“The Public’s Open to Us All”: Essays on Women and Performance in Eighteenth-Century England considers the relationship between British women and various modes of performance in the long eighteenth century. From the moment Charles II was restored to the English throne in 1660, the question of women’s status in the public world became the focus of cultural attention both on and off the stage. In addition to the appearance of the first actresses during this period female playwrights, novelists, poets, essayists, journalists, theatrical managers and entrepreneurs emerged as skillful and often demanding professionals. In this variety of new roles, eighteenth-century women redefined shifting notions of femininity by challenging traditional representations of female subjectivity and contributing to the shaping of eighteenth-century society’s attitudes, tastes, and cultural imagination. Recent scholarship in eighteenth-century studies reflects a heightened interest in fame, the rise of celebrity culture, and new ways of understanding women’s participation as both private individuals and public professionals. What is unique to the body of essays presented here is the authors’ focus on performance as a means of thinking about the ways in which women occupied, negotiated, re-imagined, and challenged the world outside of the traditional domestic realm. The authors employ a range of historical, literary, and theoretical approaches to the connections among women and performance, and in doing so make significant contributions to the fields of eighteenth-century literary and cultural studies, theatre history, gender studies, and performance studies.

Chronicles the history of the United States from the end of World War II, through the Cold War and post-Cold War eras, to the Nobel Peace Prize being awarded to President Obama in 2009.

What are the implications when the educational policy and priority of public schools are concentrated in ways that foster de-unionization and teacher de-skilling while homogenizing school models and curriculum? This volume addresses this crucial, unanswered question while investigating the impact of the Gates Foundation on education.

The National Education Finance Academy has once again convened university faculty members, state-level administrators, officials from state level chapters of the Association of School Business Officials, and others to provide a single-volume reference of school funding mechanisms for each of the states, the District of Columbia, Indian Country, and the US territories. This volume supplements the annual “state-of-the-state” profiles produced by the National Education Finance Academy so that educators, policymakers, and researchers can have access to accurate and concise information on how K12 education functions are supported across multiple jurisdictions. In addition, each profile addresses state level efforts to provide education funding to support schools during the COVID- 19 pandemic. The second edition expands upon groundbreaking work in the first edition, which for the first time reported comprehensively on the multiple jurisdictions and mechanisms impacting funding for Native American students, by also reporting on policies and funding mechanisms for public schools in US Territories.

Public diplomacy describes a government¿s efforts to conduct foreign policy and promote national interests through direct outreach and commun. with the population of a foreign country. Activities include providing info. to foreign publics through broadcast and Internet media and at libraries and other outreach facilities in foreign countries; conducting cultural diplomacy, such as art exhibits and music performances; and admin. internat. educational and professional exchange programs. This report discusses the issues concerning U.S. public diplomacy. Determining levels of public diplomacy funding. Establishing capabilities to improve monitoring and assessment of public diplomacy activities. Charts and tables.

This book reflects the diversity and possibility of critical research in education, with an emphasis on the examination of the intersections of social identities for men teachers of color, and the relationship between social identity and struggles for political and professional agency. The authors address race and race inequality in education and provide a strong theoretical foundation for filling the empirical gap on men teachers of color by engaging in questions such as: How do critical considerations of the intersection of race, gender, and profession inform the future of teacher education? What does it mean to be ‘men’ or ‘of color’ in the context of the teaching profession in the U.S. and abroad? What are the aims of ethnoracial diversity in the field of education? The research included in this edited volume explores topics including, but not limited to, men teachers of color and their perceived pathways to the profession; their perceptions of and partnerships with colleagues of other genders; their sexual and gendered identities and performances; and how they embrace, reject, or negotiate the expectations of performing as a role model in classrooms. Moreover, the chapters provide explicit implications for teachers, teacher educators, university, and PK-12 administrators, education activists, and/or education policymakers. In sum, this volume charts a new landscape in education research for all men teachers of color. The chapters in this book were originally published as a special issue of the journal Race Ethnicity and Education.