7,435 research outputs found
Lecture: Author Susan Orlean
No full textShaker Library and the Shaker Schools Foundation present Susan Orlean, SHHS grad and author of The Library Book, who will speak about her love of libraries and the impact of books on her life.
Susan Orlean grew up in Shaker Heights and graduated from Shaker Heights High School in 1973, where she was editor in chief of the school’s yearbook, The Gristmill. She graduated with honors from the University of Michigan in 1976. She has written for the Boston Phoenix, the Boston Globe and has been a staff writer at The New Yorker since 1992. She is the author of seven books, including Rin Tin Tin, Saturday Night, and The Orchid Thief, which was made into the Academy Award–winning film, Adaptation. She lives with her family and her animals in upstate New York
Monstrous Miseducation: Frankenstein as Educational Thought on the Modern Problem of Terror
No full textSeeking to understand terror as an under-theorized educational problem with critical implications for contemporary schools and societies, this dissertation is an inquiry into the life, work, and influence of Mary Shelley (1797-1851) (Seymour 2000, Marshall 2000, Sunstein 1989, Mellor 1988). It takes up Susan Laird’s proposition that as a “philosophical fiction of education,” Frankenstein “merits serious study” (Laird 2008, 158). The educational thought of her anarchist father William Godwin (1756-1836) (McLaughlin 2007, St. Clair 1989) and feminist mother Mary Wollstonecraft (1759-1797) (Laird 2008, Martin 1985) are formative for her as is her husband Percy Bysshe Shelley’s (1792-1822) literary milieu, English Romanticism.
As its grounding premise, this study theorizes literature as a genre of educational thought in the vein of the cave myth and the Pygmalion myth (Martin 2011, 2006). It formulates monstrous miseducation, a species of “cultural miseducation” (Martin 2000) and its terror curriculum (the bildung and genius ideals) from Mary Shelley’s lived experience and her Frankenstein myth. It identifies the core features of monstrous miseducation as: Miltonic identity politics, Godwinian perfectibility, and abandonment to “multiple educational agency” (Martin 2002). This dissertation claims that the core features of monstrous miseducation are matched by critical absences of maternal teaching and teachings (Laird 2013, 1994, 1988) and cyborg affinity politics (Haraway 1991). Through the case studies of Columbine (Cullen 2009) and the Freedom Writers (Freedom Writers and Gruwell 1999) the study tests monstrous miseducation’s pragmatic utility toward understanding contemporary terror and terrorism
Citizen piece on the Harvey Prager controversy. The author, Susan Clark Abbot
No full textCitizen piece on the Harvey Prager controversy. The author, Susan Clark Abbott, is executive director of the Hospice of Maine in Portland, and takes exception with the judicial system and the media for implying that caring for the terminally ill is similar to a prison sentence
Sustainability Awareness Week 2021: Climate Anxiety with Dr. Susan Clayton
No full textFive current FIT students and recent graduates will join Daniel Benkendorf and climate anxiety scholar, Dr. Susan Clayton.In this session, Daniel Benkendorf (Psychology) will discuss the issue of climate anxiety with Dr. Susan Clayton, a psychologist who is both an internationally-recognized scholar on this topic and who is also a lead author on the Sixth Assessment Report of the Intergovernmental Panel on Climate Change. A panel of current FIT students and recent graduates will join Benkendorf and Clayton as they define and explore the features and peculiarities of climate anxiety and consider ways to ameliorate it.Sustainability is a key component of FIT’s mission and is embedded in the college’s curriculum and operations. During virtual Sustainability Awareness Week, we invite our community to learn about recent innovations from leaders in the industry, FIT students, faculty, staff, and alumni; experience FIT’s efforts to make a positive impact on the earth; and discover new ways to live with a smaller footprint
Coming of age in Oklahoma: Stories girls tell about learning to live wisely and well.
