These poems look at what life is like for a young black man today.

The first book-length investigation of a pioneering English professor and theorist at Vassar College, A Feminist Legacy: The Rhetoric and Pedagogy of Gertrude Buck explores Buck’s contribution to the fields of education and rhetoric during the Progressive Era. By contextualizing Buck’s academic and theoretical work within the rise of women’s educational institutions like Vassar College, the social and political movement toward suffrage, and Buck’s own egalitarian political and social ideals, Suzanne Bordelon offers a scholarly and well-informed treatment of Buck’s achievements that elucidates the historical and contemporary impact of her work and life. Bordelon argues that while Buck did not call herself a feminist, she embodied feminist ideals by demanding the full participation of her female students and by challenging power imbalances at every academic, social, and political level. A Feminist Legacy reveals that Vassar College is an undervalued but significant site in the history of women’s argumentation and pedagogy. Drawing on a rich variety of archival sources, including previously unexamined primary material, A Feminist Legacy traces the beginnings of feminist theories of argumentation and pedagogy and their lasting legacy within the fields of education and rhetoric.

“A story of surviving and thriving with passion, compassion, wit, and style.”—Maya Angelou “In America, we have a tradition of black writers whose autobiographies and memoirs come to define an era. . . . Buck may be this generation’s story.”—NPR A coming-of-age story about navigating the wilds of urban America and the shrapnel of a self-destructing family, Buck shares the story of a generation through one original and riveting voice. MK Asante was born in Zimbabwe to American parents: his mother a dancer, his father a revered professor. But as a teenager, MK was alone on the streets of North Philadelphia, swept up in a world of drugs, sex, and violence. MK’s memoir is an unforgettable tale of how one precocious, confused kid educated himself through gangs, rap, mystic cults, ghetto philosophy, and, eventually, books. It is an inspiring tribute to the power of literature to heal and redeem us.

The disciplinary triad of open-access, multimodality, and writing center studies presents a timely, critical lens for discussing academic publishing in a moment of crucibilic change, where rapid technological advancements force scholars and institutions to question what is produced and “counts” as academic writing. Using historiographic, quantitative, and qualitative analysis, Open-Access, Multimodality, and Writing Center Studies sees writing center scholarship as a microcosm of many of the larger issues at play in the contemporary academic publishing landscape. This case study approach reveals the complex, imbricated ways that questions about publishing manifest both within the content of journals, and as related to academics’ perceptions as signifiers of disciplinary visibility, identity, and transformation. More than just reaffirming the conventional wisdom about these changes in publishing—that these shifts are happening and we do not always know how to pinpoint them—Open-Access, Multimodality, and Writing Center Studies suggests that scholars in all fields, compositionists, and writing center practitioners be conscious of the ways they are complicit in maintaining barriers to accessibility and innovation. Chapter 5 of this book is available open access under a CC BY 4.0 license at link.springer.com.

These case studies are part of an on-going curriculum and simulations development project between the College of Saint Scholastica's School of Business and Technology (SBT) and Learning-Games.net (www.learningames.net), and are designed to help students explore the field of information systems analysis through case simulations and role-playing game (RPG) scenarios. In addition, they can be used in combination with a queueing theory model and both continuous, as well as discrete-event simulations. The related RPG scenarios focus on real-life systems found in performance and management information systems. In short, through the case studies presented in this collection, students will explore mission critical computer information systems designed to teach and explore analytic thinking and best practices through operations research modeling methods and solution algorithms.

This book, the first single-authored book-length study of Buck’s fiction for over twenty years, shows how Buck’s thought developed through the medium of her fiction - from her early turbulent years in China to her last lonely days in the United States, with chapters examining her loss of faith in Christianity, her reflections on Chinese life during and after the breakdown of Old China, her voluminous reading, her confrontation with the horrors of American racism and sexism after her return to the United States, and her final metaphorical search for home as she approached death. The book argues that Buck, the first American woman to win both the Pulitzer and Nobel prizes for literature, was a heroic forerunner of those who, while occupying a place in the world, never feel fully at home there; in Buck’s case because her Chinese identity throughout her life struggled with her American. For this reason Pearl S. Buck’s fiction deserves to be considered alongside that of writers such as Anchee Min, Maxine Hong Kingston and Amy Tan. The book’s central claim is that Buck is a major novelist, capable of speaking to the distress of our times, richly deserving the honor she has received in China, and deserving greater recognition in the United States.

In this path-breaking work, Susan Buck-Morss draws new connections between history, inequality, social conflict, and human emancipation. Hegel, Haiti, and Universal History offers a fundamental reinterpretation of Hegel's master-slave dialectic and points to a way forward to free critical theoretical practice from the prison-house of its own debates. Historicizing the thought of Georg Wilhelm Friedrich Hegel and the actions taken in the Haitian Revolution, Buck-Morss examines the startling connections between the two and challenges us to widen the boundaries of our historical imagination. She finds that it is in the discontinuities of historical flow, the edges of human experience, and the unexpected linkages between cultures that the possibility to transcend limits is discovered. It is these flashes of clarity that open the potential for understanding in spite of cultural differences. What Buck-Morss proposes amounts to a "new humanism," one that goes beyond the usual ideological implications of such a phrase to embrace a radical neutrality that insists on the permeability of the space between opposing sides and as it reaches for a common humanity.

"Nelson plaits her narrative with Western lingo and homespun similes. . . . James' painterly oils swirl with energy, visible daubs creating the dusty, monumental landscape and equally monumental horses and humans. . . . A champion indeed." —Kirkus Reviews (starred review) The true tale of a cowboy's epic rodeo ride from acclaimed author Vaunda Micheaux Nelson and Caldecott Honoree Gordon C. James. In 1911, three men were in the final round of the famed Pendleton Round-Up. One was white, one was Indian, and one was black. When the judges declared the white man the winner, the audience was outraged. They named black cowboy George Fletcher the "people's champion" and took up a collection, ultimately giving Fletcher far more than the value of the prize that went to the official winner. Award-winning author Vaunda Micheaux Nelson tells the story of Fletcher's unlikely triumph with a western flair that will delight kids—and adults—who love true stories, unlikely heroes, and cowboy tales.

Commentators from Bill Cosby to Barack Obama have observed the phenomenon of black schoolchildren accusing studious classmates of "acting white." How did this contentious phrase, with roots in Jim Crow-era racial discord, become a part of the schoolyard lexicon, and what does it say about the state of racial identity in the American system of education?The answer, writes Stuart Buck in this frank and thoroughly researched book, lies in the complex history of desegregation. Although it arose from noble impulses and was to the overall benefit of the nation, racial desegegration was often implemented in a way that was devastating to black communities. It frequently destroyed black schools, reduced the numbers of black principals who could serve as role models, and made school a strange and uncomfortable environment for black children, a place many viewed as quintessentially "white."Drawing on research in education, history, and sociology as well as articles, interviews, and personal testimony, Buck reveals the unexpected result of desegregation and suggests practical solutions for making racial identification a positive force in the classroom.