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This issue of the Bank Street "Occasional Paper Series" is a labor of love. It testifies love for Jonathan Silin, who for 17 years served as Editor-in-Chief. This issue has been designed to exemplify two commitments that have shaped the decades of Jonathan's career and that will resonate with readers of the "Occasional Paper Series": (1) Jonathan's passionate belief in the power of narrative; and (2) Jonathan's devotion to nurturing intergenerational relationships for creating conditions that can welcome newcomers into the extant world. To celebrate the spirit of Jonathan's lifetime of work, this issue has invited scholars to tell stories of education as hospitality, as welcoming the newcomer and the stranger, with all the complexities this involves. To create the issue itself as an act of welcoming, a group of curriculum theorists who are newer to the field --scholars whose voices are emerging as powerful representatives of a new generation of scholars-- were invited to write essays. Each of these theorists were paired with a more senior scholar, who wrote a response to their paired partner. In inviting the senior scholars to respond, they were asked to put narrative to use in welcoming the work of their partner, again exemplifying hospitality, creativity, and care. Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic.

This paper tells the remarkable and compelling story of Leonard Covello, a ground breaking progressive educator who worked tirelessly to shape public education in New York City during the first half of the 20th century. Covello was the founding principal of Benjamin Franklin High School (BFHS) in East Harlem in the 1930s. The author invites everyone to explore a little known part of the past and frames a critical discussion about what the future might be. The major objective of this study is to examine Covello's work within the twin frameworks of educational leadership and progressivism. It begins by providing a biographical sketch of Covello and then explores his professional and personal philosophy and the way that these played out in his roles as educational and community leader, sociopolitical activist, and community ethnographer. It then examines BFHS as a new paradigm for educational institutions, with an emphasis on its pioneering work in developing student leaders, engaging in community activism, and promoting intercultural education. Finally, it looks at the larger implications of Covello's work in an era of increased emphasis on testing and standardization. By looking back to Covello's work, the author locates the problems of our present situation in schools' retreat from a core progressive goal--the development of social capital within students and community members. (Contains 3 footnotes. Introduction written by Patrick Shannon.)

This volume contains three papers about early library leaders with Boston (Massachusetts) connections. Donald G. Davis, Jr. provides an introduction to the papers. "Justin Winsor, Librarian and Scholar" (Kenneth E. Carpenter) discusses the life of Justin Winsor, who was director of the Boston Public Library (1868-76), president of the American Library Association, and Director of the Harvard University Library (1877-97). "Dewey in Boston: 1876-1883" (Wayne A. Wigand) summarizes Melvil Dewey's career, focusing on his years in Boston. "Referred to the Librarian, with Power To Act: Herbert Putnam and the Boston Public Library" (Jane Aikin) traces the roots of Putnam's achievements as director of the Boston Public Library (1895-99), leading to his appointment as Librarian of Congress. All of the papers contain references. (MES)

These papers on adult education in Australia are grouped into four parts: (1) articles concerning some directors of university extension and adult education; (2) a paper entitled "Who Killed the WEA (Workers Educational Association)--A Footnote to History"; (3) two papers called respectively "Sir Keith Hancock--A Tribute from a Grateful Pupil" and "Hancock's Notes on Machiavelli"; and (4) an article entitled: "The Madonna of Bunbury." The six papers written about directors of university extension and adult education are: (1) "Meredith Atkinson"; (2) "An Adult Education Tragedy--John Alexander Gunn"; (3) "C. R. Badger"; (4) "G. V. Portus"; (5) "Walter George Keith Duncan"; and (6) "Desmond Crowley." (NLA)

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

This book is a comprehensive guide to 100 popular research topics for high school students. Each guide, which can be photocopied, will help the student to locate print and nonprint information about the topic, narrow the scope of the paper, and find related topics. In addition to serving as a map to library resources, each guide acts as an outline of library research procedures. From "abortion" to "youth gangs," the 100 topic guides are organized into sections on science and technology, social issues, social studies, and biography. Each guide contains a capsule description of the topic; Dewey Decimal call numbers for shelf browsing; subject headings; pamphlet file sources; reference materials; book and CD-ROM periodical indexes; online databases; key words and descriptors to use in searching; a list of videotapes on the topic; fiction information; suggestions for narrowing the topic; and suggestions for related topics. An appendix of aids to research is included to help students with note-taking, bibliographic citations, and electronic database searching. (Author/AEF)

