Readers of criminological literature are presented with little more than thumbnail sketches as to the social characteristics or motivations of the authors. One learns their status, institutional location, and supposed credentials. Rarely are we presented with more detailed impressions of the authors as a combination of positivist assumptions and notions of professional competence seemingly render such information unimportant. However, increasing numbers of critical scholars are becoming aware of authorship as an issue; it matters who is addressing us. By taking these authors out of their methodological framework, Critical Voices in Criminology provides an opportunity for figures in and around critical criminology to discuss their own intellectual journeys into and within the discipline. The book offers the opportunity for contributors to reflect on their work and consider what they did not say. It also affords them the opportunity to describe their own 'channeling processes' by indicating how the pursuance of some themes/topics 'seemed' appropriate, sensible, or realistic, while others appeared less so, whether they internalized these particular themes, or attempted to contest and/or replace them.

Critical Voices is a fascinating account of women writing about art in Britain at the turn of the twentieth century. Meaghan Clarke employs extensive original research in order to demonstrate the significant contribution made by women to the art world and draws on a diversity of sources, including diaries, letters and periodicals, to highlight the many different forms their criticism took. Focusing in particular on the work of three women - Alice Meynell, Florence Fenwick-Miller and Elizabeth Robins Pennell - Clarke argues that in order to understand fully art debates of the time it is essential we broaden our understanding of the role of women in the construction of art history. John Singer Sargent, James MacNeill Whistler, Edgar Degas, Mary Cassatt, Elizabeth Butler, William Holman Hunt, Frederic Leighton, Walter Sickert, Henrietta Rae, and Rosa Bonheur are among the artists considered.

We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.

Gerald Vizenor gives life to traditional tribal stories by presenting them in a new perspective: he challenges the idyllic perception of rural life, offering in its stead an unusual vision of survival in the cities-the sanctuaries for humans and animals. It is a tribal vision, a quest for liberation from forces that would deny the full realization of human possibilities. In this modern world his characters insist upon survival through an imaginative affirmation of the self. In Dead Voices Vizenor, using tales drawn from traditional tribal stories, illuminates the centuries of conflict between American Indians and Europeans, or "wordies." Bagese, a tribal woman transformed into a bear, has discovered a new urban world, and in a cycle of tales she describes this world from the perspective of animals-fleas, squirrels, mantis, crows, beavers, and finally Trickster, Vizenor’s central and unifying figure. The stories reveal unpleasant aspects of the dominate culture and American Indian culture such as the fur trade, the educational system, tribal gambling, reservation life, and in each the animals, who represent crossbloods, connect with their tribal traditions, often in comic fashion. As in his other fiction, Vizenor upsets our ideas of what fiction should be. His plot is fantastic; his story line is a roller-coaster ride requiring that we accept the idea of transformation, a key element in all his work. Unlike other Indian novelists, who use the novel as a means of cultural recovery, Vizenor finds the crossblood a cause for celebration.

This is the first book to look at school reform from the persepectives of those most affected by it - the students.

This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties. The chapter authors of this book break into many painful, awkward, and seemingly nebulous topics, including the intersectional nuances of what it means to be a researcher in the contexts of epistemic rigidness, white supremacy, and neoliberal restructuring. Of course these contexts become different depending on how teachers, students, and researchers are constituted within them (as racialized/sexed/gendered/disposable/valued subjects). We hope that within these narratives readers will identify with similar struggles in terms of what it means to desire to “do good in the world”, while facing subtle and not-so-subtle institutional, personal cultural, and political challenges.

The authors of this work address special education's most pressing concern: the inappropriate placement into special education programs of millions of students who fall behind or do not conform well enough to the academic or behavioral standards of today's public schools. Too often, these students are misdiagnosed as "mildly handicapped" and are presumed to have some physical or sensory disability. In fact, this formal labeling practice may carry consequences that are not only self-defeating and potentially ruinous for the stigmatized individual pupil, but also ultimatley threatenting to society as a whole. The book includes contemporary discussions about needed institutional change, the shortcomings of practice currently in vogue and related to the education of the so-called mildly handicapped, and an appeal for new attitudes toward children that recognizes them as individual learners. The authors offer a unique combination of practical solutions to help set the course for more humane, efficacious educational practice with students who have difficulty learning. They discuss preplacement interventions such as teaching learning strategies, effective short-term counseling, and new ways to assess reading for instructional, rather than "special" placement, purposes.