Bearing with Strangers looks at inclusion in education in a new way, regarding education as a discipline with practical and theoretical concepts and criteria which emanate from education and schooling itself. By introducing the notion of the instrumental fallacy, it shows how this is not only an inherent feature of inclusive education policies, but also omnipresent in modern educational policy. It engages schooling through an Arendtian framework, constituted by and in a specific practice with the aim of mediating between generations. It outlines a didactic and pedagogical theory that presents inclusion not as an aim for education, but as a constitutive feature of the activity of schooling. Drawing on the work of Hannah Arendt, the book offers a novel and critical perspective on inclusive education, as well as a contribution to a growing literature re-engaging didactic and pedagogical conceptions of teaching and the role of the teacher. Schooling is understood as a process of opening the world to the young and of opening the world to the renewal that the new generations offer. The activity of schooling offers the possibility of becoming attentive toward what is common while learning to bear with that which is strange and those who are strangers. The book points to valuable metaphors and ideas – referred to in the book as ‘pearls’ – that speak to the heart of what schooling and teaching concerns. Bearing with Strangers will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, inclusive education and educational policy.

Bearing with Strangers looks at inclusion in education in a new way, regarding education as a discipline with practical and theoretical concepts and criteria which emanate from education and schooling itself. By introducing the notion of the instrumental fallacy, it shows how this is not only an inherent feature of inclusive education policies, but also omnipresent in modern educational policy. It engages schooling through an Arendtian framework, constituted by and in a specific practice with the aim of mediating between generations. It outlines a didactic and pedagogical theory that presents inclusion not as an aim for education, but as a constitutive feature of the activity of schooling. Drawing on the work of Hannah Arendt, the book offers a novel and critical perspective on inclusive education, as well as a contribution to a growing literature re-engaging didactic and pedagogical conceptions of teaching and the role of the teacher. Schooling is understood as a process of opening the world to the young and of opening the world to the renewal that the new generations offer. The activity of schooling offers the possibility of becoming attentive toward what is common while learning to bear with that which is strange and those who are strangers. The book points to valuable metaphors and ideas – referred to in the book as ‘pearls’ – that speak to the heart of what schooling and teaching concerns. Bearing with Strangers will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, inclusive education and educational policy.

Come for a visit in Bear Country with this classic First Time Book® from Stan and Jan Berenstain. Sister has gotten into a bad habit of talking to strangers, and now it’s up to Papa, Mama, and Brother to show her the important rules of safety. This beloved story is a perfect way to teach children about strangers and good decision-making. Includes a list of Brother and Sister’s Rules for Cubs!

The National Book Award Finalist and New York Times bestseller that became a guide and balm for a country struggling to understand the election of Donald Trump "A generous but disconcerting look at the Tea Party. . . . This is a smart, respectful and compelling book." —Jason DeParle, The New York Times Book Review When Donald Trump won the 2016 presidential election, a bewildered nation turned to Strangers in Their Own Land to understand what Trump voters were thinking when they cast their ballots. Arlie Hochschild, one of the most influential sociologists of her generation, had spent the preceding five years immersed in the community around Lake Charles, Louisiana, a Tea Party stronghold. As Jedediah Purdy put it in the New Republic, "Hochschild is fascinated by how people make sense of their lives. . . . [Her] attentive, detailed portraits . . . reveal a gulf between Hochchild's 'strangers in their own land' and a new elite." Already a favorite common read book in communities and on campuses across the country and called "humble and important" by David Brooks and "masterly" by Atul Gawande, Hochschild's book has been lauded by Noam Chomsky, New Orleans mayor Mitch Landrieu, and countless others. The paperback edition features a new afterword by the author reflecting on the election of Donald Trump and the other events that have unfolded both in Louisiana and around the country since the hardcover edition was published, and also includes a readers' group guide at the back of the book.

This title shows how a reconception of family and kinship underlies the revolutionary experiments of the modernist novel. While stories of marriage and long-lost relatives were a mainstay of classic Victorian fiction, the book suggests that rival countercurrents within these family plots set the stage for the formal innovations of Joyce and Proust. By investigating how the question of family is a hidden key to modernist structure and style, the book explores the formal narrative potential of queerness and in doing so rewrites the history of the modern novel.

If you are hanging from a trapeze And up sneaks a camel with bony knees, Remember this rule, if you please— Never talk to strangers. This book brilliantly highlights situations that children will find themselves in—whether they’re at home and the doorbell rings, or playing in the park, or mailing a letter on their street—and tells them what to do if a stranger (always portrayed as a large animal, such as a rhino) approaches. Colorful, ’60s-style “psychedelic” artwork and witty, lively rhyme clearly spell out a message about safety that empowers kids, and that has never been more relevant. Irma Joyce wrote many Golden Books during the 1960s. George Buckett was a popular children’s book illustrator during the 1960s.

In Strangers to Family Shively Smith reads the Letter of 1 Peter through a new model of diaspora. Smith illuminates this peculiarly Petrine understanding of diaspora by situating it among three other select perspectives from extant Hellenist Jewish writings: the Daniel court tales, the Letter of Aristeas, and Philo's works. While 1 Peter tends to be taken as representative of how diaspora was understood in Hellenistic Jewish and early Christian circles, Smith demonstrates that 1 Peter actually reverses the most fundamental meaning of diaspora as conceived by its literary peers. Instead of connoting the scattering of a people with a common territorial origin, for 1 Peter, diaspora constitutes an "already-scattered-people" who share a common, communal, celestial destination. Smith's discovery of a distinctive instantiation of diaspora in 1 Peter capitalizes on her careful comparative historical, literary, and theological analysis of diaspora constructions found in Hellenistic Jewish writings. Her reading of 1 Peter thus challenges the use of the exile and wandering as master concepts to read 1 Peter, reconsiders the conceptual significance of diaspora in 1 Peter and in the entire New Testament canon, and liberates 1 Peter from being interpreted solely through the rubrics of either the stranger-homelessness model or household codes. First Peter does not recycle standard diasporic identity, but is, as Strangers to Family demonstrates, an epistle that represents the earliest Christian construction of diaspora as a way of life.