Kathleen M. Brown – författare

Kathleen Brown examines the origins of racism and slavery in British North America from the perspective of gender. Both a basic social relationship and a model for other social hierarchies, gender helped determine the construction of racial categories and the institution of slavery in Virginia. But the rise of racial slavery also transformed gender relations, including ideals of masculinity. In response to the presence of Indians, the shortage of labor, and the insecurity of social rank, Virginia's colonial government tried to reinforce its authority by regulating the labor and sexuality of English servants and by making legal distinctions between English and African women. This practice, along with making slavery hereditary through the mother, contributed to the cultural shift whereby women of African descent assumed from lower-class English women both the burden of fieldwork and the stigma of moral corruption. Brown's analysis extends through Bacon's Rebellion in 1676, an important juncture in consolidating the colony's white male public culture, and into the eighteenth century. She demonstrates that, despite elite planters' dominance, wives, children, free people of color, and enslaved men and women continued to influence the meaning of race and class in colonial Virginia. |Based on the perspective of gender, this compelling study examines the origins of racism and slavery in colonial Virginia from 1676 to the eighteenth century. According to Brown, gender is both a basic social relationship and a model for social hierarchies and it therefore helped determine the construction of racial categories and the institution of slavery legally, politically, as well as socially.

2010 AJN Book of the Year Award Winner in Gerontologic Nursing! "[This book] is a wonderful guide to adult and elder forensics, and an important reference for all health care providers who care for adults and the elderely...Highly recommended.--CHOICE It's about time this book was written! While excellent instructional texts exist, this book fills a niche for the nonspecialty health professional encountering victims of violence in the routine course of careÖThis book should not only be on the shelf in every ED, but also in the armamentarium of providers working in the outpatient setting; public health clinics; residential facilitiesÖand student health clinics." --AJN Nurses and other health care professionals who work with victims and perpetrators of violence are often confronted with issues that they may not have prior training in, such as identifying and managing victims of violent crime. This book is designed to serve as a quick resource for practicing health care providers treating adults and older adults, as well as students or practitioners new to the field. The book not only has full descriptions of principles of evidence, but also offers detailed guidelines on how to conduct a forensic assessment of adults and older adults. Additionally, the authors examine the concepts of competency and guardianship, and provide guidelines for navigating the justice system. The authors provide current, concise, and easy-to-use information in short chapters that assist practitioners with the prevention of crimes and the identification and management of both victims and offenders.Key features: Presents general principles of forensics, such as assessment and documentation, principles of evidence, and expert witness testimony Covers a wide range of classes of adult victims, including victims of intimate partner violence, human trafficking, stalking, and sexual assault Discusses various types of offenders, such as long-term offenders, those in correctional facilities, abusive parents, and female offenders Includes a section on unnatural deaths, covering suicide, homicide, and medicolegal death investigation

In today's Western school systems, white, straight, middle-class and physically-able students reach higher achievements, drop out less, and have a greater chance of learning in higher education institutions than their counterparts who do not possess these characteristics. While many agree that theory, research and practice should be intertwined to support the type of schooling (and society) that values rather than marginalizes, few scholars offer ground-breaking, pragmatic approaches to developing truly transformative leaders. The purpose of this book is to offer a practical, process-oriented model aimed at helping educational leaders to perceive social, political, and economic contradictions and then to take action against the oppressive elements of reality. To this end, this book utilizes transformative andragogy, which leads to a new way of seeing and a new way of being. It is the art and science of helping others to think critically and act responsibly, to examine beliefs, to accept, reject or modify values, and to engage in activism and advocacy with and for others. Therefore, this book is of great value to those who wish to prepare tomorrow's school leaders for their role as promoters of social justice and excellence.

In today's Western school systems, white, straight, middle-class and physically-able students reach higher achievements, drop out less, and have a greater chance of learning in higher education institutions than their counterparts who do not possess these characteristics. While many agree that theory, research and practice should be intertwined to support the type of schooling (and society) that values rather than marginalizes, few scholars offer ground-breaking, pragmatic approaches to developing truly transformative leaders. The purpose of this book is to offer a practical, process-oriented model aimed at helping educational leaders to perceive social, political, and economic contradictions and then to take action against the oppressive elements of reality. To this end, this book utilizes transformative andragogy, which leads to a new way of seeing and a new way of being. It is the art and science of helping others to think critically and act responsibly, to examine beliefs, to accept, reject or modify values, and to engage in activism and advocacy with and for others. Therefore, this book is of great value to those who wish to prepare tomorrow's school leaders for their role as promoters of social justice and excellence.

