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American Indian Legal Scholarship and the Courts: Heeding Frickey's Call
No full textThis piece expands upon the author's comments at the Henderson Center's Fall 2012 Symposium, "Heeding Frickey's Call: Doing Justice in Indian Country."Michigan State University College of Law Professor Matthew L.M. Fletcher examines the late Berkeley Law Professor Philip P. Frickey's call for more grounded and empirical American Indian legal scholarship. Fletcher analyzes the state of American Indian legal scholarship that led to Frickey's call and the impact that Frickey's call has had since.</p
American Indian Legal Scholarship and the Courts: Heeding Frickey\u27s Call
No full textThis piece expands upon the author’s comments at the Henderson Center’s Fall 2012 Symposium, “Heeding Frickey’s Call: Doing Justice in Indian Country.”Michigan State University College of Law Professor Matthew L.M. Fletcher examines the late Berkeley Law Professor Philip P. Frickey’s call for more grounded and empirical American Indian legal scholarship. Fletcher analyzes the state of American Indian legal scholarship that led to Frickey’s call and the impact that Frickey’s call has had since
American Indian Legal Scholarship and the Courts: Heeding Frickey\u27s Call
No full textThis piece expands upon the author’s comments at the Henderson Center’s Fall 2012 Symposium, “Heeding Frickey’s Call: Doing Justice in Indian Country.”Michigan State University College of Law Professor Matthew L.M. Fletcher examines the late Berkeley Law Professor Philip P. Frickey’s call for more grounded and empirical American Indian legal scholarship. Fletcher analyzes the state of American Indian legal scholarship that led to Frickey’s call and the impact that Frickey’s call has had since
Matthew effects in young readers : reading comprehension and reading experience aid vocabulary development
No full textThe authors report data from a longitudinal study of the reading development of children who were assessed in the years of their 8th, 11th, 14th, and 16th birthdays. They examine the evidence for Matthew effects in reading and vocabulary between ages 8 and 11 in groups of children identified with good and poor reading comprehension at 8 years. They also investigate evidence for Matthew effects in reading and vocabulary between 8 and 16 years, in the larger sample. The poor comprehenders showed reduced growth in vocabulary compared to the good comprehenders, but not in word reading or reading comprehension ability. They also obtained lower scores on measures of out-of-school literacy. Analyses of the whole sample revealed that initial levels of reading experience and reading comprehension predicted vocabulary at ages 11, 14, and 16 after controlling for general ability and vocabulary skills when aged 8. The authors discuss these findings in relation to the influence of reading on vocabulary development
Leadership: Living with and working through Paradox
No full textEducators may position themselves in the role of technician, delivering simply what is demanded by the state and its education policies. For a technician, there may be puzzles to solve but it is clear that these are to be solved with the purpose of maintaining or improving the system – not changing it. Alternatively the educator may attempt to build a more facilitative, democratic approach to education which takes both learners and themselves into possibilities for ‘unknown’ curricular, where debate and contestation are ‘part and parcel’ of the way in which the world is conceived. In this model critical positions can be adopted and new insights formed and tested through debate and through practice. Life is however, more complex and unpredictable where there are multiple views concerning the nature of the ‘good’ and much trickier where there are multiple narratives about how to achieve the idea of the good society and the ‘purpose’, if any, of life. Paradox arises as an essential feature of such democratic approaches where it claims to be inclusive of all voices, views and narratives, no matter how different they appear to be. Kuhn (1970) referred to ‘paradigms’ (the way we come to understand and interpret the world around us) as composed of key texts, discourses and ways of seeing the world. Indeed, the way that we identify and determine the facts themselves ‘change’ according to the paradigm we adopt. Thus, when paradigms are under contest, knowledge becomes a site for paradox where competing ways of seeing are continually brought together as representing the ‘real’, views often, oscillating between the paradigms. For example, in education with its different etymological roots there is an oscillation between ‘rearing’ ‘training’ educare (the technician position) and ‘drawing out’ or ‘leading out’ educere (a more facilitative and unpredictable approach). If one follows a Kantian-style enlightenment where: “nothing is required for this enlightenment, however, except freedom; and the freedom in question is the least harmful of all, namely, the freedom to use reason publicly in all matters” (Kant 1784), then the focus is on the potential of the individual, a potential that involves free will and the dignity of equality with all others. Then education becomes fundamentally a democratic process requiring democratic forms of organisation to ensure all individuals are included in all matters
Wisdom and apocalyptic in the Gospel of Matthew : a comparative study with 1 Enoch and 4QInstruction
No full textRecent scholarship has demonstrated that Matthew's gospel has significantly developed
both sapiential and apocalyptic elements within its narrative. Little attention has been paid,
however, to the question of how these two features of Matthew's gospel might relate to one
another. It is this gap in scholarly literature that the present study is intended to fill, by means of a
comparative study with two other texts of mixed genre: 1 Enoch and 4Qlnstruction.
