As a group, Black and Latino boys face persistent and devastating disparities in achievement when compared to their White counterparts: they are more likely to obtain low test scores and grades, be categorized as learning disabled, be absent from honors and gifted programs, and be overrepresented among students who are suspended and expelled from school. They are also less likely to enroll in college and more likely to drop out. Put simply, they are among the most vulnerable populations in our (...) schools. _Schooling for Resilience_ investigates how seven newly formed schools, created specifically to serve boys of color, set out to address the broad array of academic and social problems faced by Black and Latino boys. Drawing on student and teacher surveys, focus groups, interviews, and classroom observations, the authors investigate how these schools were developed, what practices they employed, and how their students responded academically and socially. In particular, they focus on the theory of action that informed each school’s approach to educating Black and Latino boys and explore how choices about school structure and culture shaped students’ development and achievement. In doing so, the authors identify educational strategies that all schools can learn from. This thoughtful, passionately argued volume promises to influence efforts to improve the achievement and life outcomes of Black and Latino boys for years to come. (shrink)

The Washington National Cathedral, set on the highest hill in the capital city of the world's greatest economic and military power, is an iconic location for an examination of the intersection of immaterial faith, material power, and human conscious experience. It is a location made even more symbolic due to the fact that surrounding the Cathedral on three sides are three private schools -- an elementary school (Beauvoir) to the east, a boys' school (St. Albans) to the south, and a (...) girls' school (National Cathedral School) to the north. The students at these private schools include children of persons who wield the secular power headquartered in the City below the Cathedral Tower. Every day these students study and compete upon a hill giving them panoramic views over the great monuments and symbols of American power: the Capitol Dome, the Washington Monument, the entire City. And the Cathedral that marks their spot upon this globe is visible from all over the region, high above the City. These students are intelligent and informed, and thus for purposes of a dramatic-oriented form of exploration of interesting issues, provide a persuasive characterization for participants in a dialog of two iconic children, older teenagers, a boy and a girl, students at these schools and worshippers in the Cathedral, to develop an examination of themes of faith, power, and the experience of sentience in the material world, walking within and around the Washington National Cathedral, two of its affiliated schools, and the gardens and forests surrounding. The approach recalls the form of the dialogs of Plato, in which persons of elite educational and cultural status encounter each other within a specific building or location, and proceed to discuss such matters as are provoked to mind by the encounter of those minds in that place. The major character of the piece, Merian Validus, is, among other things, a bell-ringer of the Cathedral, a denizen of its highest tower -- as are in reality a group of the girls of NCS. She is an Esmeralda performing the role of Quasimodo. After reading this, think of that the next time you land at Reagan National Airport and catch your cab, looking right at the Cathedral as you speed north into the City. (shrink)

Research with predominately minority, urban students has documented an educational “gender gap,” where girls tend to be more likely to go to college, make higher grades, and aspire to higher status occupations than boys. We know less, however, about inequality, gender, and schooling in rural contexts. Does a similar gap emerge among the rural poor? How does gender shape the educational experiences of rural students? This article explores these questions by drawing on participant observation and student interviews at a predominately (...) white and low-income rural high school. I find a substantial gap favoring girls in this context, and I analyze how understandings of masculinity shaped schooling using the theory of hegemonic masculinity. The findings suggest that boys' underachievement is actually rooted in masculine dominance and related to particular constructions of gender and social class. (shrink)

