School Texts Research Articles

Revisiting the Carib Story

in this essay, I am presenting some preliminary thoughts on revisiting the Carib story. I have used the word Carib deliberately since my focus is going to be on historical sources, and I am mindful of the apparent confusion in determining precisely who the Kalinago and Garifuna peoples were. I note here, for example, that the citation which read at the ceremony on 14 March 2002 conferring the honour of national hero on Joseph Chatoyer refers to him as the Paramount Chief of the Kalinago people, although in the historical literature he is identified as being of Black Carib extract.1There were three factors that prompted this desire to revisit the story. First a conversation that I had with a woman of Carib ancestry who decrying the fact that they still taught students in school that the Caribs were cannibals. She told me that her young daughter distraught by this, and that she concerned about the perpetuation of myths in the school texts and popular literature on the Caribs. The second factor had to do with my research on Chatoyer in an effort to add support to the claim that he is worthy of national hero status. This involved having to try to piece together a picture of the man from documents largely written by his detractors who have significantly shaped and influenced our information about him and about the Carib peoples. The available literature primarily from British sources. The third factor the need to take the Carib story in St Vincent and the Grenadines beyond the 1797 date when the indigenous peoples were sent into exile. The impression is given that the Carib story in St Vincent ended then, and that the only important story left to be told about the Garifuna in Central America.I am now beginning to re-examine the historical documentation, and of course each era influences the kinds of questions one takes to an examination of the documents. I am aware, among other things, of the divisions within the Carib community and of the uncertainty in the literature about the roles of the Yellow Carib (Kalinago) and Black Carib (Garifuna) peoples in what is regarded as the Second Carib War, and also even in determining in St Vincent and the Grenadines today who are Yellow, or Red, as they are sometimes referred to in the historical literature, and who are Black among the Carib descendants. My task, therefore, to look at the problematics that exist in the story that has traditionally been told and continues to be told.These observations are obviously not new, because different scholars have over the years identified some of them, but although many have contributed to the debate, there has been no comprehensive retelling of the total story. In an article published in 1973, Bernard Marshall stated:Indeed, an article of this nature is very timely and necessary since to date or 200 years after the event, the popular work on this subject is still that of Sir William Young who published his History in the year 1795 ... To date, this work which has completely distorted the picture has remained virtually unchallenged .. . but no one has yet attempted to refute Youngs arguments by a thorough re-examination of the available data.2Peter Hulme, twenty-two years later, in 200 5, to go back to the same issue. In reference to the removal of the Caribs from St Vincent, he wrote, Once that removal had taken place, the only voices who wanted to tell the story, their story of suffering and eventual triumph, were the British planters and their allies. He noted that the planters' version had entered the literature as historical truth and has never seriously been challenged.3 Marshall had also drawn upon Elsa Goveia's study on the historiography of the British West Indies published in 1956, where she drew attention to the fact that Young's book dedicated to Drewey Ottley, the colony's agent in England, who was trying to secure the deportation of the Black Caribs from St Vincent. …

Changes in the School Curriculum in Albania

The organizing of schools, college and more further education has been associated with the ideas of the same sets of courses which the educational institution offers, called: the school curriculum. The curriculum can also be considered as the interaction of teachers, students and knowledge. In other words, curriculum is what actually happens in the classroom between the participants preparing or/and evaluating. In Albania’s schools, the curriculum changes very often and almost every year in the two last decades , something new is added, but soon it will be fundamentally reformulated, the biggest change being the making of the primary school 6 years and what should be middle school, 3 years, unlike now where the system is based on a 5 + 4 years of pre high-school education. But will this change improve the quality of teaching? Should there be made any changes at all? To achieve these goals on the Albanian education, the National Pre-University Education Strategy describes the way that this change would improve the system. Solutions consist in reviewing and studying the changes the system itself has made and if it has brought to better results, as the changing of the syllabus and school texts. Is the Albanian School prepared for this change? DOI: 10.5901/jesr.2014.v4n4p368

Робота з аудіотекстом у процесі формування в учнів основної школи франкомовної компетентності в аудіюванні

The research is dedicated to developing pupils' skills in listening to French text in secondary school. The functions of listening to French texts in the teaching process have been describing. The phases of work with oral French textsin teaching listening comprehension have been presented.

