Recounts the ground war in Vietnam between 1965 and 1967, shares the experiences of individual soldiers, and follows the actions of the North Vietnamese.

A Contagion of War (The Vietnam Experience)

History

Boston Publishing Company

Maitland, Terrence

McInerney, Peter

Americas

Time-Life Education

There is a profound and deepening crisis afflicting secondary schools in most parts of the world – but at its essence it is a crisis of a very different kind from the one portrayed by the media, the business community, politicians, and policy makers. Just what constitutes the crisis is highly problematic. What is being constructed for us through a concerted «conservative assault» and a «new authoritarianism» is one of failure by young people, their schools, and their teachers. But as with any moral panic, there are undisclosed interests and agenda operating, and they are not those of the people most directly affected, in this case young people. This book tackles those myths head-on. Through a multi-layered portrait analysis of young lives, adult lives, and school lives this book shows how schools, teachers, and young people are re-inventing themselves against the damaging prevailing educational policy discourses. Teachers are «in the middle» in all kinds of ways – they are a group who are continually being disparaged, pilloried, and denigrated by politicians and the media; they are caught in the shifting tectonic plates of capitalism as schools are increasingly required to do economic work; and they are continually mediating the emotional, social, and intellectual intersections between schools, society, classrooms, and young lives. Teachers in the Middle provides a critique as well as hope and possibility as schools engage pedagogically with the maelstrom in which they find themselves.

Teachers in the Middle: Reclaiming the Wasteland of the Adolescent Years of Schooling (Adolescent Cultures, School, and Society)

Politics & Social Sciences

Smyth, John

Sociology

Peter Lang Inc., International Academic Publishers

Time and Experience

This book is the only contemporary, systematic study of the relationship of time and conscious experience. Peter K. Mclnerney examines three tightly interconnected issues: how we are able to be conscious of time and temporal entities, whether time exists independently of conscious experience, and whether the conscious experiencer exists in time in the same way that ordinary natural objects are thought to exist in time. Insight is drawn from the views of major phenomenological and existential thinkers on these issues.
 Building on a detailed explication and critique of the views of Kant, Husserl, Heidegger, and Sartre, Mclnerney develops and defends his own positions. He argues that a revised version of Husserl’s three-feature theory of time-consciousness provides the best explanation of our awareness of temporal features, but that an independently real time is necessary to explain our experience of temporal passage. He also shows that human existence has some special temporal features in addition to those it shares with other entities. Time-consciousness, the conscious exercise of powers, and personal identity through time require that any temporal part of human existence be defined by and "reach across" to earlier and later parts.

Philosophy

Temple University Press

Recounts the ground war in Vietnam between 1965 and 1967, shares the experiences of individual soldiers, and follows the actions of the North Vietnamese

A Contagion of War (Vietnam Experience)

This book brings a unique, innovative and refreshing perspective to one of the most protracted issues affecting young lives – disengagement from schooling. Rather than continuing to blame young people, as most educational policies do, this book examines disengagement from the vantage point of the lives, experiences, interests and aspirations of the communities from which young people come, and within which they are embedded. It uses a narrative and representational approach that gives detailed insights into the wider context of poverty, class, power, relationships and identity. A major and defining hallmark of the book is the emphasis it places upon a number of ‘doings’, – including community voice, identity formation, critical work education and education policy – all of which provide a very different set of scripts with which to reinvent the institution of high school.

‘Hanging in with Kids’ in Tough Times: Engagement in Contexts of Educational Disadvantage in the Relational School (Adolescent Cultures, School, and Society)

Down, Barry

From Silent Witnesses to Active Agents: Student Voice in Re-engaging with Learning (Adolescent Cultures, School, and Society)

Although they are typically viewed as silent witnesses in schools during the worldwide infatuation with school reform, this book, in fact, reveals young people to be active agents with something worthwhile to say about their schooling and what might be done to make learning more exciting and relevant to their lives and aspirations. The authors foreground the stories of some 100 young informants from low socioeconomic backgrounds who had been repelled by school, but found their way back in to learning through alternative education programs that offered them a sense of direction, hope, and purpose – although they also presented them with some tensions and dilemmas. At a time when educational policies are bearing down heavily on schools through national testing regimes, accountability standards, and other repressive measures, it is refreshing to hear from young people about ways that schools can be made more humane and educationally rewarding places.