The Football Association has been under pressure to allow girls to play in mixed teams since 1978, following 12-year old Theresa Bennett’s application to play with boys in a local league. In 1991, over a decade after Bennett’s legal challenge, the FA agreed to remove its ban on mixed football and introduced Rule C4 in order to permit males and females to play together in competitive matches under the age of 11. More recently, following a campaign by parents, coaches, local (...) Members of Parliament and the Women’s Sport Foundation, the FA agreed to trial mixed football for the under-12 to under-15 age categories in order to establish, among other things, the risk of injury to players in sex-integrated competitions. A series of exponential changes ensued: between 2010 and 2014, the age at which mixed football was permitted increased from U11 to U16. In 2015, the FA announced the decision to raise the age limit on mixed football from U16 to U18 for the forthcoming 2015–2016 season. We critically examine th... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The View from GadshillFrancis SparshottII once had a furious confrontation with that learned and passionate scholar, the late Milton C. Nahm. He had been giving a paper that involved Falstaff—I forget how, but it included the familiar appeal to the fat knight as the comic spirit of untrammelled life, so that the newly crowned Hal’s final repudiation—“I know thee not, old man”—chills the audience as a denial of humanity (...) in favor of impersonal administration. But I told Nahm that I could not see Falstaff that way. As a boy, if I cycled home from Gravesend to Rochester I had to pass over the North Downs at Gadshill. And it is at Gadshill, when we first meet him, that Falstaff’s gang is planning to waylay a band of innocent travelers. I could never take kindly to a man who made a living mugging and rolling people like me. Nahm was contemptuous of my incompetence to deal with literature: I was prevented from appreciating the portrait of the comic monster, appalling but breathtaking, by my inhibited and inhibiting moralism. But I insisted that I saw no reason why one should abandon one’s identity or one’s morality while one was watching a play or reading a book.Nahm would have been right if I had been insensitive to Falstaff’s outrageousness, his unscrupulous energy and vivacity, his wit and candor. But I think my appreciation was sharpened rather than nullified by my awareness of the real menace Falstaff represents to people who happen not to be his pals. And I think Nahm’s enthusiasm blinded him to something else that Shakespeare wrote into the part. At that very first meeting, we find Falstaff trying to negotiate for himself a position of power or privilege when the young prince shall succeed to the throne. And it is just this negotiation that Falstaff is trying to resume [End Page 398] from the sidewalk at the end, when the new king brushes him off. Nahm did not notice this because it did not occur to him that Henry V was going to be a real king with real power over real people, just as it did not occur to him that Falstaff’s robbed and brutalized pilgrim victims would be real people suffering real injury and loss. If my personal angle, the potential victim’s view, had so usurped my vision that it blinded me to whatever else the playwright had made of his character and its situation, it would have made me a bad viewer of the play. But it might have added depth to my understanding and my criticism if it gave me an angle that other viewers and readers could imaginatively share. 1 Since each of us has some sort of angle on everything, sharing perspectives can always be valuable.III have been reminded of my encounter with Nahm by reading Edward W. Said’s Culture and Imperialism. 2 The book appears to start from the position that imperialism is the “determining political horizon of modern Western culture” (p. 60), imperialism being defined as the policy of establishing and maintaining an empire, and an empire as “a relationship... in which one state controls the effective political sovereignty of another political society” (p. 9). Because this is the determining horizon, the right way to think of any “Western” author is as an agent of imperialism, although of course this is most easily shown in the case of authors and works in which the imperial connection is explicit.If there is to be a uniform curriculum and canon for the teaching of English literature everywhere in the world, that canon obviously should not be based on works that assume the rightness and normality of an imperialism that defines most readers of that literature as racially and culturally inferior; such a canon is itself a tacit agent of an offensive and gratuitous imperialism. This much seems clear. But Said’s book then moves off into a hackneyed recitation of the evils that the West (or the north, or the developed world 3 ) inflicts on a world of passive victims, followed by a denunciation of the... (shrink)

Joseph Sheban attempts to prove that there is neither an Aryan nor a Semitic race, but rather one white race. He tells us that, according to the Bible, Abraham told his servant "Thou shalt go to my country and to my kindred, and take a wife unto my son Isaac." The servant went to Nahor in Mesopotamia. Now archaeologists have not found Nahor but they have found Ur, the inhabitants of which were Aryan Sumerians. Sheban concludes, "Therefore Abraham must have (...) been of the same race of his city. If the inhabitants of Ur were Aryans, Abraham must have been an Aryan boy." The Jewish people are not distinct as belonging to a Semitic race but only as a religious group, a group which includes diverse members of the single white race. Sheban first discusses the origin of the white race; it was located in the mountains east of the Mediterranean. This single race was a mixture of people with differing physical characteristics, with blond hair, black hair, brown eyes, blue eyes, etc. They had a religion, gods and a code of laws, much of which we still use. Sheban traces the migration of the white race by considering the movement of their gods. Sheban also argues that the Phoenicians are the original discoverers of America, that the Phoenicians did business with Solomon, which enabled Solomon to acquire the silver from America that made him one of the richest men of his age, that Columbus set out to rediscover America, not to go to India. In the opinion on this reviewer, the arguments in support of these points are unconvincing.—E. M. (shrink)

In this essay, the author employs Edward S. Casey’s philosophy of place in order to perform a reading of Dave Eggers’ recent biographical novel, What is the What (2007). This reading is dependant upon certain concepts that Casey articulates in Getting Back Into Place (1993) and Remembering (2000), particularly the concepts of displacement, desolation, and homesteading. After an exegesis of these concepts, the author employs them in order to better understand the life of Valentino Achak Deng, one of the (...) so-called ‘Lost Boys’ from southern Sudan. Since his life is largely a narrative of displacements, Deng’s story provides us with an exceptionally rich opportunity to implement Casey’s articulation of place. (shrink)