황금비와 수학교육 담론

우리는 본 연구에서 황금비의 역사, Markowsky의 황금비 판단 기준, 그리고 황금비에 대한 오해를 알아보았다. 쿠푸왕의 대 피라미드에는 황금비가 존재하지 않는다는 Markowsky의 주장에 반하여 필자는 황금비의 존재를 주장하였다. 초 중등 교과서와 수학사 관련 국내 출판 책자에서는 황금비의 예로 쿠푸왕의 대 피라미드와 파르테논 신전을 사용하고 있는데 이에 대한 잘못된 서술을 알아보고 황금비 지도의 대안으로 동적 조화 입장에서 현대 산업 디자인, 항공공학, 건축 디자인, 스크린 디자인 등의 예를 제시하였다. 또한, 기축시대가 우리나라 학교수학에 미친 영향을 탈레스와 황금비 중심으로 알아보았다. The purpose of this paper is to offer a history of golden ratio, the criterion raised by Markowsky, and misconceptions about golden ratio. Markowsky(1992) insists that the golden ratio does not appear in the great pyramid of Khufu. On the contrary, we claim that there exists the golden ration on it. Elementary and middle school text books, and domestic history books deal with the great pyramid of Khuff and the Parthenon by examples of the golden ratio. Text books make many incorrect statements about golden ratio; so in teaching and learning the golden ratio, we recommend the design-composition of dynamic symmetry, for example, industrial design, aerodynamic, architecture design, and screen design. Finally we discuss the axial age how to affect the school mathematics with respect to the subject of Thales and the golden ratio.

Productive and ineffective efforts: how student effort in high school mathematics relates to college calculus success

Relativizing the popular belief that student effort is the key to success, this article finds that effort in the most advanced mathematics course in US high schools is not consistently associated with college calculus performance. We distinguish two types of student effort: productive and ineffective efforts. Whereas the former carries the commonly expected benefits, the latter is associated with negative consequences. Time spent reading the course text in US high schools was negatively related to college calculus performance. Daily study time, however, was found to be either a productive or an ineffective effort, depending on the level of high school mathematics course and the student's performance in it.

A New Synoptic Problem: Mark Goodacre and Simon Gathercole on Thomas

Recent analyses of the Gospel of Thomas by Mark Goodacre and Simon Gathercole make only a partial and, in several instances, unconvincing case for Thomas’s knowledge of the Synoptic Gospels. Other neglected data suggests that some portions of Thomas are substantially autonomous. This calls for a more complex understanding of the composition of Thomas, one that recognizes its construction as a ‘school text’ or ‘anthology’, drawing on multiple and parallel streams of the Jesus tradition.

Answerable Style: The Idea of the Literary in Medieval England ed. Frank Grady and Andrew Galloway (review)