No full textThese questions arise in response to new scholarly and popular literature on girls (Harris, 2004; Brown, 1999; Pipher, 1994) and to the reported comparatively low status of women in Oklahoma (Community Council of Central Oklahoma, 2001; Institute for Women's Policy Research, 2005; Kilpatrick & Ruggiero, 2003). This culturally (Dunbar-Ortiz, 1997) and autobiographically situated narrative inquiry (Clandinin & Connelly, 2000), studies fourteen stories (Karpiak 1990, 1996, & 2005) of diverse young Oklahoma women preparing to teach school, who emerged into three intuitively clear groups as challenged, protected and supported, with distinctive life-wisdom themes. Jane Roland Martin's concept of "learning to live" (1992) provided the framework for Aristotelian golden mean analysis of those themes, with particular reference also to Deborah L. Tolman's theory of adolescent girls' health (1999) and the Overeaters' Anonymous theory of body/self (1995).How and from whom do Oklahoma girls learn to live? From what multiple educational agency (Martin, 2002) do they learn about living wisely and well (LWW)? By what strategies and what do they learn about LWW?The girls who gave evidence of having deliberately learned to LWW as teenagers were challenged by struggles and have become independent thinkers; they have made intelligent, authentic, autonomous, imaginative choices. At age 19, 20, and 21 they respect themselves and have achieved some autonomy in the construction of their own lives. Not family but teachers, health professionals, church people, and others befriend them, as Susan Laird (2002, 2004) has theorized "befriending girls", to aid their learning to live. Parents, teachers, church people, and peers, befriended the supported girls, encouraging them to imagine, take risks, make decisions, and confront mistakes as they learned to live. The protected girl has avoided struggle and choice by following the rules and roles specified for her and by seeking the safety and approval of her family and church. She is, at 21, at risk of postponing indefinitely this learning. The supported girls learning to LWW is slower than the challenged girls, but more certain than the protected girl
'Pilings of Thought Under Spoken': The Poetry of Susan Howe, 1974-1993.
No full textPhDThis thesis discusses the poetry published by contemporary American poet Susan
Howe over a period of almost two decades. The dissertation is chiefly concerned with
articulating the relationship between poetic form, history, and authority in this body
of' work. Howe's poetry dredges the past for the linguistic effects of patriarchy,
colonialism and war. My reading of the work is an exploration of the ways in which a
disjunctive poetics can address such historical trauma. The poems, rather than
attempting to reinstate voices lifted from what Howe has called "the dark side of
history", are a means of reflecting the resistance that the past offers to contemporary
investigation. It is the effacement, and not the recovery, of history's victims, that is
discernible in the contours of these highly opaque texts. Notions of authority are most
often addressed in the poetry through the figure of paternal absence, which has a
threefold function in the work, serving to represent social authority, an aporetic
conception of divinity and an autobiographical narrative. Alongside the antiauthoritarian
currents in the writing - critiques, for example, of the doctrine of
Manifest Destiny or of scapegoating versions of femininity - my thesis stresses Howe's
engagement with negative theology and with a strain of American Protestant
enthusiasm that has its roots in 17th century New England. The dissertation explores
the dissonance caused by the co-existence in the poetry of elements of political dissent
and religious mysticism. Finally, I consider Howe's engagement with literary history
and authors such as Shakespeare, Swift, Thoreau and Melville. The manner in which
Howe deploys the words of others in her work, I argue, allows for a mixture of textual
polyphony and a more conventional notion of authorial 'voice'
PAPERS OF SUSAN HAWTHORNE
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/68973Comprises records from all aspects of Susan Hawthorne's life from her student activities to her role as an author and publisher. They include her early women's liberation and political involvement; her literary involvement as a writer, publisher and conference organiser; written drafts of her publications: correspondence with her mother and friends; the lesbian feminist movement; and her activities as a writer and circus performer for Performing Older Women.
