Born in a mighty bad land [[electronic resource] ] : the violent man in African American folklore and fiction / / Jerry H. Bryant

• Record Nr.: UNINA9910457531703321
• Autore: Bryant Jerry H. <1928->
• Pubbl/distr/stampa: Bloomington, : Indiana University Press, c2003
• ISBN: 1-282-07213-7; 0-253-10122-0; 0-253-10989-2; 9786612072130
• Descrizione fisica: 1 online resource (251 p.)
• Collana: Blacks in the diaspora
• Disciplina: 813.009/355
• Soggetti: American fiction - African American authors - History and criticism; Violence in literature; Literature and folklore - United States; African American men in literature; African Americans; Violence; Men in literature; Men; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: The classic badman and the ballad -- Postbellum violence and its causes : "displaced rage" in a preindustrial culture -- Between the wars : the genteel novel, counterstereotypes, and initial probes -- From the genteel to the primitive : the twenties and thirties -- The ghetto bildungsroman : from the forties to the seventies -- Toasts : tales of the "bad nigger" -- Chester Himes : Harlem absurd -- A "toast" novel : pimps, hoodlums, and hit men -- Walter Mosley and the violent men of Watts -- Rap : going commercial -- The badman and the storyteller : John Edgar Wideman's homewood trilogy -- Toni Morrison : Ulysses, badmen, and archetypes--abandoning violence -- Appendix : Analysis of thirty prototype ballads.
• Sommario/riassunto: The figure of the violent man in the African American imagination has a long history. He can be found in 19th-century bad man ballads like 'Stagolee' and 'John Hardy,' as well as in the black convict recitations that influenced 'gansta' rap. Born in a Mighty Bad Land connects this figure with similar characters in African American fiction.

Classrooms and clinics : urban schools and the protection and promotion of child health, 1870-1930 / / Richard A. Meckel

• Record Nr.: UNINA9910787638203321
• Autore: Meckel Richard A. <1948->
• Pubbl/distr/stampa: New Brunswick, New Jersey : , : Rutgers University Press, , [2013]; ©2013
• ISBN: 0-8135-6540-5
• Descrizione fisica: 1 online resource (286 p.)
• Collana: Critical Issues in Health and Medicine
• Disciplina: 362.1083
• Soggetti: Child health services - United States; Education, Urban - Health aspects - United States; City children - Medical care - United States; Children with social disabilities - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Front matter -- Contents -- Acknowledgments -- Introduction -- Chapter 1. Going to School, Getting Sick: Mass Education and the Construction of School Diseases -- Chapter 2. Incubators of Epidemics: Contagious Disease and the Origins of Medical Inspection -- Chapter 3. Defective Children, Defective Students: Medicalizing Academic Failure -- Chapter 4. Building Up the Malnourished, the Weakly, and the Vulnerable: Penny Lunches and Open- Air Schools -- Chapter 5. From Coercion to Clinics: The Contested Quest to Ensure Treatment -- Chapter 6. The Best of Times, the Worst of Times: Expansion and Reorientation in the Postwar Era -- Epilogue: Contraction, Renovation, and Revival -- Notes -- Index -- About the Author
• Sommario/riassunto: Classrooms and Clinics is the first book-length assessment of the ; development of public school health policies from the late nineteenth century through the early years of the Great Depression. Richard A. Meckel examines the efforts of early twentieth-century child health care advocates and reformers to utilize urban schools to deliver health care services to socioeconomically disadvantaged and medically underserved children in the primary grades. Their goal, Meckel shows, was to improve the children's health and thereby improve their academic performance. Meckel situates these efforts within a larger late nineteenth- and early twentieth-century public discourse relating schools and schooling, especially in cities and towns, to child health. He describes and explains how that discourse and the school hygiene movement it inspired served as critical sites for the constructive negotiation of the nature and extent of the public school's-and by extension the state's-responsibility for protecting and promoting the physical and mental health of the children for whom it was providing a compulsory education. Tracing the evolution of that negotiation through four overlapping stages, Meckel shows how, why, and by whom the health of schoolchildren was discursively constructed as a sociomedical problem and charts and explains the changes that construction underwent over time. He also connects the changes in problem construction to the design and implementation of various interventions and services and evaluates how that design and implementation were affected by the response of the civic, parental, professional, educational, public health, and social welfare groups that considered themselves stakeholders and took part in the discourse. And, most significantly, he examines the responses called forth by the question at the heart of the negotiations: what services are necessitated by the state's and school's taking responsibility for protecting and promoting the health and physical and mental development of schoolchildren. He concludes that the negotiations resulted both in the partial medicalization of American primary education and in the articulation and adoption of a school health policy that accepted the school's responsibility for protecting and promoting the health of its students while largely limiting the services called for to the preventive and educational.