Reviewed by: Answerable Style: The Idea of the Literary in Medieval England ed. Frank Grady and Andrew Galloway Mariusz Bęcławski Grady, Frank and Andrew Galloway, eds, Answerable Style: The Idea of the Literary in Medieval England (Interventions: New Studies in Medieval Culture), Columbus, Ohio State University Press, 2013; cloth; pp. 341; R.R.P. US$74.95; ISBN 9780814212073. This collection of thirteen essays derives from a conference on ‘Form after Historicism’, that was organised in honour of Professor Anne Middleton who is known for her work tackling the issues of literary criticism intertwined with interacting traditions and linguistic spheres. The essays focus on ‘reanimated ways’ of approaching aesthetics. A new trend is emerging in which what have previously been taken for granted as ‘distinctly literary forms’ have been called into question, demanding a major reorientation of some of the familiar approaches (such as historicism, theory, and gender studies). However, until recently, scholars engaging with this new critical shift have not shown any interest in the forms of the literature of the Middle Ages. This collection provides a remedy to that omission. The essays are divided thematically into two broad categories – ‘The Literary between Latin and Vernacular’ and ‘Literarity in the Vernacular Sphere’ – a division that mirrors the two basic medieval literary situations on which the volume is based. In general, the first category’s essays take as their starting point the fundamental relationship between Latin and vernacular literary texts, from which they trace a broad amalgam of forms and conditions of the medieval literary. The essays of the second section describe literary developments outside of the Latin sphere, especially, the relationships between English, Italian, and French, following the assumption that these languages shaped medieval forms and ideas of literary genre and ‘literariness’. Throughout the collection as a whole, the late fourteenth-century poetry of Chaucer, Langland, and Gower feature heavily. A number of essays are particularly worth noticing. Rita Copeland’s contribution looks at school definitions and guides for ‘literature’, to arrive at a fresh definition of the ‘contact zone’ between learned, clerical culture, and vernacular English poetry. Through the Western canonical vision of ‘the literary’, Copeland is able to reconstruct the ‘picture of the role of the Ars poetica in the medieval classroom’ (p. 26). Wendy Scase’s essay proceeds from a similar assumption. However, she exceeds the ‘classroom’ environment and ventures into describing ‘a vernacular citational style’ applied by Langland’s followers: ‘The Piers-tradition poets also use grammar-school texts as a point of reference, explicitly acknowledging or drawing on school texts’ (p. 38). In his contribution, Lee Paterson looks at Chaucer’s Troilus and Criseyde to [End Page 225] redefine the concept of ‘tragedy’. Paterson refutes the poem’s supposed Boethian origin and assigns the influence for the Chaucerian tragedy to Dante: ‘Chaucer could have derived this non-Boethian and much more capacious understanding of tragedy from many sources, but he almost certainly learned it from Dante’ (p. 248). To conclude, this is a valuable book for those wishing to decipher the intricacies of aesthetics in the medieval literature. The collection offers to them vital critical and historical reference points from which to answer questions that currently preoccupy literary studies. Mariusz Bęcławski The University of Warsaw Copyright © 2014 Mariusz Bęcławski

The media habits of young people in Sweden: The use of fictional texts in school and recreational contexts

This article is based on a questionnaire study of the media habits of Swedish youth aged 17–18. It examines the time they spend on using fictional texts through various media forms as well as in relation to mode (production/consumption), context (spare time/school), and gender (male/female). It further analyses these media habits and, using media ecology theory, discusses their effects on the learning process. The study shows that the participants spend more time using fictional texts, predominantly through audio-visual media forms, in their leisure time than in school, that they consume more fictional texts than they produce, and that the female participants spend more time producing fictional texts than the male participants – a result that is coloured by the amount of time they spend blogging, tweeting and writing diaries. The effects of such life-writings on teaching and learning processes, as well as on school performances are also discussed.

Anadolu’nun İlk Yazılı Belgelerinde Büyü ve Kehanet

There are only eight incantation texts among 23500 Kultepe tablets. Some researches assert that these incantation texts were exercising documents belong to people who were trying to learn literacy, and should be accepted as school texts. This opinion can be suit for some of the incantation texts but it is clear that most of these texts were written by professional scribes and were used for their actual purpose. Especially, the text Kt 94/k 821 was shaped to use as an amulet. The tablet has a hole on top to reeve a rope for hanging it on a wall or a door. Comparing to the dark magic or binding spell which are very common in Mesopotamian and later Hittite sources, none of these Kultepe incantations are vicious. These incantations are positive used as protection against illnesses and demons. Hence, these texts can be compared with objects called “amulet” which are still used against all kind of evil.

Oral health educational contents in primary, middle, and high school textbooks

middle school texts, and 2.1% of the high school textbooks. The total average was 5.4%. Among the textbooks containing health (general and oral) content, the average number of pages (P<0.001) containing general and oral health information were 22.1 and 0.5, respectively. The average number of lines (P<0.001) for both types of health information were 475.1 and 6.2, respectively, in the primary school textbooks. Middle school textbooks included average numbers of health information-related pages (P<0.001) of 45.7 and 0.4 and average numbers of lines (P<0.001) of 1,086.9 and 5.3, respectively. The average number of pages (P<0.001) in the high school books containing general and oral health content were 83.0 and 0.9, respectively, and the average number of lines (P<0.001) were 2,128.6 and 10.7. Our research showed that, regarding the degree of reflecting oral health education objectives, high school textbooks gained 1.00 point (1 objective), middle school books obtained 0.67 point (5 objectives), and primary school books received 0.18 point (39 objectives; P<0.05). Conclusions: Oral health content in textbooks decreased as school level increased. The objectives of oral health education for primary school were not properly reflected in the textbooks because the objectives were relatively diverse, and the textbook treatment of the material was rather static.