This collection of papers includes the following: "On the Educational Uses of Fantasy" (Geoffrey Madoc-Jones and Kieran Egan); "The Dangers of Empathy with Students" (Mario Rinvolucri); "The Magic of Folktales for Teaching English and Culture" (Planaria Price); "The Inner Voice: A Critical Factor in L2 Learning" (Brian Tomlinson); "Dance: An Inspiration for Language in the ESL Classroom" (Carolee Bongiorno); "Reader's Theatre: An Introduction to Classroom Performance" (Gerald Lee Ratliff); "Novels and Films in the Elementary School Foreign Language Class" (Jacqueline Garcon); "Using Poetry to Build Classroom Communities" (C. Hood Frazier); "Literary Pantomimes: Students' Dynamic Creations" (John Joseph Courtney); "The Power of Dramatizing Case Studies in ESP" (Russell Dinapoli);"English Through Opera" (Ninah Beliavsky); "The Dress-Up Biography in ESL Reading" (Denise Lagos and Susan Khodabakshi); "The Emotions: A Vocabulary Before Language" (James E. Lennon and Paul Barbato); "Choice + Interest = Enthusiasm for Target Language" (Greg Briscoe); "The Fun Hypothesis: Creative Language in the EFL Class" (Laura Renart); "Neuro-Linguistic Programming: A Basis for Language Learning" (Marion H. Love); and "Using the Native Language Imaginatively in Foreign Language Textbooks" (Hana Zofkova). (Papers contain references.) (SM)

Close to 1,100 people attended the 55th Annual Meeting of the National Reading Conference at the Intercontinental Hotel in Miami, Florida from November 30-December 3, 2005. A record number of proposals were submitted this year (548), with 392 papers, symposia, and round tables accepted. This year's conference theme was inclusiveness and synthesis of epistemologies, research design, and methods. Plenary speakers represented research paradigms such as literacy as social practice, literacy as brain functioning, and literacy as critical reflection and action. Invited symposiums consisted of representatives from across paradigms as they addressed crucial issues facing educators today. Following a preface and awards presented to Albert J. Kingston and Oscar S. Causey, the papers in this yearbook include: (1) Presidential Address: New Literacies, Reading Research, and the Challenges of Change: A Deictic Perspective (Donald J. Leu); (2) Invited Address: New Literacies, New Times: How do We Describe and Teach the Forms of Literacy Knowledge, Skills, and Values People Need for New Times? (Brian V. Street); (3) Award Address: What Does Culture Have to Do With It? (Victoria Purcell-Gates); (4) NRC Annual Review of Research: Critical Participatory Action Research and Literacy Achievement of Ethnic Minority Groups (Ernest Morrell); (5) Student Award: So That You'll Be Good Readers: ESL Teachers' Classroom Discourses about Reading (Megan Madigan Peercy); (6) Children Transact with Biography: Reader Response Styles of Elementary School Students (Mary Starrs Armstrong); (7) High-Stakes Assessment and Writing Instruction (Diane Barone); (8) Students' Experience of Dialogic Tensions in Responding to Multicultural Literature (Richard Beach, Amanda Haertling Thein, and Daryl Parks); (9) Mentoring in the Political and Cultural World of Academia: An Exploration of the Experiences of Literacy Educators (Mark Cobb, Dana L. Fox, Joyce E. Many, Mona W. Matthews, Ewylor, Gertrude Tinker Sach Yan Wang, and Faith H. Wallace); (10) Problematizing Adolescent Literacies: Four Instances, Multiple Perspectives (Mark Dressman, David O'Brien, Theresa Rogers, Gay Ivey, Phillip Wilder, Donna Alvermann, Elizabeth Moje, and Kevin Leander); (11) Working with Teachers to Change the Literacy Instruction of Latino Students in Urban Schools (Georgia Earnest Garcia, Teresa Mendez Bray, Raul A. Mora, Mariana A. Ricklefs, Joan Primeaux, Laura C. Engel, and Kimberly Garley-Erb); (12) E-literature and the Digital Engagement of Consciousness (Rebecca Luce-Kapler, Teresa Dobson, Dennis Sumara, Tammy Iftody, and Brent Davis); (13) Critical Performative Literacies: Intersections Among Identities, Social Imaginations and Discourses (Carmen L. Medina); (14) Connections Across Literacy and Science Instruction in Early Childhood Education: Interweaving Disciplines in Pre-Service Teacher Education (Karla J. Moller and Barbara Hug); (15) Tutoring: A Personal and Professional Space for Preservice Teachers to Learn about Literacy Instruction (Denise N. Morgan, Beverly Timmons, and Maria Shaheen); (16) Power in Cultural Modeling: Building on the Bilingual Language Practices of Immigrant Youth in Germany and the United States (Marjorie Faulstich Orellana and H. Julia Eksner); (17) From Pre-service to In-service: The Evolution of Literacy Teaching Practices and Beliefs in Novice Teachers (Michelle Pierce and Francesca Pomerantz); (18) Understanding the Paradoxical Relationship between Domain Specificity of In-service Literacy Teachers' Epistemological Beliefs and Their Instructional Practices (Gaoyin Qian and Liqing Tao); (19) Constructs Underlying Word Selection and Assessments Tasks in the Archival Research on Vocabulary Instruction (Judith A. Scott, Shira Lubliner, and Elfrieda H. Hiebert); (20) Teacher Scaffolding of First-Graders' Literary Understanding During Read Alouds of Fairytale Variants (Lawrence R. Sipe and Anne E. Brightman); (21) Scientific Literacy and Commercial Reading Programs: An Analysis of Text and Instructional Guidance (Martha L. Smith, Linda M. Phillips, Stephen P. Norris, Sandra L. Guilbert, and Donita M. Stange); (22) "I Want to Meet My Students Where They Are!": Preservice Teachers' Visions of Culturally Responsive Literacy Instruction (Jennifer D. Turner); (23) Redesigning Literacy Preservice Education at Four Institutions: A Three-Year Collaborative Project (Mark D. Vagle, Deborah R. Dillon, Judith Davison-Jenkins, Bonita LaDuca, and Vicki Olson); and (24) Facilitating or Limiting? The Role of Politeness in How Students Participate in an Online Classroom Discussion (Ming-Lung Yang, Yu-Jung Chen, Minseong Kim, Yi-Fan Chang, An-Chih Cheng, Yangjoo Park, Treavor Bogard, and Michelle Jordan). This publication also contains an Introduction to the 55th NRC Annual Meeting (Victoria Purcell-Gates). (Individual papers contain references.)