Undoing Slavery excavates cultural, political, medical, and legal history to understand the abolitionist focus on the body on its own terms. Motivated by their conviction that the physical form of the human body was universal and faced with the growing racism of eighteenth- and nineteenth-century science, abolitionists in North America and Britain focused on undoing slavery's harm to the bodies of the enslaved. Their pragmatic focus on restoring the bodily integrity and wellbeing of enslaved people threw up many unexpected challenges. This book explores those challenges.Slavery exploited the bodies of men and women differently: enslaved women needed to be acknowledged as mothers rather than as reproducers of slave property, and enslaved men needed to claim full adult personhood without triggering white fears about their access to male privilege. Slavery's undoing became more fraught by the 1850s, moreover, as federal Fugitive Slave Law and racist medicine converged. The reach of the federal government across the borders of free states and theories about innate racial difference collapsed the distinctions between enslaved and emancipated people of African descent, making militant action necessary.Escaping to so-called "free" jurisdictions, refugees from slavery demonstrated that a person could leave the life of slavery behind. But leaving behind the enslaved body, the fleshy archive of trauma and injury, proved impossible. Bodies damaged by slavery needed urgent physical care as well as access to medical knowledge untainted by racist science. As the campaign to end slavery revealed, legal rights alone, while necessary, were not sufficient either to protect or heal the bodies of African-descended people from the consequences of slavery and racism.

Undoing Slavery excavates cultural, political, medical, and legal history to understand the abolitionist focus on the body on its own terms. Motivated by their conviction that the physical form of the human body was universal and faced with the growing racism of eighteenth- and nineteenth-century science, abolitionists in North America and Britain focused on undoing slavery's harm to the bodies of the enslaved. Their pragmatic focus on restoring the bodily integrity and wellbeing of enslaved people threw up many unexpected challenges. This book explores those challenges.Slavery exploited the bodies of men and women differently: enslaved women needed to be acknowledged as mothers rather than as reproducers of slave property, and enslaved men needed to claim full adult personhood without triggering white fears about their access to male privilege. Slavery's undoing became more fraught by the 1850s, moreover, as federal Fugitive Slave Law and racist medicine converged. The reach of the federal government across the borders of free states and theories about innate racial difference collapsed the distinctions between enslaved and emancipated people of African descent, making militant action necessary.Escaping to so-called "free" jurisdictions, refugees from slavery demonstrated that a person could leave the life of slavery behind. But leaving behind the enslaved body, the fleshy archive of trauma and injury, proved impossible. Bodies damaged by slavery needed urgent physical care as well as access to medical knowledge untainted by racist science. As the campaign to end slavery revealed, legal rights alone, while necessary, were not sufficient either to protect or heal the bodies of African-descended people from the consequences of slavery and racism.

The purpose of this empirical inquiry of state-recognized “Honor Schools of Excellence” was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism.Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.

The purpose of this empirical inquiry of state-recognized “Honor Schools of Excellence” was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism.Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.

The purpose of this empirical inquiry of state-recognized "e;Honor Schools of Excellence"e; was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism.Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she’s prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she’s prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she's prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.

Challenges of work-life balance in the academy stem from policies and practices which remain from the time when higher education was populated mostly by married White male faculty. Those faculty were successful in their academic work because they depended upon the support of their wives to manage many of the not-work aspects of their lives. Imagine a tweedy middle-aged white man, coming home from the university to greet his wife and children and eat the dinner she's prepared for him, and then disappearing into his study for the rest of the evening with his pipe to write and think great thoughts. If that professor ever existed, he is now emeritus.Juggling Flaming Chainsaws is the first book in a new series on these challenges of managing academic work and not-work. It uses the methodology of autoethnography to introduce the work-life issues faced by scholars in educational leadership. While the experiences of scholars in this volume are echoed across other fields in higher education, educational leadership is unique because of its emphasis on preparing people for leadership roles within higher education and for preK-12 schools. Authors include people at different places on their career and life course trajectory, people who are partnered and single, gay and straight, with children and without, caring for elders, and managing illness. They hail from different geographic areas of the nation, different ethnic backgrounds, and different types of institutions. What all have in common is commitment to engaging with this topic, to reflecting deeply upon their own experience, and to sharing that experience with the rest of us.