During the eighteenth-century, at a time when secular and religious authors in France were questioning women’s efforts to read, a new literary genre emerged: conduct books written specifically for ...girls and unmarried young women. In this carefully researched and thoughtfully argued book, Professor Nadine Bérenguier shares an in-depth analysis of this development, relating the objectives and ideals of these books to the contemporaneous Enlightenment concerns about improving education in order to reform society. Works by Anne-Thérèse de Lambert, Madeleine de Puisieux, Jeanne Marie Leprince de Beaumont, Louise d'Epinay, Barthélémy Graillard de Graville, Chevalier de Cerfvol, abbé Joseph Reyre, Pierre-Louis Roederer, and Marie-Antoinette Lenoir take up a wide variety of topics and vary dramatically in tone. But they all share similar objectives: acquainting their young female readers with the moral and social rules of the world and ensuring their success at the next stage of their lives. While the authors regarded their texts as furthering the common good, they were also aware that they were likely to be controversial among those responsible for girls' education. Bérenguier's sensitive readings highlight these tensions, as she offers readers a rare view of how conduct books were conceived, consumed, re-edited, memorialized, and sometimes forgotten. In the broadest sense, her study contributes to our understanding of how print culture in eighteenth-century France gave shape to a specific social subset of new readers: modern girls.
After centuries of ignoring the child, some philosophy now considers the child an ideal practitioner as well as subject. This is evident especially in the Philosophy for Children, or P4C, movement. ...Offering a novel take on this phenomenon, Theory for Beginners explores how philosophy and theory draw on children’s literature and have even come to resemble it in their strategies for cultivating the child and/or the beginner.
Since its inception in the 1970s, P4C has affirmed children’s literature as important philosophical work as part of its commitment to keeping philosophy fresh and relevant. Theory, meanwhile, has invested in children’s classics, especially Lewis Carroll’s Alice books, and has also developed a literature for beginners that resembles children’s literature in significant ways. After examining the P4C movement, author Kenneth B. Kidd turns his critical eye to theory for beginners as exemplified in the form of the multitude of illustrated guides. If philosophy is for children and theory is for beginners, he argues, then children’s literature might also be described as a literature for minors, and perhaps even a minor literature as theorized by Deleuze and Guattari. Examining everything from the work of the rise of French Theory in the United States to the crucial pedagogies offered in children’s picture books, from Alison Bechdel’s graphic memoir Are You My Mother? and Lemony Snicket’s A Series of Unfortunate Events to studies of queer childhood, Kidd deftly reveals the way in which children may learn from philosophy and vice versa.
Much has been written about the profound impact the post-World War II baby boomers had on American religion. But the lifestyles and beliefs of the generation that has followed--and the influence ...these younger Americans in their twenties and thirties are having on the face of religion--are not so well understood. It is this next wave of post-boomers that Robert Wuthnow examines in this illuminating book.
IntroductionVoluntary poisoning with neurotoxic products in order to achieve euphoria is common especially among young people. Neurological complications are quite likely and can be serious and ...irreversible.ObjectivesWe aim to describe the peripheral neuropathies secondary to N-Hexane intoxication in a Tunisian population.MethodsA retrospective descriptive study was carried out in our department of neurology in the NationalInstitute of Neurology of Tunis including patients diagnosed with N-Hexane neuropathy. All patientshad a history of a N-Hexane exposure. The diagnosis was confirmed after excluding other etiologiesthrough appropriate investigations. Clinical and para-clinical data as well as follow-up were assessed.ResultsWe selected 38 patients with a mean age of 22.7 years 14-36. Among them, 37 were glue-sniffer and 1 had a voluntary toxic exposure to paint. An associated cannabis consumption was found in 6 patients. All of them had a low socio-economic background and 17 were unemployed. Time to onset of neurological signs ranged from 5 months to 11 years. The clinical exam showed a quadriparesis (15,7%), a paraparesis (58%), sensory involvement (55,2%) amyotrophy (40%) and abolished tendon reflexes in lower limbs (81,5%). Swallowing disorder and optic neuritis were found in one case. The electroneuromyogram revealed an axono-demyelinating sensory-motor polyneuropathy (PN) in 16 cases and a demyelinating motor PN in 9 cases. Vitamin therapy, motor rehabilitation and psychotherapy sessions have been indicated. Only 6 patients showed slight clinical improvement after withdrawal. The rest of our patients did not quit; 84% of them became bedridden.ConclusionsGlue-sniffer related neuropathy is very common in our country especially in adolescents and young adults with low socio-economic background. The neurological outcome is serious and usually irreversible if exposure is persistent.Disclosure of InterestNone Declared
Risky business Braun, Linda W; Martin, Hillias J; Urquhart, Connie
ALA Editions,
2010., 2010, 2010-00-00, 2010-01-01, 2010-07-02
eBook, Book
Do we add that edgy urban novel to our teen collection? Should we initiate social networking? What about abandoning Dewey for a bookstore arrangement? Change is risky business, but librarians must be ...prepared to initiate change to best serve teens. YA service innovators Linda W. Braun, Hillias J. Martin, and Connie Urquhart explain how to be smart about taking risks without shying away from them.
This volume made an important contribution to the growing literature on the transition from school to work. It provides a different perspective on the global changes that have transformed ...school-to-work transitions since the 1970s; offers an integrative conceptual framework for analysis; and promotes a comparative, cross-national understanding of school-to-work transitions in a changing social context. The articles assembled in this volume compare and assess variations in school-to-work transitions across Europe and North America, providing empirical evidence on how young people negotiate the different options and opportunities available and assessing the costs and returns associated with different transition strategies. Unlike many other volumes on this subject - which are pitched at either the macro or micro level - this volume attempts to integrate both perspectives, capturing the complexity of this critical life course transition. Furthermore, the authors address policies aimed at improving the capacity of individuals to make effective transitions and at enabling societies to better coordinate educational and occupational institutions.
The prison school Simmons, Lizbet
2016., 20161129, 2016, 2016-11-22
eBook
Public schools across the nation have turned to the criminal justice system as a gold standard of discipline. As public schools and offices of justice have become collaborators in punishment, rates ...of African American suspension and expulsion have soared, dropout rates have accelerated, and prison populations have exploded. Nowhere, perhaps, has the War on Crime been more influential in broadening racialized academic and socioeconomic disparity than in New Orleans, Louisiana, where in 2002 the criminal sheriff opened his own public school at the Orleans Parish Prison. "The Prison School," as locals called it, enrolled low-income African American boys who had been removed from regular public schools because of nonviolent disciplinary offenses, such as tardiness and insubordination. By examining this school in the local and national context, Lizbet Simmons shows how young black males are in the liminal state of losing educational affiliation while being caught in the net of correctional control. InThe Prison School, she asks how schools and prisons became so intertwined. What does this mean for students, communities, and a democratic society? And how do we unravel the ties that bind the racialized realities of school failure and mass incarceration?