This book contains 22 papers that are designed to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. The following papers are included: "Introduction" (Diana Coben, Gail E. FitzSimons, John O'Donoghue); "Review of Research on Adults Learning Mathematics" (Diana Coben); "Section I: Perspectives on Research on Adults Learning Mathematics" (Gail E. FitzSimmons, Gail L. Godden); "Mathematics or Common Sense? Researching 'Invisible' Mathematics through Adults' Mathematics Life Histories" (Diana Coben); "Researching Adults' Knowledge through Piagetian Clinical Exploration--The Case of Domestic Work" (Juan Carlos Llorente); "Understanding Their Thinking: The Tension Between the Cognitive and the Affective" (Janet Duffin, Adrian Simpson); "Section II: Adults, Mathematics, Culture, and Society" (John O'Donoghue); "Mathematics: Certainty in an Uncertain World?" (Roseanne Benn); "Ethnomathematics and Political Struggles" (Gelsa Knijnik); "Statistical Literacy: Conceptual and Instructional Issues" (Iddo Gal); "The Roles of Feelings and Logic and Their Interaction in the Solution of Everyday Problems" (Dhamma Colwell); "Section III: Adults, Mathematics and Work" (Gail E. FitzSimons); "Women, Mathematics and Work" (Mary Harris); "Technology, Competences, and Mathematics" (Tine Wedege); "Mathematics and the Vocational Education and Training System" (Gail E. FitzSimons); "Section IV: Perspectives in Teaching Adults Mathematics" (John O'Donoghue); "Algebra for Adult Students: The Student Voices" (Katherine Safford); "Exploration and Modelling in a University Mathematics Course: Perceptions of Adult Students" (Barbara J. Miller-Reilly); "Assessing Numeracy" (John O'Donoghue); "Adult Mathematics and Everyday Life: Building Bridges and Facilitating Learning 'Transfer'" (Jeff Evans); "Teaching 'Not Less Than Maths, but More': An Overview of Recent Developments in Adult Numeracy Teacher Development in England--With a Sidelong Glance at Australia" (Diana Coben, Noyona Chanda); and "Postscript: Some Thoughts on Paulo Freire's Legacy for Adults Learning Mathematics" (Diana Coben). Most papers include substantial bibliographies. (MN)

