Looks at how teenagers in one small town use spaces and give value and meaning to specific places.

Landscapes of Betrayal, Landscapes of Joy provides a rare glimpse into the world of teenagers, from beach parties to bedrooms, from the math class to the midnight movies. In this fascinating ethnography, Herb Childress demonstrates how our buildings and landscapes (and the institutions that shape them) systematically shortchange our kids, eliminating opportunities for challenge and growth and encouraging their passivity. After examining the places to which the kids were devoted, where they worked hardest, and where they were at their best, Childress offers ideas for change.

This is a book of advice for students considering doctoral programs and doctoral students considering faculty life. It is framed as a glossary of about 150 terms that author Herb Childress, as a first-generation student, wishes that he had known and understood as he applied for and completed his PhD and went into the academic job market. The guide examines the practices of doctoral education and faculty life through entries that illuminate terms such as buyout, edited volume, and FERPA; so many things that most academics learned somewhere along the way and forget that others don't know. The alphabetical reference format enables readers to turn directly to the topic in question and find some borrowed wisdom. Each entry features a little storytelling, then some larger context, and leaves readers able to put on the mask of the capable scholar even though they feel like impostors. Every time they hear a term they feel they ought to know, it is here. The book is often funny as well, attempting to offer both encouragement and reality to students facing unconscionable odds as they search for safe harbor. As more than half of all college instructors are now adjuncts, the questions about an academic career are changing, and there are now fewer reliable answersand answers. Herb Childress s volume promises to be a trusted companion to many a graduate student, aspiring academic, and adjunct professor. "

Now showcasing an even more rigorous debate about the theory and practice of YA librarianship than its first edition, this "provocative presentation of diverse viewpoints by leaders in the field" (Catholic Library World) has been updated and expanded to incorporate recent advances in critical youth studies.

Teaching the Next Generation of Teachers looks to serve the many teachers who teach or sponsor classes, clubs, or conferences for secondary school students who aspire to become teachers. Based on the author’s research with students in the Tomorrow’s Teachers program, the book’s development is rich with the voices of students and their reflections on how teachers sometimes inspired them to teach and sometimes impelled them to think of new ways to teach. Their personal stories as learners will validate all students’ experiences as it both invites and inspires aspiring teachers in secondary schools to fulfill their dreams by becoming teachers. Guided by the learning community concept, it presents research and practical activities that will assist teachers and their students in re-imagining and re-inventing what teachers and schools do. It does this as it presents important research on how professional learning communities have the most positive effects on student learning while also empowering teachers to greater job satisfaction. Most importantly, this book will serves as a practical, how-to guide so secondary school students can begin to experience working in a professional learning community as they strive to improve the schools they are in right now. In doing this, the book adheres to the idea that ‘student leadership now is the best preparation for teacher leadership later.’ It will help aspiring teachers move away from the many stale traditions in schooling as they re-conceive of the profession in ways that will make it more personally satisfying while acknowledging that the work of teachers in the 21st century must necessarily be different from what we have now, legacy practices of standardization left over from the industrial age.

Over the past few decades, there has been much effort put forth by philosophers to answer the question, "Is there an African philosophy?" Bruce B. Janz boldly changes this central question to "What is it to do philosophy in this (African) place?" in Philosophy in an African Place. Janz argues that African philosophy has spent a lot of time trying to define what African philosophy is, and in doing so has ironically been unable to properly conceptualize African lived experience. He goes on to claim that such conceptualization can only occur when the central question is changed from the spatial to a new, platial one. Philosophy in an African Place both opens up new questions within the field, and also establishes "philosophy-in-place", a mode of philosophy which begins from the places in which concepts have currency and shows how a truly creative philosophy can emerge from focusing on questioning, listening, and attending to difference. This innovative new approach to African philosophy will be useful not only to African and African-American philosophers, but also to scholars interested in any cultural, intercultural, or national philosophical projects.