Toward a cosmic sociology of education

We old warriors of ideology critique and wissensoziologie should not be too hard on ourselves for having forgotten reflexivity and the labors of putting paradigms, including our own, back into the context of history and social movement. Normal science is our necessary bread and butter. We achieved a lot by shaking the liberal foundations of sociology of education, although in America, despite a mandatory ‘inclusiveness’ in educational studies, in the higher science of sociology of education, liberalism still holds sway, underneath the triumphant pyrotechnics of advanced multivariate analyses. You may have some qualitative research, however, even focused on studies of race and gender. Still, class analysis did, and again now, does, make a dent, accumulating careful empirical research, both in ethnographies and models of statistical causality. Likewise, when postmodernism took the stage, curriculum studies added new light and meaning to understanding the school text. More recently and less prominently, ‘spirituality’ now revitalizes interest in ‘holistic’ education, even ‘transcendental learning’, as Miller calls his revival of the nineteenth-century American Transcendentalist movement, in education.

科学 Kagaku , 究理 Kyūri /Science

科学 Kagaku, 究理 Kyūri/Science Tsukahara Togo (bio) Translated by Matthew Fargo (bio) and Jordan Sand (bio) What sort of intellectual apparatus was necessary to incorporate and develop science and technology from the Meiji era onward, both as a national policy and as something inherently foreign? The ideology accompanying the introduction of science and technology was one of consummate Enlightenment faith (keimōshugi). This trait is evident in the case of the “Kyūri Fever” that arose in early Meiji Japan. In the narrowest terms, kyūri was the word for physics in the Dutch Studies tradition. In Japan, the study of physics or kyūri had always been an inquiry into the concept of “reason” (or order) conceived on the basis of the Neo-Confucian notion of the unity of reason (ri) and spirit (ki). The word kyūri was used in Dutch Studies as the translated term for Dutch words related to the study of nature (natuurkunde) or natural philosophy. Incidentally, in Dutch Studies the word for chemistry was seimi (舎密)—a transliteration of the Dutch chemie—and the biological disciplines became the “natural sciences” (博物学, hakubutsugaku), replacing the traditional pharmacology (本草学, honzōgaku). Along these disciplinary lines, kyūri was the general term for the study of nature, and loosely corresponds to our contemporary concept of “science” (科学, kagaku). The word that came to be used for “science” in the early Meiji period—kagaku (科学)—is actually short for bunka no gaku (分科の学), or “taxonomical studies.” Both the “ka” (科) of kagaku and the “ri” (理) of rigaku originally come from Taoist concepts, and are thought to have referred to ceremonial lattices and wooden frames. “Ri” and “ka” subsequently came to mean to separate and categorize things, to arrange and classify things—basically thinking about things in terms of taxonomies of differences and similarities. The use of these words to describe the sciences is intimately related to the specialization of the sciences in Europe. A large-scale campaign to promote the sciences had to be pursued before the word kagaku could find currency in Japan. This happened in the form of a series of [End Page 109] publications on kyūri begun in 1872. Masses of “scientific enlightenment” books were published in order to spread scientific education. The person behind this campaign was none other than Fukuzawa Yukichi. All of his allies at Keiō University worked hard to make the campaign effective. Fukuzawa’s brainchild was a huge success. The campaign set off a boom for kyūri tracts. This boom went down in history as the Kyūri Fever (kyūrinetsu). It spread like a contagion, as the name suggests. It is ironic to think that science, which should be dispassionate, objective, and universal, would spread like a fever. That it would become a “fad” infecting the masses, seems a social phenomenon in complete opposition to the certainty and solidity presumed to be characteristic of scientific knowledge. Focusing on this phenomenon, I would like to take a look at the characteristics of the Japanese Enlightenment that developed at this time. Kyūri Fever was spread by books known as kyūri tracts (kyūrisho), which were published with the aim of promoting European scientific ideas. Examples of these tracts include Fukuzawa’s Illustrated Kyūri (Kyūri zukai, 1872), Nagasawa Katsuhisa’s New Kyūri (Kyūri shinpen, 1872), and Mochizuki Makoto’s Elementary Kyūri Explained (Kunmō kyūri benkai, 1872). These all became classic science primers. Basic science primers from America, England, and France were also prolifically translated. With the promulgation of the new Meiji education system in 1872, Fukuzawa’s translation and publication efforts led to a series of textbooks of similar levels and styles to those adopted as school texts. Fukuzawa’s famous An Encouragement of Learning was serialized during the years 1872-76, and his Outline of a Theory of Civilization was published in 1875. Yet it is important to note that the Fukuzawa group’s kyūri tracts are not found in the line-up of textbooks adopted under the new school system. The textbooks approved by the Ministry of Education were almost all translations of American and British materials—for example, Elementary Chemistry (Shōgaku kagakusho) and Elementary...