An examination of these texts demonstrates that each is marked by an inaugurated
eschatology, within which the revealing of wisdom to an elect group, defined in distinction to the
Jewish parent group, serves as the pivotal moment of inauguration. In addition, within
4Qlnstruction the idea is developed that possession of this revealed wisdom allows the remnant
to live in fidelity to the will of the Creator and to the patterns built-in to the original creation.
Thus, possession of revealed wisdom facilitates a recovery of creation.
These findings provide lines of enquiry that may be brought to Matthew. Three sections
of the gospel are examined (chapters 5-7; 11-12; 24-25). It is argued that Jesus is presented as an
eschatological figure who reveals wisdom to an elect group. This wisdom cannot be reduced to
great moral insight or interpretation of Torah, but is presented as prophetic revelation, happening
in eschatological time. It remains the case, however, that Matthew presents it as wisdom and
presents Jesus as a sage.
More tentatively, it is suggested that creation provides the patterns for the ethical
requirements of Jesus' wisdom, thus indicating that the idea of restored creation is also at work in
Matthew. The fall of the temple may also be connected in Matthew's narrative to such a
restoration, but again, the evidence for this is not clear
Book review: Contemporary Scottish plays, edited by Trish Reid
No full textBook review: Contemporary Scottish plays, edited by Trish Reid. London:
Bloomsbury, 2014; ISBN: 9781472574435 (£17.99)Publisher PD
Leadership, the Vanishing Mediator and Organisation
No full textIt is common to argue that Western and Westernised societies are ‘democratic’. However, it is difficult to describe the corporations that dominate their public and private sectors as exemplars of democratic organisation. In particular, their schools are largely driven by non-democratic managerialism imposed through a system wedded to hierarchy and inequality. In Rancière’s (2005: 71) terms such so called ‘democratic’ states and their key organisations are ruled by a ‘dominant intelligencia’ who broadly, willingly or unwillingly, serve the interests of an economic elite. However, if a society claims to be democratic, then it would be reasonable to expect its key systems and institutions should exemplify forms of organisation and practice that articulate democratic principles. Thus, it is possible to argue as Dewey (1927) did, that re-engaging in ‘democratic practices’ could reawaken the desire for freedoms that will allow all to have an equal voice in order to influence the present and the future of our children and thus of society, positively towards a more equal, socially just world. It is possible too as Robert Owen (1816) argued that by adopting co-operative rather than competitive practices society could be reformed for the better. The Rochdale pioneers drew upon the views of Owen and others to create a practical model that has grown to the extent that it has “supported at least half the world’s population” (Woodin 2014: 2). It is relatively easy to point to such existing legacies and models of democratic forms of social, economic and indeed educational organisation that can be drawn upon (Fielding 2005; Fielding and Moss 2011) - but given contemporary societies are still overwhelmingly hierarchical and competitive, the odds remain stacked against their practical accomplishment. At its most radical, democracy demands both freedom and equality. Balibar (1994) called this the principle of égaliberté in order to articulate the co-extensiveness of freedom with equality. Thus for example, in a world of wealth inequality, where the billionaire can use wealth to influence political parties, manipulate markets and shape the behaviour of individuals in their market and political decision making, those who are relatively or absolutely poor have their freedom of choice of where to live, of access to the best education and the best jobs, restricted by the capacity of the rich. Geographically, the relation between inequality for the many and freedom for the few can be seen in the contrasts between thriving, well sourced centers of financial activity and depressed, overlooked areas that had once been industrial powerhouses and are now ‘rust belts’. Infrastructures are skewed towards sustaining and responding to the demands of the rich and powerful. It echoes Simon’s (1960) historical description of education for the ‘two nations’. In this context, schools represent, if not a microcosm, then at least a quasi-laboratory for the testing of personal freedoms against the controls of superior forces. It is in this space where the place of authority constructs its powers over the subjective experience, behaviour and capacities to act of individuals. Here there is the individual in the role of adult of being in ‘locus parentis’ and teacher as the one who is supposed to know and be able to speak that knowledge to others. There is also the individual in the role of pupil, of being a locus of present and future potentials and of being a growing developing child in need of protection and in want of knowledge. This division contributes powerfully to the psychological conditions necessary to accept later divisions between bosses and employees and more generally between a governing class and those to be managed, disciplined, or moulded. The head teacher then is in a place of governance that amplifies and reinforces these divisions, a mediator, as it were, between the policy forming governing classes and those who most directly deliver policy face-to-face with the children whose performance is to be managed. It does not have to be this way though
Young Workers Cheer Evans, Fletcher.
No full textAt an Action for Washington rally, Fletcher received almost as many cheers for his primary victory as Evans
Art Fletcher Differs with Muncey on Post
No full textMuncey sees the position as PR, while Fletcher "would seek to carry out specific duties in the field of urban affairs." "The two will appear jointly on a television program on KING-TV, Seattle, Sept. 8." "Fletcher also said Friday" that he would be meeting with Nixon to discuss self-help programs "in New York early next month.
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