Revolutionary Struggles and Girls' Education: At the Frontiers of Gender Norms in North-Ethiopia argues that at the base of girls’ poorer performance than boys at secondary school level when puberty has set in, is the “symbolic violence” entailed in sanctioned femaleness. Informed by the modesty of Virgin Mary in Orthodox Christian veneration, it instructs girls to internalize a “holding back” which impinges on her self-efficacy and ability to be an active learner. Neoliberally-informed educational policies and plans which have co-opted liberal feminism also in Ethiopia, do not address “hard-lived” gender norms and the power and domination dynamics entailed when parity between boys and girls in school continues to be the dominant measure for equity. Despite women’s courageous contribution at a literal “frontier” during the Tigrayan liberation struggle (1975-91) where they fought on equal terms with men, and despite the tendency that girls’ outnumber boys at secondary level in the present context, sanctioned femaleness constitutes a “frontier” for girls’ educational success and transition to higher education. In fact, when teaching-learning continues to be based on memorization rather than critical thinking, the very transformative potential of education is undermined - also in a gendered sense.

A groundbreaking history of the American Revolution that “vividly recounts Colonial women’s struggles for independence—for their nation and, sometimes, for themselves.... [Her] lively book reclaims a vital part of our political legacy" (Los Angeles Times Book Review). The American Revolution was a home-front war that brought scarcity, bloodshed, and danger into the life of every American. In this book, Carol Berkin shows us how women played a vital role throughout the conflict. The women of the Revolution were most active at home, organizing boycotts of British goods, raising funds for the fledgling nation, and managing the family business while struggling to maintain a modicum of normalcy as husbands, brothers and fathers died. Yet Berkin also reveals that it was not just the men who fought on the front lines, as in the story of Margaret Corbin, who was crippled for life when she took her husband’s place beside a cannon at Fort Monmouth. This incisive and comprehensive history illuminates a fascinating and unknown side of the struggle for American independence.

Did you know that women proved to be as strong as men during the American Revolution? Some personalities really stood up for what the believed. Woman power is essential in any community and history will tell you that it’s a fact. Help your child appreciate women in history. Encourage him/her to read this book today!

A thought-provoking study of the vital part played by women during the Revolutionary War details their diverse roles raising funds, disseminating propaganda, managing businesses and homes, and serving as nurses, spies, warriors, and saboteurs, profiling such figures as Phillis Wheatley, Dicey Langston, Margaret Corbin, and Abigail Adams. Reprint. 15,000 first printing.

Education in Revolutionary Struggles introduces us to the fascinating world of Latin American educational thought in the third quarter of the 20th century. It discusses the contributions of three of the most distinguished intellectuals of the period – Iván Illich, Paulo Freire and Ernesto Guevara – and more specifically their answers to the eternal challenge: What is – or should be – the role of education in the profound structural and/or revolutionary transformation of our societies? The first part of the book identifies the cultural, economic and political context of the revolutionary years in Latin America. This historical framework is of particular interest because it is the setting for the intellectual and educational debates in which these three thinkers took part. The second part, the heart of the book, expounds in depth how Iván Illich, Paulo Freire and Ernesto Guevara contributed to understanding of how education is linked to the transformation of society. The third and final part highlights the most fertile dimensions of the educational thought of Iván Illich, Paulo Freire and Ernesto Guevara – deschooling, liberation education and revolutionary education respectively – and analyses the points where their conceptions of "education in revolutionary struggles" converged, complemented one another or diverged.

200 years ago, the women of revolutionary Paris were demanding legal equality in marriage; educational opportunities for girls; and public instruction, licensing, and support for midwives. This title presents sixty documents which focuses on these and other socioeconomic struggles by women and their impact on the French Revolutionary era.