El texto escolar colombiano y las políticas educativas durante el siglo XX

El artículo es resultado de la revisión de políticas públicas, tema tratado en la tesis Las políticas públicas de la mujer y su tratamiento en las ilustraciones de textos escolares colombianos del siglo XX, de la Universidad Central de Venezuela. Se presentan las mismas desde su concepción teórica, hasta entrar en avances de las políticas públicas educativas, relacionándolas con las políticas públicas del texto escolar, durante el siglo XX. También presenta el manejo que le ha dado el Estado a la producción y distribución del texto escolar a través del Ministerio de Educación Nacional, hasta la reglamentación de la industria editorial.

‘The goddamndest, toughest voting rights bill’: Critical Race Theory and the Voting Rights Act of 1965

The author utilized Critical Race Theory (CRT) to examine the passage of the US Voting Rights Act (VRA) of 1965 in an effort to disrupt the simplistic, uncritical understandings of the US Civil Rights Movement common to school texts while also arguing for the ongoing importance of the VRA in a time when voting rights for people of color are under attack. The author identified four points of interest convergence in the passage of the VRA and contends that a critical revisionist narrative of the VRA – along with other events and individuals Civil Rights Movement – is necessary to help students and teachers understand the persistence of racism and the limitations of liberalism in addressing racial inequality.

Teaching Literature in an Age of Text Complexity

AbstractThe recently released Common Core State Standards increase classroom emphasis on informational texts in high school and recommend a three‐part measurement for text complexity when selecting texts for classroom use. In this commentary I argue that fictional narratives can not only meet these stated criteria for complex texts and result in critical thinking, reading, and writing, but stories can also lead to increased reader engagement and feelings of empathy for others.

Readability of Reading Comprehension Texts in Iranian Senior High schools Regarding Students’ Background Knowledge and Interest

This research study considered the readability indexes of reading passages in English textbooks taught at Iranian senior high schools. For measuring the readability indexes of the passages, 30 English passages were fed into the computer and Flesch readability indexes of the passages were estimated. This study also examined students’ prior knowledge-interest levels to see to what extent students were interested or had background knowledge of the passages in their English textbooks.120 participants including 60 males and 60 females took part in the study and completed a Likert-type scale questionnaire. Other issues that were analyzed in the study were the association between students’ interest level and their background knowledge level, and the relationship between students’ interest- background knowledge levels with the readability indexes of the passages. The results of the study indicated that the readability indexes of the passages in high school English textbooks did not accord with Flesch readability standard. The results also showed that students mostly had an average and a low level of interest and background knowledge regarding reading passages in their English text books. The findings of the study revealed a significant relationship between students’ interest level and their background knowledge level. This study also showed an insignificant relationship between students’ interest level and the readability indexes of the passages in books two, three and four while based on Flesch readability formula there was a significant relationship between these two variables in book one. The results of the last part of the study revealed an insignificant relationship between students’ background knowledge level and the readability indexes of the passages.

