Negotiating Opportunities : How the Middle Class Secures Advantages in School
Negotiating Opportunities reveals that the middle-class advantage in school is, at least in part, a negotiated advantage. Essentially, this means that middle-class students secure advantages not only by complying with teachers' expectations but also by requesting (and successfully securing) support in excess of what is fair or required. This book traces that negotiated advantage from its origins at home to its consequences at school. It follows a group of middle-class and working-class students from third to seventh grade and draws on observations and interviews with children, parents, and teachers. The middle-class students learned to negotiate advantages from their parents' coaching at home. Teachers tended to grant those requests, even when they wanted to say "no." As a result, middle-class students received the bulk of teachers' assistance, accommodations, and positive attention. That extra support gave middle-class students advantages over their working-class peers, including more correct answers on tests, more time to complete assignments, more opportunities for creativity, and more recognition for their ideas. The book concludes with a discussion of these findings and their implications for scholars, educators, parents, and policymakers. It argues that teaching working-class students to act like their middle-class peers will not be enough to alleviate inequalities because middle-class families will find new ways to negotiate advantages that keep them one step ahead.
Keywords: education, family, school, children, students, social class, inequality, teacher, problem-solving, ethnography
Occupying Schools, Occupying Land: How the Landless Workers' Movement Transformed Brazilian Education
Rebecca Tarlau
Sociology, Politics, Social Movements and Social Change, Education
Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by ... More
Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil's Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST's educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST's educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.Less
Occupying Schools, Occupying Land : How the Landless Workers' Movement Transformed Brazilian Education
Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil's Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST's educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST's educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.
Keywords: Brazilian Landless Workers Movement (MST), Pedagogy of the MST, Pedagogia do MST, Education of the Countryside, Educação do Campo, social movement strategy, agrarian reform, education and social change, Paulo Freire, popular education, co-governance
Schooling for All: Can We Neglect the Demand?
V. Santhakumar, Namita Gupta, and Rama Murthy Sripada
The central message of this book can be summarized in one sentence: It is still important to create adequate demand for education, especially from certain sections of society, along with improvements ... More
The central message of this book can be summarized in one sentence: It is still important to create adequate demand for education, especially from certain sections of society, along with improvements in the supply or provision of schooling, if we want to address the known problems in this regard in India. This is evident from the fact that certain socio-economic factors act as significant determinants of not only—non-enrolment, dropouts, irregular attendance—but also inadequate learning in Indian schools. It is also noted that mere growth in income or expansion of economic opportunities need not encourage all sections of parents to use schooling for their children. Hence, demand-side interventions (which may include social interventions beyond the provision of monetary incentives) continue to be important in Indian context. Conventional demand-side interventions like midday meal seem to be ineffective in the current context when unskilled wage rates have increased and a meal at school may not be a serious attraction to send kids to school. Though the Right to Education (RTE) Act can be interpreted as a demand-side intervention since denying education to a child is reckoned as an unconstitutional act there, it may also be not that effective in ensuring quality schooling for all. It does not have an enforcement machinery to see that all children attend school on a regular basis. The book also examines different social interventions attempted in different parts of the world which enabled the creation generation of demand for schooling and draws a few practical lessons.Less
Schooling for All : Can We Neglect the Demand?
V. SanthakumarNamita GuptaRama Murthy Sripada
The central message of this book can be summarized in one sentence: It is still important to create adequate demand for education, especially from certain sections of society, along with improvements in the supply or provision of schooling, if we want to address the known problems in this regard in India. This is evident from the fact that certain socio-economic factors act as significant determinants of not only—non-enrolment, dropouts, irregular attendance—but also inadequate learning in Indian schools. It is also noted that mere growth in income or expansion of economic opportunities need not encourage all sections of parents to use schooling for their children. Hence, demand-side interventions (which may include social interventions beyond the provision of monetary incentives) continue to be important in Indian context. Conventional demand-side interventions like midday meal seem to be ineffective in the current context when unskilled wage rates have increased and a meal at school may not be a serious attraction to send kids to school. Though the Right to Education (RTE) Act can be interpreted as a demand-side intervention since denying education to a child is reckoned as an unconstitutional act there, it may also be not that effective in ensuring quality schooling for all. It does not have an enforcement machinery to see that all children attend school on a regular basis. The book also examines different social interventions attempted in different parts of the world which enabled the creation generation of demand for schooling and draws a few practical lessons.