This collection explores the range of uses of autobiography from the 19th century to the present and from Africa, the United States, Middle East, France, New Zealand, and Britain. The chapters draw on a number of approaches, including historical and literary methods. They are frequently about the retrieval and reclamation of previously hidden or misrepresented writings; anthropological and educational strategies, often using personal testimony as a means of questioning assumptions about the status quo; and demonstrations of autobiographical practice in writing workshops and performance art. "Introduction" (Julia Swindells) considers the tradition of autobiography and its uses. Two articles in chapter 2 explore theories of autobiography: "The Face of Autobiography" (Laura Marcus) and "Why Does an Author Who Apparently Draws So Much on Autobiography Seem Committed to 'Alienating" the Reader?" (Jane Unsworth). Chapter 3 has two papers on gender, militancy, and wartime: "'She Who Would Be Politically Free Herself Must Strike the Blow': Suffragette Autobiography and Suffragette Militancy" (Maroula Joannou) and "'Dear Laughing Motorbyke': Gender and Genre in Women's Letters from the Second World War" (Margaretta Jolly). Chapter 4 consists of two papers on making sense of the self: "A Strategy for Survival" (Clare Blake) and "Cultural Identities under Pressure" (David Whitley). The two parts of chapter 5 on constructing the self, inventing Africa are "Gender and Iconography in Auto/Biographies of Nelson and Winnie Mandela" (Cheryl-Ann Michael) and "Memory, History, and'Faction' in Wole Soyinka's 'Ake' and 'Isara'" (Ato Quayson). The two parts of chapter 6 on autobiography, authenticity, and 19th-century ideas of race are as follows: "Sentimentality and the Slave Narrative" (Sarah Meer) and "Speculating Upon Human Feeling" (Nadia Valman). Chapter 7 has two chapters that focus on sisterhood and self-censorship in the 19th century: "Writing Herself: The Diary of Alice James" (Janet Bottoms) and "Gender Negotiations in Nineteenth-Century Women's Autobiographical Writing" (Pam Hirsch). Chapter 8 has two papers on the educative "I" in 19th-century women's autobiographies: "Catharine Cappe of York (1822)" (Ruth Symes) and "'What I Earnestly Longed For...': Elizabeth Missing Sewell, Writing, Autobiography and Victorian Womanhood" (Brian Ridgers). Chapter 9 focuses on autobiography and educational change in "I Wanted to Nurse. Father Wanted Teachers." (Bobbie Wells, Peter Cunningham). The two parts of chapter 10 are on life histories, adult learning, and identity: "Writing about Learning" (Alistair Thomson) and "Motives, Mature Students, the Self, and Narrative" (Mary Lea, Linden West). The final three chapters are "Assumed Identities: Feminism, Autobiography, and Performance Art" (Claire MacDonald); "There Are stories (sic) and Stories: An Autobiography Workshop" (Gillie Bolton, Morag Styles); and "Conclusion: Autobiography and the Politics of 'The Personal'" (Julia Swindells). Appendixes include contributor notes and an index. (YLB)

These 11 papers consider the older learner as a consumer of education and examine how the concepts of education, educators, institutions, and learners must be revised if educational involvement in later life is to be regarded as the norm. Following a prologue, "Education and the Interpretation of Life Experience" (Michel Philibert), the four papers in part I examine the needs of the older learner and assess the response that institutions and non-formal networks are making or might make. Topics include "Continuing Education and the Older Learner" (Arthur Stock), "Education and the Older Learner: Current Developments and Initiatives" (Chris Phillipson), "Unemployment and Redundancy: Implications for Pre-Retirement Education" (Phillipson), and "Institutional Care: The Creation of a Learning Environment" (Ian Walker). Part II is composed of reports of seven projects that illustrate the practical application of progressive thinking. The projects are "Learning in Later Life" (Joanna Bornat) at the Polytechnic of North London; "The Creative Crafts Project," an experiment in informal learning for children and older adults (Laura Gamble); "Senior Service: An Experiment in Broadcasting on Local Radio for Older Listeners" (Bornat); "Outreach Education in Day Centres" (Cynthia Wyld); "Outreach Education from an Adult Education Centre" (Allin Coleman); "Recall, An Audio-Visual Stimulus to Reminiscence" (Susanna Johnston); and "Pre-Retirement Education: A Biographical Approach" (Bornat). (YLB)

