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16 Essential Questions That Will Deepen Your Understanding of the PastJune 2016 / ISBN: 978-1-62273-105-3
Availability: In stock
350pp. ¦ $45 £33 €38
Since the days of the Ancient Greeks, history has been perceived as the academic study of the past. Unfortunately, it has generally been taught as a litany of rigid, boring facts intended to be accepted rather than questioned. This has been reinforced for decades by weighty textbooks that overwhelm the reader with mind-numbing details presented in a chronological sequence. The end result is that students see little relevance of what they learn in history class to the real world, and many simply struggle to stay awake. Compared to other subjects taught at the secondary level, history is frequently judged to be the most boring. This is largely because it is viewed as an intellectually lifeless subject that presents few opportunities for active engagement. Questioning History is a book built around 16 essential questions designed to challenge this common assumption. Each question is broad, open-ended and subject to vigorous debate. By examining the historical background behind each question and by analyzing the ways in which the question can be answered, the reader will come away with a deeper understanding of the past and a new appreciation for history as a cognitively dynamic subject. In addition, by using each chapter as a platform for engaging discussions and Socratic seminars, the reader will be able to refine the decision-making skills necessary for effective citizenship in a democratic society. Depending on the classroom or the setting in which it is being used, Questioning History can either take the place of the more traditional textbook or at least be used as a supplement to make it come more alive. The best way to learn and to appreciate a subject is through active engagement. Questioning History provides a shot of adrenalin to the study of history.
Frederick Douglass Alcorn, University of Puget Sound
Availability: In stock
284pp. ¦ $45 £32 €40
This book is a culturally situated study of the experiences and perspective garnered from of a group of post-secondary Black African American, bi-multi-racial male students aged 19-37. The undergirding interest was to see if there was an awareness of the group's manly inclinations, tendencies and predispositions and understand how such awareness projects and influences their quest and discipline for learning and to academically achieve. The sociological construct of "habitus", as conveyor of dispositions, inclinations, and tendencies, provides an analytical framework permitting an appreciation of interactions between personal identity, social belonging and approaches to learning and education. The result is an original and powerful account of the ways in which unspoken dominant mainstream intergroup cultural relationships, involving social-political attitudes, decision making, and behavioral reactions and responses, interact with internalized self-in-group or in ascription with group, oppression, repression, intellectual-cognitive-physical strategies, determination, and work, that have brought men of Black African American, bi-multi-racial descent, in the U.S., to their current social position. Unlike some public discourse in U.S. society, this is not a blame game, nor is it one of relinquishing self or group responsibility, but one based upon and motivated by a deeper understanding of complex facts. The prose can be best described as an ethnographical narrative, synthesizing a wealth of original observations with insights from scholarly and popular literature and media. Its original and engaging style may appeal to a broad audience including postsecondary educators and students, researchers studying the sociology of gender, African American identity, intercultural relational communications, student services, social work, and social psychology as well as mental and physical healthcare practitioners.