Keywords: Right to Education Act India, demand-side interventions, dropouts, irregular attendance, midday meal, learning outcomes
Schooling the National Imagination: Education, English, and the Indian Modern
Shalini Advani
This book examines English studies in the school curriculum in India and, using this as a lens, explores the shifts in the construction of nationalism, modernity, and identity in independent India. ... More
This book examines English studies in the school curriculum in India and, using this as a lens, explores the shifts in the construction of nationalism, modernity, and identity in independent India. Discussing the national education policy in general and the English language policy in particular, it traces the development of a specific ideology of postcoloniality in India. It examines State-produced school textbooks, identifies how English curriculum both reflects and constructs identity in particular ways, and discusses classroom practice in schools to consider the ways in which ideology shapes pedagogic practice.Less
Schooling the National Imagination : Education, English, and the Indian Modern
This book examines English studies in the school curriculum in India and, using this as a lens, explores the shifts in the construction of nationalism, modernity, and identity in independent India. Discussing the national education policy in general and the English language policy in particular, it traces the development of a specific ideology of postcoloniality in India. It examines State-produced school textbooks, identifies how English curriculum both reflects and constructs identity in particular ways, and discusses classroom practice in schools to consider the ways in which ideology shapes pedagogic practice.
Keywords: English studies, English curriculum, education policy, English language policy, postcoloniality, nationalism, pedagogic practice
Sociology of Education in India: Changing Contours and Emerging Concerns
Geetha B. Nambissan and Srinivasa Rao (eds)
This volume examines the history and research on the sociology of education (SoE) in India. It analyses the influence of culture, identities, structural inequalities, and poverty on education, and ... More
This volume examines the history and research on the sociology of education (SoE) in India. It analyses the influence of culture, identities, structural inequalities, and poverty on education, and evaluates how sociological tools can be used to address the impending crisis in the educational system. The consistent study of SoE has been slow in India, as is evident in the only recent attempts to establish the structure of the discipline. This volume places the SoE as a sub-discipline of Indian sociology, with the first few studies on education being undertaken in the 1950s/1960s by Kothari Commission (1964-6). The book emphasizes the need to grow the sociological imagination as there is still a lack of understanding of education as a social institution and its interlinkages with poverty, cultural diversity, and the world of work. This book attempts to deal with how structural inequalities, cultural diversity, and identities of different social groups mediate institutional practices and influence learning. These are areas of research where sociologists of education in India have a critical role to play.Less
Sociology of Education in India : Changing Contours and Emerging Concerns
This volume examines the history and research on the sociology of education (SoE) in India. It analyses the influence of culture, identities, structural inequalities, and poverty on education, and evaluates how sociological tools can be used to address the impending crisis in the educational system. The consistent study of SoE has been slow in India, as is evident in the only recent attempts to establish the structure of the discipline. This volume places the SoE as a sub-discipline of Indian sociology, with the first few studies on education being undertaken in the 1950s/1960s by Kothari Commission (1964-6). The book emphasizes the need to grow the sociological imagination as there is still a lack of understanding of education as a social institution and its interlinkages with poverty, cultural diversity, and the world of work. This book attempts to deal with how structural inequalities, cultural diversity, and identities of different social groups mediate institutional practices and influence learning. These are areas of research where sociologists of education in India have a critical role to play.
Keywords: sociology of education, education in India, sociological imagination, Kothari Commission, Indian sociology, educational crisis, inequalities in education, sociological imagination, poverty and education, disciplinary structure
Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools
Sociology, Education, Race and Ethnicity
This book details a sociological, comparative analysis of the institutional and group dynamics in eight schools located within four cities in the United States and South Africa. This book details how ... More
This book details a sociological, comparative analysis of the institutional and group dynamics in eight schools located within four cities in the United States and South Africa. This book details how even as discussions and approaches to educational equality differ significantly in two nations rebounding from centuries of overt practices of racial and social inequality, many everyday school exchanges and practices parallel one another. Educators in the United States and South Africa are faced with the continual challenges of how to make schools work better for all students and of how to incorporate diverse groups of students better within these schools. This book argues chiefly that schools in these two societies, weakened historically by racial and ethnic discrimination, will greatly miss the benefits of a critical social policy for reducing inequality via education if they do not pay sufficient attention to the school's socio-cultural context. This book sheds insight into how to enable school-communities to better incorporate previously disadvantaged groups and to engender equity by promoting "cultural flexibility." It also raises important and timely questions about the social, political, and philosophical purposes of schooling that have been greatly ignored by many and cautions against myopic approaches to education that merely focus on test-scores and attainment outcomes.Less
Stubborn Roots : Race, Culture, and Inequality in U.S. and South African Schools
This book details a sociological, comparative analysis of the institutional and group dynamics in eight schools located within four cities in the United States and South Africa. This book details how even as discussions and approaches to educational equality differ significantly in two nations rebounding from centuries of overt practices of racial and social inequality, many everyday school exchanges and practices parallel one another. Educators in the United States and South Africa are faced with the continual challenges of how to make schools work better for all students and of how to incorporate diverse groups of students better within these schools. This book argues chiefly that schools in these two societies, weakened historically by racial and ethnic discrimination, will greatly miss the benefits of a critical social policy for reducing inequality via education if they do not pay sufficient attention to the school's socio-cultural context. This book sheds insight into how to enable school-communities to better incorporate previously disadvantaged groups and to engender equity by promoting "cultural flexibility." It also raises important and timely questions about the social, political, and philosophical purposes of schooling that have been greatly ignored by many and cautions against myopic approaches to education that merely focus on test-scores and attainment outcomes.