How do hip-hop songs produced from 2017 to 2023 depict and rationalize online fraud? This study examines the depiction of online fraudsters in thirty-three Nigerian hip-hop songs on nine popular streaming platforms such as Spotify, Deezer, iTunes, SoundCloud, Apple Music, and YouTube. Using a directed approach to qualitative content analysis, we coded lyrics based on the moral disengagement mechanism and core themes derived from existing literature. Our findings shed light on how songs (a) justify the fraudulent actions of online fraudsters, (...) (b) blame and dehumanize victims of online romance fraud, (c) glamorize online fraud, and (d) provide insights into prevailing attitudes, indigenous linguistics, and worldviews regarding cybercrime victimization. Specifically, our analysis shows the presence of moral disengagement mechanisms, including "dehumanization," “minimizing own agency,” and "displacement of responsibility." Moreover, we identify core contextual themes pertinent to online fraud in the Nigerian context: (a) "cyber spiritualism" and (b) "the North-South divide." This research underscores the global influence of musicians whose songs are easily accessible on diverse music platforms in trivializing the plight of online fraud victims. We argue that these artists' persuasive messages not only downplay but also satirize the victims' predicaments, thus contributing to the cultural worldviews and dimensions of online fraud. We conclude by underscoring these songs' capacity to actualize, reshape, and actively engage with the narratives of glamorization, justification, spiritualism, colonial legacies, gender dynamics, and societal implications. We recommend that future research endeavors explore non-conventional data sources adept at capturing the intricate fabric of cultural attitudes and dynamics. (shrink)

Background: When adolescent boys experience close, secure relationships with their parents and peers, the implications are potentially far reaching, including lower levels of mental health problems in adolescence and young adulthood. Here we use rare prospective intergenerational data to extend our understanding of the impact of adolescent attachments on subsequent postpartum mental health problems in early fatherhood.Methods: At age 17–18 years, we used an abbreviated Inventory of Parent and Peer Attachment to assess trust, communication, and alienation reported by 270 male (...) participants in their relationships with mothers, fathers, and peers. More than a decade later, we assessed the adult males, now fathers, at 12 months postpartum for symptoms of depression, anxiety, and stress. Logistic regression was used to examine the extent to which attachment dimensions predicted paternal postpartum mental health, adjusting for potential confounding, and with assessment for interactions between parent and peer attachments.Results: Trust in mothers and peers, and good communication with fathers during adolescence, were associated with 5 to 7 percentage point reductions in postpartum mental health symptoms in early fatherhood. Weak evidence of parent-peer interactions suggested secure attachments with either parent or peer may compensate for an insecure attachment with the other.Conclusions: Our results suggest that fostering trust and communication in relationships that adolescent boys have with parents and peers may have substantial effects on rates of paternal postpartum mental health problems. The protective benefits may be preventative in intergenerational cycles of risk for mental health problems. (shrink)

Originally published in 1926, this volume charts the achievements of Edward Thring, arguably the most original and striking figure in the schoolmaster world of England in the nineteenth century. Abroad, he was the only English schoolmaster of his generation widely known by name. The principles upon which he relied were that every boy should be taught, and the less able the boy, the more able should be the teacher who was set to deal with him; that no class should (...) exceed twenty-five boys; that each boy should have privacy in the dormitories and that trust between boys and masters was paramount. These were revolutionary principles in educational terms at the time but they have endured to form the cornerstones of British boarding-schools which are still recognized today. (shrink)

Advances in medical technology inevitably bring about different kinds of ethical challenges for practising doctors. The following hypothetical case of assisted reproduction is presented as an example. A boy is born with Edward's syndrome following assisted reproduction. The parents suspect that there has been an error of embryo mix-up. They challenge the parenthood and request a genetic test to determine the biological parentage of the neonate. Should the attending paediatrician in this case accede to the request? We argue that (...) the paediatrician has no legal obligation to offer the test, although it might be lawful and ethical to provide the test subject to the outcome of our proposed three-step risk assessment. (shrink)

In the middle decades of the twentieth century phenomenology grew from a local philosophy in a few German towns into a movement that spanned Europe. In Converts to the Real, Edward Baring uncovers an unexpected force behind this prodigious growth: Catholicism. Participating in a tightly-knit transnational community, Catholics helped shuttle ideas between national traditions that were otherwise inward-looking and parochial. In the first half of the twentieth century, they wrote many of the first articles and books introducing phenomenological ideas (...) to new contexts. They even organized the rescue of Edmund Husserl's manuscripts out of Nazi Germany in 1938. But the Catholic fascination with phenomenology was intermixed with a profound anxiety. Catholics worried that phenomenological ideas might prove dangerous to the faith, a possibility exemplified by the intellectual trajectory of Martin Heidegger, whose movement away from the Church was facilitated by his reading of Husserl. Converts to the Real uncovers a surprising genealogy for post-war European thought, with important implications for our understanding of the process of secularization and for the set of schools and ideas we now call "continental philosophy."--. (shrink)

This is a book grounded in the real ethical challenges of modern business practice, with a world-religious perspective so necessary in an era of globalization.