Editorial Comment: Symposium: Tscherne Festschrift: Editorial Comment

Unlike the typical collection of papers generally arranged around a topic, this symposium is arranged around a man. In 1970, Professor Harald Tscherne became the director of the newly created trauma department at the Hannover Medical School [1]. At that time, few considered trauma a specialty, and the management of injured patients was often relegated to junior staff at inconvenient hours. Prehospital care systems were rudimentary at best, and few in medicine were thinking about injury prevention. Prof. Tscherne was quickly recognized as a leading thinker in the young and developing field. The Classic article for this issue [2], first published in 1971, presents concepts so familiar to us now as to seem like medical school text. Yet, they were unique at the time, and brought together basic science and clinical experience to establish the principles of modern trauma care. Through the course of his career, Prof. Tscherne made scholarly contributions across the spectrum of trauma from prevention to rehabilitation. Without question, his most important and lasting contributions have been as a leader and an educator. As such, every article in this collection is authored by a surgeon who spent some period of his or her training in Hannover during the Tscherne years. To visit Hannover Medical School during the Tscherne years was first to be inspired by its efficiency, but ultimately one came away impressed by the culture of innovation and scientific rigor. There are few major trauma centers in Europe and North America that do not begin their day with the Hannover tradition of morning report. Each morning, Prof. Tscherne reviewed the previous day’s activity, with each class of trainees arranged from senior to junior behind the chief. Visitors, of which there were always many, were seated likewise with their colleagues—attendings in the front and visitors in the back. Given this first impression of military precision and discipline, it was natural to expect the chief to be close-minded and dogmatic, but this was not the case. He expected his trainees to become innovators in their own right and encouraged them to travel for training and to return to Hannover to become leaders in their focused field. Visitors were welcomed not just as students, but as potential sources of education and information. Prof. Tscherne was committed to developing the best and the brightest leaders and recognized the importance ideas and approaches not necessarily his own. Many of his “students” now serve in leadership positions around the world (Fig. 1). Fig. 1 Mark S. Vrahas MD is shown. This issue is a testament to the effectiveness of his leadership and the breadth of his influence. Ostensibly, the subject is trauma, but the papers in this issue cover the full spectrum of trauma—management of pediatric femur fractures to the basic science of ACL reconstruction. Several papers address techniques and results of fracture fixation. However, Prof. Tscherne advocated understanding trauma as a disease from injury to recovery and other papers in this issue reflect that influence. Sturm, Pape (Fig. 2), and Dienstknecht [5] provide an overarching view in a paper examining the political, economic, and medical factors underlying trauma systems in Germany and North America. Dienstknecht et al. [1] examine potential factors for predicting complications with extremity trauma surgery. Kleber et al. [3] and Pfeifer et al. [4], explore the role of inflammatory mediators in response to trauma. Three papers address topics relevant to the increasingly important topic of fractures in the elderly, and Holstein et al. [2] examines factors that predict the quality of life after a pelvic fracture. The content represents original data, most of which was generated between 2011 and 2012. Fig. 2 Hans-Christoph Pape MD is shown. This issue provides only a small sample of individuals and ideas that were affected directly by Professor Tscherne. Many leaders in the field passed through the doors of the Hannover Medical School and benefited from Prof. Tscherne’s wisdom, which they subsequently passed on to their trainees. Countless others benefited from his articles, lectures, and general influence on the management of trauma to the ultimate benefit of many thousand patients. In addition, he has been a mentor and a friend to all the contributing authors and surgeons around the world. It is our humble honor to have organized this fitting tribute.

Recovering the U.S. Hispanic Literary Heritage, Volume VIII ed. by Gabriela Baeza Ventura, Clara Lomas (review)

