Over the course of a long and distinguished academic career William Form has gained renown as a major scholar in the areas of American labor politics, institutional analysis, and educational issues surrounding the experience of ethnicity and assimilation. Much of his scholarly work derived from his own experience as the son of Italian immigrants in the early twentieth century seeking integration into the mainstream of American society. As with other American ethnic groups the entrance into elementary, secondary and higher education involved sacrifice and gain. Moreover, the period of Form's academic career saw momentous changes in study of the social sciences. In Work and Academic Politics: A Journeyman's Story, Form reflects on his own experience to provide an exemplary intellectual autobiography against the background of modernity and change in America. Form likens his career to phases of the medieval guild system. His pre-apprenticeship began with his early ethnic experiences in Rochester, New York, where he grew up and in its school system which ignored ethnic backgrounds and turned second generation children into Americans who spoke only English. After his apprenticeship at a newly established graduate program at the University of Maryland, he wandered as a journeyman at Hood College, American University, Stevens College and Kent State, ultimately attaining master's status at three land-grant universities in the midwest. Over a span of 60 years, Form traces his changing research interests. His remembrances, shaped by the interaction of family, work place, and politics, offer fresh insights into the state of academia from the Depression to the present. In the pre-World War II years, departments which were linked to social work changed drastically in the post-war period, especially in research universities, to build a scientific discipline. The turmoil of the Vietnam War and the civil rights movement in the 1970s further changed the intellectual and political life of the discipline. In an eloquent manner, Form reiterates the transformations he has witnessed throughout his journey in society, the discipline, the university, and the American Sociological Association. The volume will be of particular interest to sociologists, social scientists, social historians, and specialists in ethnic studies.

In Rethinking Academic Politics in (Re)Unified Germany andthe United States, Dr. John Weaver uses case studies to engage historical and contemporary issues in academic politics, arguing for the importance of this often-dismissed and much-bemoaned facet of academic work. Dr. Weaver's unique treatment includes discussions of such hotly debated issues as the Enola Gay exhibit, the science debates in the U.S., and the politics of academic evaluations and hiring practices. Rethinking Academic Politics in (Re)Unified Germany and the United States speaks to the interests of students and scholars of international and comparative education, higher education policy and practice, cultural studies, and science studies.

The rise of academic criminal justice programs from their beginnings at the University of California in the 1930s through the split into academic and vocational models during the later decades are described in this work. Academic politics and politicians are emphasized. The academic infighting in developing programs, and input from various other disciplines to the field are described. The work is addressed to professors of criminal justice, criminology, sociology, political science, and education.

If you want to understand the inner workings of academia, this remarkably insightful book is the one to read. Steven M. Cahn City University of New York Graduate Center

Winner of the 2001 W. Ross Winterowd Award Best book in composition theory presented by JAC and the Association of Teachers of Advanced Composition In this book, Bruce Horner provides a cultural materialist critique of discourse on work in composition. Each chapter traces the ways in which one of the defining terms of composition—work, students, politics, academic, traditional, and writing—operates as a site for competing constructions of composition's identity.

The place of emotion in legal education is rarely discussed or analysed, and we do not have to seek far for the reasons. The difficulty of interdisciplinary research, the technicisation of legal education itself, the view that affect is irrational and antithetical to core western ideals of rationality - all this has made the subject of emotion in legal education invisible. Yet the educational literature on emotion proves how essential it is to student learning and to the professional lives of teachers. This text, the first full-length book study of the subject, seeks to make emotion a central topic of research for legal educators, and restore the power of emotion in our teaching and learning. Part 1 focuses on the contribution that neuroscience can make to legal learning, a theme that is carried through other chapters in the book. Part 2 explores the role of emotion in the working lives of academics and clinical staff, while Part 3 analyses the ways in which emotion can be used in learning and teaching. The book, interdisciplinary and wide-ranging in its reference, breaks new ground in its analysis of the educational lifeworld of situations, communities, actors and interactions in legal education.

Concern with learning throughout life has become pervasive in market-driven societies. Will most workers need to become more continuous learners in a new knowledge-based economy or will much of their learning be ignored or devalued in relation to their work? These papers critically assess dominant views of learning and work.

Turn your degree into a career Designed to help students consider their career options and opportunities, The CQ Press Career Guide for Political Science Students offers a practical collection of employment resources, career-path options, and real-life tips for how to get ahead. Providing the road map that students need to design their undergraduate experience to maximize their transferable skills, author Wendy Whitman Cobb outlines jobs political science majors can pursue; offers guidance on how to actually get the job; and illuminates pathways to graduate school.

Pre-service and beginning teachers have to negotiate an unfamiliar and often challenging working environment, in both teaching spaces and staff spaces. Workplace Learning in Physical Education explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, the book takes a closer look at how professional knowledge is developed by investigating the notions of ‘professional’ and ‘workplace learning’ by drawing on data from a five year project. The book also critically examines the literature associated with, and the rhetoric that surrounds ‘the practicum’, ‘fieldwork’ ‘school experience’ and the ‘induction year’. The book is structured around five significant dimensions of workplace learning: Social tasks of teaching and learning to teach Performance, practice and praxis Identity, subjectivities and the profession/al Space and place for, and of, learning Micropolitics As well as identifying important implications for policy, practice and research methodology in physical education and teacher education, the book also shows how research can be a powerful medium for the communication of good practice. This is an important book for all students, pre-service and beginning teachers working in physical education, for academics researching teacher workspaces, and for anybody with an interest in the wider themes of teacher education, professional practice and professional learning in the workplace.