This book documents a year in the life of five adolescents preparing for college. The text examines the different pathways that brought these students to where they are: living in poverty, attending overcrowded schools, and the pressure to be the first in their families to attend college are just a few of the challenges these students must battle en route to college and that impact their chances of success once there. Their stories provide clues to practitioners and policy makers about how to improve college access at urban high schools. This book is divided into the following chapters: (1) Introduction: Si, Se Puede (William G. Tierney); (2) Urban Students, Social Ecologies--Part I (Paz M. Oliverez); (3) Mushutu and Juan: A Tale of Two Students (William G. Tierney); (4) Big Ideas, Small Details: Jenny Acevedo (Julia E. Colyar); (5) Urban Students, Social Ecologies--Part II (Paz M. Oliverez); (6) The Paper Trail of Lily Salazar (Zoe Blumberg Corwin); (7) Dreams, Disappointment and Drive: Trinity Borrego's Path to College (Kristan M. Venegas); (8) Conclusion: Cultural Biographies and Policy-Making (William G. Tierney); and (9) Afterword: The Syntax of Cultural Biography (Julia E. Colyar).

This volume contains 36 biographies: "I.T.A. Wallace-Johnson and Radical Adult Education (AE) in Sierra Leone in the Years 1938/1939" (Turay); "Frank C. Laubach as the Father of the Adult Literacy Movement in India" (Ghosh); "A Historical Study on the Theory and Practice of Social and AE in Korea" (Lee); "Integrative Adult Educators" (Yaron); "Contribution of Mother Aline to the Interfaith Dialogue in the Palestinian-Israeli Encounter" (Sant); "Dissenter in the History of AE" (Kett); "Shaping the Democratic Personality" (Stubblefield); "Contributions of Alexander N. Charters to the Field of AE" (Siddiqui); "Reflections on Mainstreaming of AE into the Academic Life of Syracuse University 1948-1973" (Charters); "Contribution of David Unaipon to Aboriginal Culture and Education" (Bin-Sallik); "Contribution of Dr. Rudolf Steiner to AE" (Stehlik); "Drei 'Bundesstaatliche Volksbildungsreferenten' als Grundungsvater der Volksbildung nach 1945 [Three 'Federal Advisers for Popular Education']" (Blaschek); "Alfred Adler (1870-1937)" (Filla); "Georg Wieninger (1859-1925)" (Friedl-Sieglhuber); "Professor Assen Zlatarov (1885-1936) and the Spreading of Knowledge in Bulgaria" (Golovinsky); "Straddling Political Projects and Uncommon Personalities" (Caspar); "Biographical Aspects of the French Didactic Approach Known as 'Entrainement mental'" (Matalik); "German Jewish Adult Educator Franz Rosenzweig and His 'Posthumous' Emigration" (Volkmann); "Outstanding Women in AE" (Ziegler); "Baron Jozsef Eotvos und die Erwachsenenbildung in Ungarn [Baron Jozsef Eotvos and AE in Hungary]" (Felkai); "Erwin Szabo and Sandor Karacsony" (Soos); "N.F.S. Grundtvig (1783-1872) and M. Valancius (1801-1875)" (Treciokiene); "Tonko Ten Have and the Construction of Dutch Andragogy" (van Gent); "Nicolae Iorga and Dimitrie Gusti" (Sacalis); "Pawel Florenski (1882-1937)" (Nagel); "Juraj Fandly and Samuel Tesedik" (Cornanicova); "Personlichkeit und Biographie des Dr. Janez Bleiweis (1808-1881) [Personality and Biography of Dr. Janez Bleiweis (1808-1881)]" (Bezensek); "Slovenian AE as Revealed through the Life of Matija Vertovec" (Findeisen et al.); "Dr. Franjo Zgec" (Jug); "Anton Martin Slomsek (1800-1862)" (Lipnik); "History of AE in Slovenia during the Period 1750-1850" (Serse); "Travels from 1843 to 1858 of Karl Stellan Soderstrom, Bookbinder and Journeyman" (Engstrom);"James Stuart and the Origins of English University Extension" (Cooke); "Educating Active Citizens" (Field); and "Collective Political Biography of Four Influential British Adult Educators" (Fieldhouse). (YLB)

