There is a story going around about the public schools and the people who teach in them—a story about how awful our nation’s teachers are and why we should blame teachers for the poor state of our public schools. But is the story about teachers right or fair? Why do so many people point fingers at teachers and seem to resent them so much? Blame Teachers: The Emotional Reasons for Educational Reform examines why many people blame teachers for what they understand to be the poor state of our schools. Blame comes easily to many people when they read about poor student performance and how “protected” teachers are by teachers’ unions and tenure policies. And with blame comes resentment, and with resentment comes demands for all kinds of educational reform—calls for more standardized testing, merit pay, charter schools, and all the rest. And we expect teachers to like and accept all the reforms being proposed. Conceiving educational reform out of blame and resentment aimed at teachers does no good for teachers, students, or schools. Blame Teachers outlines many of the strange and unacceptable assumptions about teaching and the purposes of education contained in these educational reforms. Intended for teachers, teacher education students, policymakers and the larger public, Blame Teachers suggests much better and more productive conversations we can have with teachers—conversations much more likely to improve teaching and learning in classrooms. The book argues for conversations with teachers that don’t begin or end with blame and resentment. In this lively, personal meditation on what it means to be a teacher, Steven Jones demonstrates how an emotional, unreasoned ‘blame game’ directed at teachers by educational reformers today is undercutting the future of the nation’s children. It is doing so by threatening to deprive them of teachers as contrasted with by?the?numbers technicians. Today’s reformers neglect the philosopher Spinoza’s time honored insight, that a person in the grip of emotion is “in human bondage” and simply cannot see the truth of things. Can educators themselves, in tandem with knowledgeable members of the public, transform the reformers’ dogmatic, harmful narrative about our teachers? Jones’ thoughtful study will surely help in this much?needed effort. ~ David T. Hansen, Weinberg Professor in the Historical and Philosophical Foundations of Education, Teachers College

Panzer Commander Hermann Balck is an intriguing history of one of the world’s greatest armoured warfare commanders. During World War II, Balck directed panzer troops from the front line and led by example, putting himself in extreme danger when rallying his soldiers to surge forward. He fought battles that were masterpieces of tactical operations, utilising speed, surprise and a remarkable ability to motivate his men to achieve what they considered to be impossible. We follow his exciting journey through the fields of France, the mountains of Greece and the steppes of Russia. In Greece, through flair and innovative leadership, his soldiers overcome every obstacle to defeat determined Australian and New Zealand soldiers defending the narrow mountain passes. This is also the story of a cultured and complex man with a great love of antiquity and classical literature, who nevertheless willingly fought for Hitler’s Third Reich while remaining strangely detached from the horrors around him.

Marginality assumes a variety of forms in current discussions of the Middle Ages. Modern scholars have considered a seemingly innumerable list of people to have been marginalized in the European Middle Ages: the poor, criminals, unorthodox religious, the disabled, the mentally ill, women, so-called infidels, and the list goes on. If so many inhabitants of medieval Europe can be qualified as "marginal," it is important to interrogate where the margins lay and what it means that the majority of people occupied them. In addition, we scholars need to reexamine our use of a term that seems to have such broad applicability to ensure that we avoid imposing marginality on groups in the Middle Ages that the era itself may not have considered as such. In the medieval era, when belonging to a community was vitally important, people who lived on the margins of society could be particularly vulnerable. And yet, as scholars have shown, we ought not forget that this heightened vulnerability sometimes prompted so-called marginals to form their own communities, as a way of redefining the center and placing themselves within it. The present volume explores the concept of marginality, to whom the moniker has been applied, to whom it might usefully be applied, and how we might more meaningfully define marginality based on historical sources rather than modern assumptions. Although the volume’s geographic focus is Europe, the chapters look further afield to North Africa, the Sahara, and the Levant acknowledging that at no time, and certainly not in the Middle Ages, was Europe cut off from other parts of the globe.

“Powerful.” —The Washington Post “Fiercely astute.” —Tayari Jones, O, The Oprah Magazine “A voice for the invisible.” —Essence A sister seeks to uncover the truth about her twin’s disappearance in this critically acclaimed novel hailed as “a powerful song about what it means to survive as a woman in America” (Jesmyn Ward, National Book Award winner) On a cold December evening, Autumn Spencer’s twin sister, Summer, walks to the roof of their shared Harlem brownstone and is never seen again. The door to the roof is locked, and the snow holds only one set of footprints. Faced with authorities indifferent to another missing Black woman, Autumn must pursue the search for her sister all on her own. With her friends and neighbors, Autumn pretends to hold up through the crisis. But the loss becomes too great, the mystery too inexplicable, and Autumn starts to unravel, all the while becoming obsessed with the various murders of local women and the men who kill them, thinking their stories and society’s complacency toward them might shed light on what really happened to her sister. In Speaking of Summer, critically acclaimed author Kalisha Buckhanon has created a fast–paced story of urban peril and victim invisibility, and the fight to discover the complicated truths at the heart of every family.

An accessible and reliable introduction to the life and works of Charles Dickens, offering a unique combination of academic biography and literary analysis The Life of the Author: Charles Dickens explores the relationship between Dickens’ lived experience and his works, discussing themes within and key influences on literary classics such as Oliver Twist, A Tale of Two Cities, David Copperfield, Bleak House, Nicholas Nickleby, and Great Expectations. An excellent introduction to the world of Dickens scholarship, this easily accessible volume provides the necessary background about the author’s life while encouraging readers to critically analyze Dickens’ works. Organized thematically by chapter, the book opens with a brief overview of Dickens’ life and a chronology of major works. Subsequent chapters focus on key aspects of Dickens’ life, concluding with case studies of selected texts that demonstrate the similarities between events in Dickens’ own life and the literature he was writing at the time. Throughout the book, readers are provided with an informative portrait of Dickens’ early family life, personal relationships, professional networks, social circles, travels abroad, charitable works, financial issues, dealings with publishers, and much more. Incorporates the latest discussions in Dickens research alongside documents and materials from Dickens’ time Discusses the afterlife of Dickens in film, theater, and television, including A Christmas Carol, Dickens’ most adapted story Features archival material from the Charles Dickens Museum and discussion of Dickens’ roles as a journalist, editor, and professional reader Includes short case studies at the end of each chapter to demonstrate the ways Dickens’ life informed his work The Life of the Author: Charles Dickens is an ideal introductory textbook for advanced undergraduate and graduate students in English Literature and Victorian Literature courses, as well as a valuable resource for Dickens scholars and enthusiasts.

Tommy Thompson arrived in Chapel Hill, North Carolina, in 1963, smitten by folk and traditional Appalachian music. In 1972, he teamed with Bill Hicks and Jim Watson to form the nontraditional string band the Red Clay Ramblers. Mike Craver joined in 1973, and Jack Herrick in 1976. Over time, musicians including Clay Buckner, Bland Simpson and Chris Frank joined Tommy, who played with the band until 1994. Drawing on interviews and correspondence, and the personal papers of Thompson, the author depicts a life that revolved around music and creativity. Appendices cover Thompson's banjos, his discography and notes on his collaborative lyric writing.