Paul L. Thomas – författare

This is an introduction to the literature of contemporary American writer Clyde Edgerton. A North Carolina native, Edgerton has been compared to Mark Twain for his easy, humorous style, which is based in oral tradition. Like Twain and other humorous writers, Edgerton’s work often contains both biting satire and exploration of very large questions about the human condition. The book contains an overview of each of his novels and his memoir in addition to offering critical commentary on theme, craft, and structure. Pedagogical support is offered with specific strategies that will encourage authentic engagement and learning. Teachers will find specific companion pieces of literature for introducing Edgerton’s vivid and challenging work. This book presents the case for including more of Clyde Edgerton’s work in our secondary and college English language arts classrooms as a means of revitalizing curricula and challenging the ways we traditionally think about teaching.

William B. Thesing, James Dickey’s colleague at the University of South Carolina for twenty years, has a unique and complex perspective on the life and writing of this great twentieth-century American author. Dickey offers readers, students, and teachers a variety of energized and imaginative texts, and Thesing provides original and perceptive readings of his life and his novels as well as his most popular poems about animals in nature, man in nature, social and sexual relationships, women, and civilian and wartime death.This is the only introductory teaching/study guide available on Dickey’s poems and novels. Chapters are conveniently organized around essential thematic categories. The author employs various modern critical approaches – from feminist criticism to deconstruction – to the poems and novels. The book will be useful in college or high school courses on Southern literature, American poetry, and twentieth-century literature.

This volume unmasks tensions among economic, political, and educational goals in the context of becoming and being a teacher. Chapters frame becoming and being a teacher within commitments to democracy and political literacy while confronting neoliberal assumptions about American society, universal public education, and education reform. A wide variety of teachers and scholars discuss teacher preparation and teaching through evidence-based examinations of complex problems and solutions facing teachers, education policymakers, the public, and students. Teaching is embraced as a political act, and critical subjectivity is endorsed as a rejection of objectivity and traditional paradigms of teaching designed to create a compliant teacher workforce. The book honors and celebrates voice and collective voice, both of which speak to and from the inexorable fact of becoming and being a teacher as one and the same.

This volume unmasks tensions among economic, political, and educational goals in the context of becoming and being a teacher. Chapters frame becoming and being a teacher within commitments to democracy and political literacy while confronting neoliberal assumptions about American society, universal public education, and education reform. A wide variety of teachers and scholars discuss teacher preparation and teaching through evidence-based examinations of complex problems and solutions facing teachers, education policymakers, the public, and students. Teaching is embraced as a political act, and critical subjectivity is endorsed as a rejection of objectivity and traditional paradigms of teaching designed to create a compliant teacher workforce. The book honors and celebrates voice and collective voice, both of which speak to and from the inexorable fact of becoming and being a teacher as one and the same.

This book has won the CHOICE Outstanding Academic Title award 2014. A century of education and education reform along with the last three decades of high-stakes testing and accountability reveals a disturbing paradox: Education has a steadfast commitment to testing and grading despite decades of research, theory, and philosophy that reveal the corrosive consequences of both testing and grading within an education system designed to support human agency and democratic principles.This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of testing and grading on social justice, race, class, and gender; and the role of testing and grading in perpetuating a deficit perspective of children, learning, race, and class.The chapters fall under two broad sections: Part I: «Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education» includes essays on the historical, theoretical, and philosophical arguments against testing and grading; Part II: «De-Grading and De-Testing in a Time of High-Stakes Education Reform» presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.

This book has won the CHOICE Outstanding Academic Title award 2014. A century of education and education reform along with the last three decades of high-stakes testing and accountability reveals a disturbing paradox: Education has a steadfast commitment to testing and grading despite decades of research, theory, and philosophy that reveal the corrosive consequences of both testing and grading within an education system designed to support human agency and democratic principles.This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of testing and grading on social justice, race, class, and gender; and the role of testing and grading in perpetuating a deficit perspective of children, learning, race, and class.The chapters fall under two broad sections: Part I: «Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education» includes essays on the historical, theoretical, and philosophical arguments against testing and grading; Part II: «De-Grading and De-Testing in a Time of High-Stakes Education Reform» presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.

A century of education and education reform, along with more than three decades of high-stakes testing and accountability, reveals a disturbing paradox: education has a steadfast commitment to testing and grading. This commitment persists despite ample research, theory, and philosophy revealing the corrosive consequences of both testing and grading in an education system designed to support human agency and democratic principles. This revised edited volume brings together a collection of updated and new essays that confronts the failure of testing and grading. The book explores the historical failure of testing and grading; the theoretical and philosophical arguments against testing and grading; the negative influence of tests and grades on social justice, race, class, and gender; and the role that they play in perpetuating a deficit perspective of children. The chapters fall under two broad sections. Part I, Degrading Learning, Detesting Education: The Failure of High-Stake Accountability in Education, includes essays on the historical, theoretical, and philosophical arguments against testing and grading. Part II, De-Grading and De-Testing in a Time of High-Stakes Education Reform, presents practical experiments in de-testing and de-grading classrooms for authentic learning experiences.

Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these frameworks are developed and reified based on the notion that elections give the right to societies, or segments of societies, to install regimes, institutions and operating systems that are then supposedly legitimated and rendered infinitely just because formal power resides in the hands of those dominating forces.This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be? This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy? Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.

Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these frameworks are developed and reified based on the notion that elections give the right to societies, or segments of societies, to install regimes, institutions and operating systems that are then supposedly legitimated and rendered infinitely just because formal power resides in the hands of those dominating forces.This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be? This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy? Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.