Written from the perspective of a practising artist, this book proposes that, against a groundswell of historians, museums and commentators claiming to speak on behalf of art, it is artists alone who may define what art really is. Jelinek contends that while there are objects called 'art' in museums from deep into human history and from around the globe - from Hans Sloane's collection, which became the foundation of the British Museum, to Alfred Barr's inclusion of 'primitive art' within the walls of MoMA, the Museum of Modern Art - only those that have been made with the knowledge and discipline of art should rightly be termed as such. Policing the definition of art in this way is not to entrench it as an elitist occupation, but in order to focus on its liberal democratic potential. Between Discipline and a Hard Place describes the value of art outside the current preoccupation with economic considerations yet without resorting to a range of stereotypical and ultimately instrumentalist political or social goods, such as social inclusion or education. A wider argument is also made for disciplinarity, as Jelinek discusses the great potential as well as the pitfalls of interdisciplinary and multidisciplinary working, particularly with the so-called 'creative' arts. A passionate treatise arguing for a new way of understanding art that forefronts the role of the artist and the importance of inclusion within both the concept of art and the art world.

Showcasing 12 community college programs recognized as successful in serving the needs of at-risk students, this book reviews the impact of limited resources and a growing high-risk student population on community colleges, examines successful programs and strategies, discusses faculty selection, and reviews program evaluation criteria and methods. Chapter 1, "Focusing on the Problems: America between a Rock and a Hard Place," describes the economic, technological, and demographic imperatives providing the impetus for American community colleges to remain viable, open-access institutions. Chapter 2, "Back to the Future: Getting Here from There," provides a brief history of two-year colleges, describing the events leading to the growing population of at-risk students, the proliferation of programs and strategies for dealing with these students, and the criticisms surrounding such efforts. This chapter also describes a 1992 survey of program directors from 12 award-winning two-year college programs for dealing with at-risk students. Chapter 3, "Designing Programs To Work: Shifting Paradigms for Changing Times," reviews the goals, objectives, and achievements of successful at-risk student programs. Chapter 4, "Selecting and Developing Faculty: Getting to the Heart of the Matter," reviews findings from studies of excellence in teaching, and describes strategies for identifying and selecting faculty. After discussing problems facing at-risk students, chapter 5, "The Door Opens with Identification, Orientation, and Involvement: Who Am I? and What Am I Doing Here?" describes the importance of student orientation and involvement and considers issues of assessment and placement. Chapter 6, "Instructional Strategies: Identifying Some Realities of 'How' To Get There," reviews theories of student learning and examines specific institutional strategies that support instruction. Chapter 7, "Program Evaluation: The Proof of the Pudding," describes current legislative initiatives and other strategies for program evaluation. Finally, chapter 8, "Through the Looking Glass: Toward a Vision of Student Success," provides a series of recommendations for responding to the needs of at-risk students. Contains 355 references. (PAA)

Vols. for 1866-70 include Proceedings of the American Normal School Association; 1866-69 include Proceedings of the National Association of School Superintendents; 1870 includes Addresses and journal of proceedings of the Central College Association.