The arrangement of this collection has been carried out by Susan Hawthorne and it is a box list, that is, it describes the content of each box rather than the detail of each file within each box. Nevertheless, it was her practice to arrange her papers into one or more multi-subject files per year and this arrangement has been followed for these papers. Her manuscripts are also arranged by year. Boxes are titled by Susan Hawthorne's name and a sequence number in most cases, and their contents are well described.46169
Acquisition: [2014.0033] "PAPERS OF SUSAN HAWTHORNE
Transgender Literature Celebration: An Interview with Susan Kuklin
No full textAs part of Columbus State University\u27s Transgender Literature Celebration on November 16-18, 2020, Dr. Ben Baker interviewed Susan Kuklin, photographer and author of the book, Beyond Magneta.https://csuepress.columbusstate.edu/marketing/1002/thumbnail.jp
Susan Harman papers
No full textSusan Emolyn Harman (1897-1972) was an author and professor of English at the University of Maryland from 1920 to 1961. At the university, Harman founded Alpha Lambda Delta, an honorary society; was a charter member of the Maryland chapter of Delta Kappa Gamma, a teacher's honorary; and was adviser to a social sorority, Kappa Delta. She was also co-founder of the English Club of Prince George's and Montgomery counties. As president of University of Maryland chapter of the American Association of University Professors, she worked to secure Social Security benefits for all university faculty. She co-authored College Rhetoric, the Handbook of Correct English, and the best-selling Descriptive English Grammar with Homer C. House, and was a co-editor of the Middle English Dictionary. Her papers include correspondence, biographical materials, manuscripts, and memorabilia documenting Harman's career as an author and educator. Significant correspondents include Wilson H. Elkins, Frederic E. Lee, Charles Manning, and Homer C. House
Negotiating the relationship between religion and public education: Conceptualizing a prophetic pragmatic teacher from Toni Morrison's "Beloved".
No full textThis inquiry participates in continuing philosophical debates over the appropriate relationship between religion and public education (RRPE) and the conceptual consequences of any such relationship for teachers (Purpel, 1989; Noddings, 1992, 1993; Yob & Laird, 1994, 1995; Gotz, 1997). Identifying problems inherent in RRPE, it proposes criteria for any attempt to renegotiate RRPE and thus reconceptualize teacher: i.e., affirmation of diversity, social authorization, moral-ethical idealism, non-'realist' ontology, love ethic, and meaningfulness. These criteria ground a critique of three paradigmatic conceptions of teacher--as prophet, as technician, as common sense pragmatist--here found inadequate for an historical moment when conflicts over RRPE threaten school's claimed role in democratizing society. This critique concludes, however, that Cornel West's (1989) prophetic pragmatism provides a useful philosophical framework for renegotiating RRPE and reconceptualizing teacher.Using an embodied literary-philosophical approach to analyze three teacher portraits from Toni Morrison's Beloved (Laird, 1991; Bogdan, 1992; Alston, 1996), this study demonstrates that one portrait--Baby Suggs--represents a teacher whose practice is consistent with prophetic pragmatism and meets the criteria above. Here named the prophetic pragmatic teacher (PPT), the concept derived from that portrait denotes a person who grounds teaching in a sense of the holy as an unschematized response to existential mysteries of human experience (Otto, 1958) and in ongoing creation of democratic community governed by a love ethic. PPT responds to current tensions of RRPE by presenting religious, secular, and scientific narratives on their own terms as contingent, imperfect, but meaningful instances of human desire to explain existence and thereby derive some moral and epistemological structures by which to order human lives. Deploying narrative, art, and poiesis in service of a love ethic, PPT aims to motivate social criticism and inspire ameliorative vision in learners, yet does so from a position of pragmatic intellectual humility. Thus PPT is better able than teachers conceived as prophets, technicians, or common sense pragmatists to negotiate and renegotiate RRPE. For, unlike them, PPT decenters would-be totalizing narratives as necessary but limited attempts to comprehend what we do not know in order to fashion a meaningful present
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