Reviewed by: Recovering the U.S. Hispanic Literary Heritage, Volume VIII ed. by Gabriela Baeza Ventura, Clara Lomas Victor Domínguez Baeza Recovering the U.S. Hispanic Literary Heritage, Volume VIII. Edited by Gabriela Baeza Ventura and Clara Lomas. (Houston: Arte Público Press, 2012. Pp. 232. Notes, bibliographies. ISBN 9781558856042, $27.95 cloth.) The Recovering the U.S. Hispanic Literary Heritage Project has been going on since the 1990s, and Volume VIII continues the important work of the first seven volumes produced by the project. Editors Gabriela Baeza Ventura and Clara Lomas organize twelve essays into four parts. Part I, “Contesting the Canon,” explores different ways of looking at writings of two seminal Hispanic authors: María Cristina Mena and María Amparo Ruiz de Burton. In “Discourse Production and the Expression of Gender Roles in the Writing of María Cristina Mena,” Donna Kabalen de Bichara assesses works of Mena from a feminine perspective, “particularly male-female power relations” (4). In “Heroic Boys and Good Neighbors: Cold War Discourse and the Symbolism of Chapultepec in María Cristina Mena’s Boy Heroes of Chapultepec,” Belinda Linn Rincón focuses on how Mena’s youth fiction often challenged “denigrating stereotypes of Mexicans” (2). Beth Hernández-Jason’s essay, “Squatting in Uncle Tom’s Cabin: Intertextual References and Literary Tactics of Nineteenth-Century U.S. Women Writers,” investigates the success of Burton’s novels compared to contemporaries. Part II, “Mapping Latino Voices in the United States,” looks at how newspapers and textbooks provided a voice for and a record of the Latina/o opinions and ideas during various periods. In “España Libre: peridico de exilio español en Nueva York,” Montse Feu examines how the New York newspaper provided a forum for very divergent populaces, yet fostered cooperation among Spanish exiles. Patricia A. Bonn explains in “No Hay Justicia! The Execution of Simplicio Torres” how the Arizona newspaper Justicia chronicled the trial and execution of Torres, including the “prejudice, politics, and Progressivism” (79) it entailed. “Recovering Spanish-Language Education in Alta California: Ecologies, Ideologies and Intertextualities,” by Robert W. Train, weighs school texts from the mid-1800s in pre-U.S. California and their relation to current language education. Part III, “Postcoloniality in Autobiography,” looks at postcolonial life as described in autobiographies and portrayed in novels. “Autobiographical Politics in the Contact Zone: Miguel Antonio Otero’s My Life on the Frontier,” by Erin Murrah-Mandril, examines how Otero attempted to redefine the popular literary [End Page 109] image of the West as a “realm of undefined savagery before the 1848 U.S. conquest” (124). Norma Mouton discusses in “The Autobiography of Conversion of Rev. Santiago Tafolla, Sr., Runaway, Soldier and Methodist Minister: a Postcolonial Bildungsroma,” how Tafolla’s work is both an autobiography of conversion and an “Eurocentric bourgeois literary narrative” (139). In “De la experiencia a la enseñanza: Contrastes estructurales y didcticos en El sol de Texas y Mucho!,” Laura Garza investigates assimilation within early Hispanic novels and the portrayal of women. Part IV, “Nationalism in Contact Zones,” looks at various examples of constructing identification and patriotism. In “The Mexican-American Novel of the Revolution: Reading the Immigrant Nationalism of Leonor Villegas de Magnón’s The Rebel,” Yolanda Padilla delves into immigrant nationalism among Mexicans. In her essay “The Return of José Castro: The Baja California Correspondence of Alta California’s Last Commander General,” Julianne Burton-Carvajal looks at the significance of the Castro letters to the move from Mexican to American California. Finally, Cecilia Marrugo, in “La figura del sacrificio como expresión nacionalista en las obras Hatuey y La muerte de Plácido,” analyzes how two Cuban exiles endeavor to develop patriotism and unity with nostalgic portrayals of Cuba. Volume VIII in this series is another valuable contribution to the ongoing heritage project. It provides new and interesting investigations, interpretations, and works on early Hispanic literature. Each essay in this volume provides impetus to search for, read, and further research Hispanic works. This volume will prove to be a useful resource and is recommended for any scholar of Hispanic literary history. Victor Domínguez Baeza Oklahoma State University Copyright © 2013 The Texas State...

La fábrica escolar de la historia Historiografia y concepción de la Revolución Francesa en los libros de texto escolar de ciencias sociales e historia de la educación secundaria colombiana

Se exponen los resultados del análisis sistemá-tico (cualitativo y cuantitativo) de contenido latente o profundo al que se sometió el corpus discursivo de la Revolución Francesa que se en-cuentra en 50 libros de texto escolar de ciencias sociales e historia colombianos en el período 1960-1999. Se considera que lo que se dice (dis-curso) sobre la Revolución Francesa evoluciona a lo largo de las cuatro décadas estudiadas y está estrechamente relacionado con la concep-ción, el tipo o carácter de la Revolución que se expone en los textos escolares. Se explican y comprenden con mayor validez los resultados del estudio documental de los libros de texto escolar cuando estos se interpretan apelando a los diversos y opuestos enfoques y corrientes histo-riográficas existentes en la historiografía france-sa e inglesa sobre este acontecimiento histórico, para tipificar esta revolución moderna como: revolución atlántica, revolución occidental, re-volución social, revolución política, revolución popular y revolución burguesa.