This volume includes the following papers: "Foreword: The Standing International Conference on the History of Adult Education (AE)" (Franz Poeggeler); "Editor's Introduction: Perspectives on the Sixth International Conference on the History of AE" (Martha Friedenthal-Haase); two special addresses by Joerg Prinzhausen and Ursula Giere; "History of AE as History of Adult Educators" (Poeggeler); "Status of Biographical History and Career Research in International AE" (Wijetunga); "Aspects of Western European AE" (Lengrand); "Some Problems of Biographical Writing in AE" (Thomas); "Volksbildung auf der Schwelle zum 21. Jahrhundert [Popular Education on the Threshold of the 21st Century]" (Rovan); "Personality and Biography: Dimensions of Educational Psychology" (Brunner);"Biographische Erfahrungen und Weiterbildungsbereitschaft [Biographical Experiences and Readiness to Undertake Further Education]" (Prokop, Schroll-Decker); "Educational Processes in the Biographies of Women in Rural Areas" (Kaschuba); "Konstellationen frueher Erwachsenenbildungsforschung in Deutschland [Constellations of Early German AE Research]" (Broedel); "Can Women Be Placed at the Heart of AE and Its History?" (Benn); "Historische und gegenwaertige Typen von Erwachsenenbildnern in Ungarn [Hungarian Adult Educationalists: Some Historical and Contemporary Categories]" (Petho); "Fachgruppen [Specialist Groups]" (Filla); "Hagiographies in Medieval Serbian Education of Adults" (Popovic); "Vocational Adult Training in East Germany after 1989" (Dewe, Meister); "Handing over Knowledge or Fostering Education?" (Maroti); "Probleme der Neuorientierung [Problems of Reorientation]" (Pugachev); "Jena--An Innovative Center of AE" (Meilhammer); "Wilhelm Rein, Founding Father of AE at the University of Jena" (Vogel); "Originality and Practicality of the Adult Educational Theories of Dr. Jure Turic, Croatian Graduate of the University of Jena (1892)" (Klapan, Lavrnja); "Meine Lehrzeit in der Erwachsenenbildung ['My Apprenticeship in AE']" (Kessler); "Zur existentiellen Dimension der Erwachsenenbildung in der ehemaligen DDR [On the Existential Dimension of AE in the Former East Germany]" (Rothe); "Bedeutung und Funktion von Weiterbildungsprozessen fur die Gestaltung von Lebenslaeufen [The Significance and Function of Further Education Processes in the Shaping of Careers]" (Schaefer); "Biography as Paradigm" (Alheit); "Das Archiv fuer Erwachsenenbildung in Niedersachsen [The Archive for AE in Lower Saxony]" (Gierke); "Historische Bildungsforschung mit neuen Medien in Jena [Jena-based Research into Educational History using Modern Media]" (Friedrich); and "Reactivating the Past" (Poeggeler). (YLB)

Provides an annotated bibliography of the 39 best science and technology books from 1993 in the areas of animal life, astronomy, biography, chemistry, earth science, environmental sciences, evolution, mathematics, medical sciences, natural history, paleontology, philosophy of science, physics, psychology, general science, and technology. Ethical issues addressed by the publications are noted. (LRW)

This paper examines the scope and historical significance of biographies and autobiographies of ex-slaves. The document focuses primarily on accounts of black women published from 1820-1860, but also discusses several narratives from colonial times. Exploits of famous women slaves including Harriet Tubman and Sojourner Truth are analyzed along with accounts of lesser-known black women who made major contributions to black kinship and cultural ties. Primary sources such as "Twelve Years a Slave," by Solomon Northrup, and "Aunt Sally: The Cross Way of Freedom," author unknown, characterize the conflicting roles played by black women in plantation life. Roles included mother, wife, sister, aunt, grandmother, family member, propagator of the black race, field laborer, domestic slave, transmitter of values to black children, and concubine to white slave owners. The body of slave narratives reveals a cross-section of relatively contented, well-treated and cooperative slaves and bitterly rebellious ones. Review of the literature indicates that black women were often able to help maintain stable family relationships and that black familial bonds were too strong to be completely severed by white oppression. (Author/DB)

