Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.

This anthology is a thorough introduction to classic literature for those who have not yet experienced these literary masterworks. For those who have known and loved these works in the past, this is an invitation to reunite with old friends in a fresh new format. From Shakespeare's finesse to Oscar Wilde's wit, this unique collection brings together works as diverse and influential as The Pilgrim's Progress and Othello. As an anthology that invites readers to immerse themselves in the masterpieces of (...) the literary giants, it is must-have addition to any library. (shrink)

On the 20th anniversary of its publication, this classic manifesto is updated with an important new preface by the author. Freire reflects on the impact his book has had, and on many of the issues it raises for readers in the 1990s. These include the fundamental question of liberation and inclusive language as it relates to Freire's own insights and approaches.

This book has been considered by academicians and scholars of great significance and value to literature. This forms a part of the knowledge base for future generations. So that the book is never forgotten we have represented this book in a print format as the same form as it was originally first published. Hence any marks or annotations seen are left intentionally to preserve its true nature.

This paper explores the issue of democracy and the role of the democratic classroom in the development of society in general, and the way in which educators understand and deal with diversity in particular. The first part of the paper explores different meanings of democracy and how they can be manifested in the classroom. We argue that the idea of a ‘democratic classroom’ is far too broad a category; democracy is defined in action and can have realist or pragmatic characteristics, (...) elitist or pluralist roots. The realist form of social education was championed by political scientist Charles Merriam, while a social educative process more dependent on pragmatic problem solving was pursued by educational philosopher John Dewey and those who followed in his theoretical wake. The history of democracy in the United States, and the battles of how to import different meanings of democracy into the classroom over the course of the 20th century is explored, suggesting that the educational establishment has a tendency to adopt more realist/elitist forms of civic education. We present five ‘democratic’ classrooms with different characteristics to illustrate the different characteristics social education can exhibit. In the second part of the paper we discuss the relationship between different types of democratic classrooms and issues of race/ethnicity/culture. (shrink)

1857. After the fire of mutiny has swept through British India, young Lieutenant Victor Narraway arrives at a battered military base at Cawnpore. It is just two weeks before Christmas, but no one is able to celebrate: they have been betrayed. A soldier under arrest for dereliction of duty has killed a guard and escaped to join the rebels, taking crucial information that led to the massacre of nine men on patrol. Someone must have helped him, and medical orderly John (...) Tallis is the only man unaccounted for at the time. He is now on trial for his life, and Narraway is commanded to defend him. Narraway knows that his is an impossible task. The British Army needs justice to be carried out in full, and there seems no doubt of Tallis's guilt. But Narraway cannot see any motive for his actions. Will an innocent man hang before Christmas? (shrink)