From Ugly Duckling to Swan: Education as Spiritual Transformation in the Thought of Edith Stein

From Ugly Duckling to Swan: Education as Spiritual Transformation in the Thought of Edith Stein Ann W. Astell (bio) On August 17, 1931, Edith Stein wrote to her former student Anneliese Lichtenberger: “Among the books you got as a child, do you have Andersen’s Fairy Tales? If so, read the story of the ugly duckling. I believe in your swan-destiny.”1 One can hardly imagine a more encouraging word from a brilliant teacher to a young woman, a girl, who has just been placed on academic probation. Charming as the allusion is, it also serves as parable for Stein’s educational thought. The little bird in the tale of Hans Christian Andersen (1805–1875), we recall, is ugly as a duckling and scorned by the ducks, because it never really was a duckling at all.2 It comes to recognize itself for what it truly is—a beautiful swan—through a process of suffering and maturing, of mysterious, connatural attraction to other swans, and, finally, in a moment of longing self-sacrifice and rebirth, a revelatory sight of its own reflection in the water, accompanied by the recognition of its swaneity by others. For Stein, the real purpose of education, in life and in the schools, is to promote a person’s true and transformative self-knowledge, which opens into the knowledge of God’s love. In this process the educator plays a key, contemplative role. “I believe in your swan-destiny,” Stein writes to Anneliese. “Just don’t hold it against others if they haven’t discovered this yet.”3 Scholars of Edith Stein usually focus either on her scholarly achievement as a phenomenologist in the philosophical circle closest to Edmund Husserl (1859–1938) or on her devotional and theological writings as a Carmelite nun, first in Cologne and then in Echt, Holland, where she was arrested by the S. S. on August 2, 1942. The blurb on the cover of Waltraud Herbstrith’s biography of Stein reflects these two poles of interest: “The Untold Story of the Philosopher and Mystic Who Lost Her Life in the Death Camps of Auschwitz.”4 In this essay I meditate on Stein not principally as philosopher and mystic (although she never ceases to be both), but rather as an educator and a theorist of education who understands the learning process to be a spiritual path. In so doing, I call attention to the great middle period of her life, from the time of her conversion to Christianity and her baptism as a Catholic in 1922 to the date of her entry into Carmel in October, 1933. During these years, she taught in Speyer at Saint Magdalena’s, a secondary school for girls and a Teacher Training Institute run by Dominican Sisters. Beginning in 1927, her [End Page 1] Click for larger view View full resolution “Swans” © Thomas Riecken [End Page 2] teaching there was frequently interrupted by her lecture tours in which she addressed women’s groups in Switzerland, Austria, and Germany on educational and feminist topics.5 In 1932 she accepted a position at the Educational Institute in Münster—a position she held until 1933, when the Nazis launched their first legal offensive against the Jews. In that same year, having been barred from teaching, she began to write her (ultimately unfinished) memoir Life in a Jewish Family, an extraordinary book which chiefly chronicles her life as a student,6 ending in 1916 with the successful defense of her doctoral dissertation On the Problem of Empathy. Viewed in the light of Stein’s mature educational theory and practice, her own remembered childhood and youth as a student stand as a case study in the spirituality of education. Life in a Jewish Family also pointedly opposes the dehumanizing depiction of Jewish people in the German school texts of the time, when, as Stein remarks in the Foreword, “the young . . .[were] being reared in racial hatred from earliest childhood.”7 As Lisa Dolling has observed, Stein wrote and spoke passionately about education, she described her profession as a teacher “as a sacred ‘calling,’” and she regarded a “proper education” to be “a propaedeutic to grace.”8 Dolling herself, however, chooses...