Keywords: comparative research, cultural flexibility, educational equality, ethnicity, race, schools, social inequality, socio-cultural context, United States, South Africa
The University as a Site of Resistance: Identity and Student Politics
Gaurav J. Pathania
Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted ... More
Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted resistance through critical thinking. The recent wave of student resistance in India has brought the role of the university to the forefront. The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula's death in Hyderabad Central University, as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India's longest student movements— the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity-based student movements are primarily cultural movements. As the traditional caste and class analysis becomes redundant to explain such contemporary collective action, the book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.Less
The University as a Site of Resistance : Identity and Student Politics
Since the 1960s, universities have ignited new discourse as free speech movements, LGBT, feminism movements in the West. Universities not only served as centers of learning but also promoted resistance through critical thinking. The recent wave of student resistance in India has brought the role of the university to the forefront. The University as a Site of Resistance analyses massive protests that emerged in the aftermath of Rohith Vemula's death in Hyderabad Central University, as well as the Azadi Campaign started by Jawaharlal Nehru University students in Delhi in 2016. Taking Osmania University in Hyderabad as a case study, the book provides an ethnographic account of the emergence of one of India's longest student movements— the movement for Telangana statehood. Since its inception in the 1960s to its culmination in the formation of Telangana state in 2014, students at Osmania University played a decisive role. The book discusses protest strategies, methods, and networks among students. It also examines the role played by various caste and sub-caste groups and civil society in making the movement a success. The author argues that contemporary identity-based student movements are primarily cultural movements. As the traditional caste and class analysis becomes redundant to explain such contemporary collective action, the book establishes these unique resistances as New Social Movements and claim that these movements contribute to the democratization of institutional spaces. In this context, the volume provides a conceptual debate on contemporary cultural politics among university students.
Keywords: Cultural Politics, Youth Politics, University Politics, Student Movements, Higher Education, Telangana Movement, Public University, Osmania University, Indian Universities, Resistance
What Snowflakes Get Right: Free Speech, Truth, and Equality on Campus
Angry debates about polarizing speakers have roiled college campuses. Conservatives accuse universities of muzzling unpopular opinions, betraying their values of open inquiry; students sympathetic to ... More
Angry debates about polarizing speakers have roiled college campuses. Conservatives accuse universities of muzzling unpopular opinions, betraying their values of open inquiry; students sympathetic to the Left advocate for some regulation of speech, asking for "safe spaces" and protection against visiting speakers and even curricula they feel disrespects them. Some even call these students "snowflakes"—too fragile to be exposed to opinions and ideas that challenge their worldviews. How might universities resolve these debates about free speech, which pit students' welfare against the university's commitment to free inquiry and open debate? This book provides a new way of looking at this dilemma. It explains how the current dichotomy is false and is not really about the feelings of offended students, or protecting an open marketplace of ideas. Rather, what is at stake is our democracy's commitment to equality, and the university's critical role as an arbiter of truth. The book shows how and why free speech forges an otherwise uneasy alliance of liberals and ultraconservatives, and why this First Amendment absolutism is untenable in law and society in general. The book draws on law, philosophy, and the author's extensive experience as a university administrator to show that the lens of equality can resolve this impasse, and can allow the university to serve as a model for democracy that upholds both truth and equality as its founding principles.Less
What Snowflakes Get Right : Free Speech, Truth, and Equality on Campus
Angry debates about polarizing speakers have roiled college campuses. Conservatives accuse universities of muzzling unpopular opinions, betraying their values of open inquiry; students sympathetic to the Left advocate for some regulation of speech, asking for "safe spaces" and protection against visiting speakers and even curricula they feel disrespects them. Some even call these students "snowflakes"—too fragile to be exposed to opinions and ideas that challenge their worldviews. How might universities resolve these debates about free speech, which pit students' welfare against the university's commitment to free inquiry and open debate? This book provides a new way of looking at this dilemma. It explains how the current dichotomy is false and is not really about the feelings of offended students, or protecting an open marketplace of ideas. Rather, what is at stake is our democracy's commitment to equality, and the university's critical role as an arbiter of truth. The book shows how and why free speech forges an otherwise uneasy alliance of liberals and ultraconservatives, and why this First Amendment absolutism is untenable in law and society in general. The book draws on law, philosophy, and the author's extensive experience as a university administrator to show that the lens of equality can resolve this impasse, and can allow the university to serve as a model for democracy that upholds both truth and equality as its founding principles.
Keywords: Book, free speech, campus politics, higher education, equality, First Amendment, truth, university, racism


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