To begin with, there is a conceptual necessity implied in the very concept of cause itself, and in all concepts that have a causal element; and this definitional "must," far from being conventional or arbitrary, reflects the natural necessity of those physical systems which in fact constitute the nature of our universe. The conceptual necessity of the concept of cause can be pointed up in the following way. Assume that we have good reason for saying at to that f, g, (...) h, and i are jointly sufficient to E and hence C of E. What would we say at t1 if f, g, h, and i occurred but not E? We would clearly not say then, or ever, that while ordinarily these conditions are jointly sufficient for E, this time they were not; rather we would say that somehow we were mistaken in thinking that f, g, h, and i at t1 were identical with f, g, h, and i at t0. We might have been mistaken in either of two ways. We might have mis-identified one of the conditions at t1, erroneously thinking, say, that p was an f; or one or more of the conditions might have had its nature altered, losing some capacity or power it once had. In either case, we would withdraw the claim at t1 that C was the cause of E. Since we would withdraw the use of C at t1 and would never admit that f, g, h, and i at any t, if genuine instances of f, g, h, and i, would not produce E, we are clearly using C in such a way that actually producing E is part of its meaning. On the assumption that the conditions are genuinely the same, it follows, so to speak, from the principle of identity that they must produce the same effect. (shrink)

Universities have long played an important role in preparing thinkers and leaders who go on to have significant impact around the world. But if the world needs wise thinkers and good leaders, then how might modern universities educate leaders of character, particularly in a pluralistic context where many educators are reluctant to see the university as a site of moral formation? This article shares insights from one specific program, the Oxford Global Leadership Initiative, an extra-curricular program that seeks to help (...) diverse cohorts of graduate students develop the ethical qualities of character needed for leaders to serve the common good. Drawing upon qualitative data collected over three years of program activity to illuminate and illustrate our argument, we address three questions: Can virtues of character necessary for good leadership be cultivated in a university setting among a culturally diverse group of students? How can a character-based leadership program meet the particular developmental needs of “emerging adults”? and How might the program’s impact translate into society and culture? We conclude that a program integrating character and leadership can make valuable contributions to the ethical and professional development of postgraduate students. (shrink)

This paper traces the dramatic proliferation of leadership roles in English primary and secondar schools, due mainly to central government education policy of the past two decades. This has transformed schools from relatively simple to highly complex organizations and has impacted on the working conditions of, and demands on, teachers, together with many aspects of schooling. These changes are illustrated with typical examples of schools' leadership structures and their functioning. Interview data provide teachers' views on, and reactions to, the changes (...) in school leadership. The paper also reviews the ways in which teacher education institutions have responded in terms of providing initial and in-service education and training to equip the profession for this new and developing challenge. It examines the reception of such programmes by teachers and the reported impact on schools' management and the role of leadership within it. (shrink)

Shows how contemporary artists re-envision the earth in innovative painterly, sculptural, and architectural ways.

The paper focuses on Richard Moran's account (inAuthority and Estrangement) of the distinction between attitudes that meet, and alternatively fail to meet, his transparency criterion for what he calls rational health, and compare this with the psychoanalytic distinction between contained and uncontained states of mind. On the face of it, Moran's distinction appears to be a useful theoretical deepening of the psychoanalytic distinction. On closer examination, however, it appears that (a) rational health is a more demanding standard than containment, so (...) the rationally unhealthy contains much that is mentally (quite) healthy; and (b) more seriously, some states that meet the “transparency” condition are manifestly mentally unhealthy. So transparency needs to be supplemented by an independently understood notion of containment to approach a realistic norm of mental health/ill health. (shrink)

FOR THE GREATER part of this century a certain dogmatic complex of analytic-linguistic philosophy has prevented philosophers of that persuasion from acknowledging the real foundation question. It has been taken for granted instead that the foundation question begins and ends with the fate of what has come to be called, in the last two decades, foundationalism. If the thesis of this essay should prove persuasive, it will reinforce the dominant conviction that foundationalism is unacceptable. But that is only incidental to (...) my purpose. It is, however, essential to my purpose that two component dogmas of the complex are also principles of foundationalism. It will therefore be convenient to have before us the principles that appear to be common to the various versions of foundationalism: knowledge is a matter of justified true belief; knowledge consists of a system of propositions, and it is therefore these in which the knower has justified true belief; the justification of some of the propositions is direct, or immediate, and these are the foundational ones; the justification of the rest of the propositions is mediated by the foundational ones and so is indirect. (shrink)

The work now presented to the reader supposes careful students of the philosophy of the mind, with access to the books which profess to treat of it. It is a plea for English Philosophy and its great master. It consists of two parts.