Social Sciences

Becoming Educated: Young People’s Narratives of Disadvantage, Class, Place and Identity (Adolescent Cultures, School, and Society)

Becoming Educated examines the education of young people, especially those from the most ‘disadvantaged’ contexts. The book argues that because the focus has been obdurately and willfully on the wrong things – blaming students; measuring, testing and comparing them; and treating families and communities in demeaning ways that convert them into mere ‘consumers’ – that the resulting misdiagnoses have produced a damaging ensemble of faulty ‘solutions.’ By shifting the emphasis to looking at what is going on ‘inside’ young lives and communities, this book shifts the focus to matters such as taking social class into consideration, puncturing notions of poverty and disadvantage, understanding neighborhoods as places of hope and creating spaces within which to listen to young peoples’ aspirations. These are a radically different set of constructs from the worn-out ones that continue to be trotted out, and, if understood and seriously attended to, they have the potential to make a real difference in young lives. This is a book that ought to be read by all who claim to know what is in the best interests of young people who are becoming educated.

Becoming Educated examines the education of young people, especially those from the most ‘disadvantaged’ contexts. The book argues that because the focus has been obdurately and willfully on the wrong things – blaming students; measuring, testing and comparing them; and treating families and communities in demeaning ways that convert them into mere ‘consumers’ – that the resulting misdiagnoses have produced a damaging ensemble of faulty ‘solutions.’ By shifting the emphasis to looking at what is going on ‘inside’ young lives and communities, this book shifts the focus to matters such as taking social class into consideration, puncturing notions of poverty and disadvantage, understanding neighborhoods as places of hope and creating spaces within which to listen to young peoples’ aspirations. These are a radically different set of constructs from the worn-out ones that continue to be trotted out, and, if understood and seriously attended to, they have the potential to make a real difference in young lives. This is a book that ought to be read by all who claim to know what is in the best interests of young people who are becoming educated.

Doing Critical Educational Research: A Conversation with the Research of John Smyth (Teaching Contemporary Scholars)

John Smyth’s remarkable body of writing, research and scholarship has spanned four decades, and the urgency of our times makes it imperative to look in some depth at the breadth of his research and its trajectory, in order to see how we can connect, extend, build and enrich our understandings from it. Possibly the single most unique aspect to Smyth’s version of critical research is his passion for living and ‘doing’ what it means to be a critical pedagogue. For him, ‘doing’ is a verb that gives expression to what he believes it means to be a critical scholar. This necessitates actively listening to lives; taking on an advocacy position with informant groups; displaying a commitment to praxis; and being activist in celebrating ‘local responses’ to global issues. Smyth’s research is pursued with vigour through the lives he researches, as he interrupts and punctures ‘bad’ theory, supplanting it with more democratic alternatives, which, by his own admission, makes his research (and all research), political.

Hattam, Robert

See the best price to sell, buy, or rent books by McInerney, Peter. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by McInerney, Peter

See the best price to sell, buy, or rent books by McInerney, Peter. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

A Contagion of War (The Vietnam Experience)

Teachers in the Middle: Reclaiming the Wasteland of the Adolescent Years of Schooling (Adolescent Cultures, School, and Society)

Time and Experience

A Contagion of War (Vietnam Experience)

‘Hanging in with Kids’ in Tough Times: Engagement in Contexts of Educational Disadvantage in the Relational School (Adolescent Cultures, School, and Society)

From Silent Witnesses to Active Agents: Student Voice in Re-engaging with Learning (Adolescent Cultures, School, and Society)

From Silent Witnesses to Active Agents: Student Voice in Re-engaging with Learning (Adolescent Cultures, School, and Society)

Becoming Educated: Young People’s Narratives of Disadvantage, Class, Place and Identity (Adolescent Cultures, School, and Society)

Becoming Educated: Young People’s Narratives of Disadvantage, Class, Place and Identity (Adolescent Cultures, School, and Society)

Doing Critical Educational Research: A Conversation with the Research of John Smyth (Teaching Contemporary Scholars)