Comparing Southern Europe: the difference,the public,and the common

ABSTRACT

After criticising the solutionist drift, this article argues for the need for three gestures, in order to build a more problematised Comparative Education: estrangement, that is, the ability to see the unknown and therefore to distance ourselves from what is already known; intercession, that is, the ability to perceive the importance of mediators; communication, that is, the ability to work in common with others, from different positions and perspectives. Based on these three gestures, the article argues for a Comparative Education that seeks to develop three lines of work: to build a science of difference, rather than a ‘solution’ that tends to homogenise educational directions throughout the world; to strengthen the public space, instead of contributing to the authority of experts; to revitalise the common, instead of yielding to the current fragmentation, in which we interact only with what is similar to us. The arguments are not limited to Southern Europe, as they intend to open up a set of general questions about the meaning of comparative work in education.     

'Sin,Sex, and Segregation': Social control and the education of Southern women

This article investigates the paradoxical processes of social control and social change within the institution of public education in the US South, early in the twentieth century. Through historical sociological analysis, it reveals how New South leaders used the 'dividing practices' of 'sin, sex, and segregation' to disenfranchise African-American males, to win support for segregated public schools, to segregate public higher education by race and gender, and to implement a race, class, and gender differentiated curriculum. It also shows that despite built-in limitations, the educational foundation of the new social order contained contradictory and ambiguous processes. This article focuses on the consequences of these processes for Southern women, especially North Carolina women.     

Ungifted: Intelligence Redefined. Kaufman,S. B. (2013)

Word Class is a method of modifying a spelling curriculum to meet the academic needs of gifted learners. This strategy combines a self‐selected approach to spelling instruction with thinking skills. Word Class enables gifted learners to make choices about their learning and engage in creative, high level thinking. It also teaches thinking skills and provides gifted learners with more authentic thinking and writing experiences.     

Writing in the Health Professions. Barbara A. Heifferon. New York: Longman, 2005. 315 pp.: Health and the Rhetoric of Medicine. Judy Z. Segal. Carbondale,IL: Southern Illinois University Press, 2005. 217 pp

Technical writing instruction often operates in isolation from other components of students' communication education, partly as a consequence of assessment practices that lead to a narrow perspective. We argue for altering this isolation by moving writing instruction into a position of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Two models of technical writing instruction, centralized and diffused, are discussed, and we show how outcomes-based assessment provides for the change in perspective we seek.     

The Southern Manifesto: Massive Resistance,Growth Liberalism,and the Interpretation of Brown II

ABSTRACT

The United States Congress’ Southern Congressional Delegation promulgated the Declaration of Constitutional Principles, popularly known as the Southern Manifesto, on March 12, 1956. The Southern Manifesto was the South’s primary means to effectively delay implementation of public school desegregation as ordered by the United States Supreme Court decision, Brown v. Board of Topeka, Kansas (1954; as cited in Day, 2014). This essay places the desegregation of American public school system within the larger context of the time period in which it transpired, and explains how racial disparity in public education was perpetuated after the Jim Crow caste system was dismantled in the 1960s. Ironically, while de jure desegregation of American public schools was effectively accomplished by the early 1970s under the administration of President Richard M. Nixon, government spending during the era after World War II, perpetuated racial and economic disparity in America’s public schools that prevails up to the present day.     

南方黑人，客体化的财产

威廉·福克纳是20世纪美国最为杰出的作家之一,1950年诺贝尔文学奖获得者。在他的作品《去吧,摩西》中,福克纳以其独特的视角塑造了有着浓厚地方性与历史性特征的南方黑人形象,深刻揭露了南方的奴隶制和种族主义,表达了对南方黑人的同情、尊重和关心。