This publication tells the stories of contemporary Alaskan women who have contributed to the state's economic, social, and political development, and who may serve as role models for younger women in need of inspiration. It also attempts to illustrate the relationship between personal empowerment and societal change. The book contains 12 lengthy question-and-answer profiles, 43 shorter profiles, and 12 open letters from Alaskan women in leadership roles, addressed to younger women. The subjects were chosen with an eye toward regional and racial balance, and with an appreciation for the leadership roles played by the "ordinary" women who make communities function. The stories are those of a Norwegian immigrant to Alaska; a Native health aide in a remote village; an educator incorporating the language and traditions of her Inupiat people into school curricula; Episcopal priests ministering to village residents; a Black teacher from the Deep South arriving in a Native settlement; a Native magistrate observing the transition from tribal law to White law; a Native healer; an organizer in the Native land claims movement; and women active as environmentalists, state and local administrators, politicians, school board members, businesswomen, educators, and journalists. The book includes photographs, blank pages for personal journal entries, a list of women elected to the Alaska legislature, and comments of members of the Alaskan Commission on the Status of Women. (SV)

A list of biographies including "Dante Alighieri," "John Howard," and "Chatham," is presented.

The article focuses on American women author Cynthia Ozick. Born in New York in 1928, Ozick was a child of Russian-Jewish immigrants who owned a drugstore. Her claim as a writer of importance came with the publication of her first collection, "The Pagan Rabbi and Other Stories." Ozick's career reveals essays, novels and stories, and she has become known as a writer for intellectuals. Her writing style involves the quarrel with the self and her characters are "noisy," often working out their disputes in terms that stir the emotions to a boil. Two of her best known stories are "Envy; or Yiddish in America," and "Usurpation (Other People's Stories)." Some of her works include "The Shawl," "Fame and Folly," and "The Puttermesser Papers."

The reflexive turn in qualitative research has transformed the process of doing life history research. No longer are research subjects examined through the lens of the all-knowing but supposedly invisible researcher. According to this book, an introduction to conducting life history research, the process is now one of mutuality, empathy, sensitivity, and caring. The book carries the novice researcher through the steps of conducting life history research from conceptualizing the project to the various means of presenting results with an eye toward understanding the complex relationship between participant and researcher and how that shapes the project. The book is in two parts, each representing a different kind of text. Part 1 contains the editors' words and ideas supplemented by voices of other scholars. It presents, discusses, and illustrates a perspective on life history research that is based on principles of reflexivity, relationality, and artistry; i.e., the theoretical elements of the research orientation are made known. Part 2 contains essays by a variety of life history researchers, such as Renee Sarchuk Will, Jacquie Aston, Kathleen Gates, Kathryn Church, Cathy Crowe, Avi Rose, James A. Muchmore, Lori Ebbesen, Jeff Orr, Elizabeth Oates Schuster, Suzanne Thomas, Maura McIntyre, and Ilze Arielle Matiss. These essays present perspectives and ideas about life history research that have application in a wide variety of inquiry contexts and academic disciplines. The book is intended both for teaching life history research to students and as a reference for qualitative researchers. (BT)

This book tells the stories of over 30 political leaders, educators, and artists who took part in the events that have shaped Pueblo Indian life. It aims to portray successful Pueblo people that could inspire and motivate Indian students and to inform non-Indian students and readers about the contributions of Pueblo Indians to their communities and their country. Part 1 tells about the leader Pope and the Pueblo Revolt of 1680 against Spanish oppression. Part 2, "Gaining a Foothold in the Twentieth Century," includes biographies of political leaders and activists in the struggle for Indian rights: Sotero Ortiz, Pablo Abeita, Jose Alcario Montoya, and Miguel H. Trujillo. Part 3, "Consolidating Gains," relates the lives of three tribal chairmen--Joseph Filario Tafoya, Abel Paisano, and Domingo Montoya--and their contributions to Pueblo education and health. Part 4, "Sovereignty and Development," includes leaders in the struggles for sacred lands at Blue Lake and Tamaya and the following leaders and educational administrators: John C. Rainer, Sr.; Robert Edward Lewis; Tony Reyna; Frank Tenorio; James Hena; Benedito Atencio; and Clarence Acoya. Part 5, "The Arts, Education, and Cultural Renewal," includes artists and educators: Maria Montoya Martinez, Cora L. Durand, Agnes Mary Shattuck Dill, Pablita Velarde, Geronima Cruz Montoya, Jose Rey Toledo, Joe H. Herrera, Moses Pena, George Rivera, and Gregory Cajete. Part 6, "The New Leadership: Innovation and Continuity," includes George Blue Spruce, Jr.; Alfonso Ortiz; Conroy Chino; Peter M. Pino; and Regis Pecos. The book contains a map and descriptive locations of the 19 Pueblos, photographs, and an index. (SV)