LEADER 04225nam 22006255 450 001 9910793814303321 005 20210720022040.0 010 $a0-8232-8661-4 024 7 $a10.1515/9780823286614 035 $a(CKB)4100000009938681 035 $a(MiAaPQ)EBC5987169 035 $a(DE-B1597)555254 035 $a(DE-B1597)9780823286614 035 $a(OCoLC)1130043079 035 $a(EXLCZ)994100000009938681 100 $a20200723h20202020 fg 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aOld Schools $eModernism, Education, and the Critique of Progress /$fRamsey McGlazer 205 $aFirst edition. 210 1$aNew York, NY :$cFordham University Press,$d[2020] 210 4$d©2020 215 $a1 online resource (247 pages) 225 0 $aLit Z 300 $aIncludes index. 327 $tFront matter --$tContents --$tIntroduction: On counter- progressive pedagogy --$t1. Surviving Marius: pater?s mechanical exercise --$t2. Among Fanciulli: poetry, pedantry, and Pascoli?s paedagogium --$t3. ?Copied out big? instruction in Joyce?s Ulysses --$t4. Salò and the school of abuse --$t5. Schooling in ruins: Glauber Rocha?s Rome --$tAcknowledgments --$tNotes --$tIndex 330 $aOld Schools marks out a modernist countertradition. The book makes sense of an apparent anachronism in twentieth-century literature and cinema: a fascination with outmoded, paradigmatically pre-modern educational forms that persists long after they are displaced in progressive pedagogical theories. Advocates of progressive education turned against Latin in particular. The dead language?taught through time-tested means including memorization, recitation, copying out, and other forms of repetition and recall?needed to be updated or eliminated, reformers argued, so that students could breathe free and become modern, achieving a break with convention and constraint. Yet McGlazer?s remarkable book reminds us that progressive education was championed not only by political progressives, but also by Fascists in Italy, where it was an object of Gramsci?s critique. Building on Gramsci?s pages on the Latin class, McGlazer shows how figures in various cultural vanguards, from Victorian Britain to 1970s Brazil, returned to and reimagined the old school. Strikingly, the works that McGlazer considers valorize this school?s outmoded techniques even at their most cumbersome and conventional. Like the Latin class to which they return, these works produce constraints that feel limiting but that, by virtue of that limitation, invite valuable resistance. As they turn grammar drills into verse and repetitious lectures into voiceovers, they find unlikely resources for critique in the very practices that progressive reformers sought to clear away. Registering the past?s persistence even while they respond to the mounting pressures of modernization, writers and filmmakers from Pater to Joyce to Pasolini retain what might look like retrograde attachments?to tradition, transmission, scholastic rites, and repetitive forms. But the counter-progressive pedagogies that they devise repeat the past to increasingly radical effect. Old Schools teaches us that this kind of repetition can enable the change that it might seem to impede. 410 0$aLit z. 606 $aClassical education 606 $aProgressive education 606 $aLatin language$xStudy and teaching$xHistory 610 $aEducation. 610 $aGiovanni Pascoli. 610 $aGlauber Rocha. 610 $aJames Joyce. 610 $aPier Paolo Pasolini. 610 $aWalter Pater. 610 $aaesthetics. 610 $acritique. 610 $amodernism. 610 $aschool. 615 0$aClassical education. 615 0$aProgressive education. 615 0$aLatin language$xStudy and teaching$xHistory. 676 $a370.112 700 $aMcGlazer$b Ramsey$4aut$4http://id.loc.gov/vocabulary/relators/aut$01524683 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910793814303321 996 $aOld Schools$93765686 997 $aUNINA LEADER 04371nam 2200589K 450 001 9910557424403321 005 20240801172527.0 010 $a9780262354998 010 $a0262354993 010 $a9780262354981 010 $a0262354985 035 $a(CKB)4100000008953369 035 $a(MiAaPQ)EBC5847424 035 $a(OCoLC)1099681277 035 $a(OCoLC-P)1099681277 035 $a(MaCbMITP)12136 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/78570 035 $a(PPN)238417875 035 $a(FR-PaCSA)88872607 035 $a(FRCYB88872607)88872607 035 $a(oapen)doab78570 035 $a(EXLCZ)994100000008953369 100 $a20190502d2019 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBridging silos $ecollaborating for environmental health and justice in urban communities /$fKatrina Smith Korfmacher 210 $aCambridge$cThe MIT Press$d2019 210 1$aCambridge :$cMIT Press,$d2019. 215 $a1 online resource (377 pages) 225 1 $aUrban and industrial environments 311 08$a9780262537568 311 08$a0262537567 320 $aIncludes bibliographical references and index. 327 $aChanging local systems to promote environmental health and justice -- Standing silos : a brief history of public health and environmental management -- Building bridges : systems approaches to local environmental health problems -- The coalition to prevent lead poisoning : promoting primary prevention in Rochester, NY -- Healthy Duluth : toward equity in the built environment -- The impact project : trade, health, and environment around southern California's ports -- Local environmental health initiatives : the impacts of collaboration -- The promise of local environmental health initiatives. 330 $aHow communities can collaborate across systems and sectors to address environmental health disparities; with case studies from Rochester, New York; Duluth, Minnesota; and Southern California. Low-income and marginalized urban communities often suffer disproportionate exposure to environmental hazards, leaving residents vulnerable to associated health problems. Community groups, academics, environmental justice advocates, government agencies, and others have worked to address these issues, building coalitions at the local level to change the policies and systems that create environmental health inequities. In Bridging Silos, Katrina Smith Korfmacher examines ways that communities can collaborate across systems and sectors to address environmental health disparities, with in-depth studies of three efforts to address long-standing environmental health issues: childhood lead poisoning in Rochester, New York; unhealthy built environments in Duluth, Minnesota; and pollution related to commercial ports and international trade in Southern California. All three efforts were locally initiated, driven by local stakeholders, and each addressed issues long known to the community by reframing an old problem in a new way. These local efforts leveraged resources to impact community change by focusing on inequities in environmental health, bringing diverse kinds of knowledge to bear, and forging new connections among existing community, academic, and government groups. Korfmacher explains how the once integrated environmental and public health management systems had become separated into self-contained ?silos,? and compares current efforts to bridge these separations to the development of ecosystem management in the 1990s. Community groups, government agencies, academic institutions, and private institutions each have a role to play, but collaborating effectively requires stakeholders to appreciate their partners' diverse incentives, capacities, and constraints. 410 0$aUrban and industrial environments. 606 $aEnvironmental health$zUnited States 606 $aPublic health$zUnited States 607 $aUnited States 615 0$aEnvironmental health 615 0$aPublic health 676 $a362.1/042 700 $aKorfmacher$b Katrina Smith$01220243 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910557424403321 996 $aBridging silos$93397918 997 $aUNINA