World Literature I: Beginnings to 1650

This peer-reviewed World Literature I anthology includes introductory text and images before each series of readings. Sections of the text are divided by time period in three parts: the Ancient World, Middle Ages, and Renaissance, and then divided into chapters by location. World Literature I and the Compact Anthology of World Literature are similar in format and both intended for World Literature I courses, but these two texts are developed around different curricula. Accessible files with optical character recognition (OCR) and auto-tagging provided by the Center for Inclusive Design and Innovation.https://oer.galileo.usg.edu/english-textbooks/1005/thumbnail.jp

Compact Anthology of World Literature

Revision Two: 10/12/2016 Editors\u27 Description: The introductions in this anthology are meant to be just that: a basic overview of what students need to know before they begin reading, with topics that students can research further. An open access literature textbook cannot be a history book at the same time, but history is the great companion of literature: The more history students know, the easier it is for them to interpret literature. In an electronic age, with this text available to anyone with computer access around the world, it has never been more necessary to recognize and understand differences among nationalities and cultures. The literature in this anthology is foundational, in the sense that these works influenced the authors who followed them. A word to the instructor: The texts have been chosen with the idea that they can be compared and contrasted, using common themes. Rather than numerous (and therefore often random) choices of texts from various periods, these selected works are meant to make both teaching and learning easier. While cultural expectations are not universal, many of the themes found in these works are.https://oer.galileo.usg.edu/english-textbooks/1001/thumbnail.jp

A Public Laboratory Dewey Barely Imagined: The Emerging Model of School Governance and Legal Reform

The American public school system is in the midst of a vast and promising reform. The core architectural principle of the emergent system is the grant by higher-level authorities – federal government, states, and school districts – to lower level ones of autonomy to pursue the broad goal of improving education. In return, the local entities – schools, districts, and states – provide the higher ones with detailed information about their goals, how they intend to pursue them, and how their performance measures against their expectations. The core substantive commitment of the emergent system is the provision to all students, and particularly to racial and other minorities whom the public schools have traditionally short-changed, of an adequate education, where the definition of adequacy is continuously revised in the light of the improving performance of the best schools. The reform seeks an education that builds on the curiosity and needs of diverse students and uses the whole school system as a vast laboratory to determine how best to achieve this end. If it succeeds, it will attain on a national scale enduringly the goals that John Dewey\u27s famous Laboratory School in Chicago was able to approximate for roughly a hundred students for a few years. The reform grows out of and contributes to a new form of collaboration among courts, legislatures, and administrative agencies on the one side and between these organs of government and new forms of public action on the other. It thus redefines the separation of powers and recasts the administrative state more generally, while opening the way to new forms of citizen participation in the orientation and operation of key public institutions. At the limit, school reform raises the prospect of a broader redefinition of our very democracy. The sad history of education in the last fifty years, and particularly the troubled efforts to improve public education in its closing decades, invites an incredulous reaction to such claims. For most of the twentieth century, administrators – local, state, then federal – tried to control classroom behavior through uniform rules and hierarchy. Teachers retained significant autonomy over their day-to-day activities, but only at the high cost of using standard textbooks and regimenting students in accordance with administrative precept. Periodic efforts to introduce what could very broadly be conceived as Deweyite reforms or otherwise to assist at-risk students left traces in individual classrooms and schools. But they changed next to nothing at the higher levels of the school administration or at the leading institutions that trained school administrators

The rise of the working insecure household: understanding how labour insecurity contributes housing insecurity in Australia during a time of restructuring and growth

This thesis investigates the connection between labour and housing insecurity in Australia during the period of restructuring and growth between 1992 and 2007, defined as a market-dominant regime of security. The period is characterised by a steady decline in the rate of unemployment, yet there is substantial evidence to suggest that both labour and housing markets have become more insecure for working households. The central research question posed in this thesis is: How has labour insecurity contributed to housing insecurity during a market-dominant regime of security? In reviewing trends in the labour market I argue that there has been growing insecurity in both household employment and income, resulting from the fragmentation of contract and working-time relations and from growing inequality of earnings. In the housing market I argue that there has been growth in insecurity in both tenure and access emerging from declining affordability and reduced flexibility of households to adjust to sudden changes that threaten their household income. In making connections between labour and housing insecurity I draw on theoretical concepts informed by critical realist ontology, political economy, and Bourdieu’s relational class framework to argue that labour and housing insecurity is contingently and unequally mediated through collective and cumulative household capital. Combining descriptive and statistical modelling of the Australian HILDA survey with in-depth biographical labour and housing histories I examine the contingent conditions when labour insecurity does and does not contribute to housing insecurity. Based on an analysis of these extensive and intensive data I find that housing insecurity for renters and purchasers, as well as delays in moving into home ownership, is more likely to occur amongst households with no permanent employment, reliant on self-employment, or who are unemployed. Housing insecurity amongst moderate to higher income purchasers is more likely to be associated with above-average housing costs and changes within their household than from insecurity in employment. In-depth analysis of labour and housing histories over time reveals how the strategies used to mitigate insecurity are strongly mediated by unequal amounts of collective and cumulative household capital