Enter the bustling realm of domestic workers at Maymont House from 1893 to 1925, the opulent mansion of Richmond multimillionaire James H. Dooley. Drawing on personal letters, business documents and oral histories, O'Leary examines the parallel and divergent viewpoints of server and served.
Step off the lush carpet and push through the swinging door of the butler’s pantry to enter the bustling realm of domestic workers at Maymont House from 1893 to 1925. In From Morning to Night, Elizabeth O’Leary takes the reader behind the scenes in the opulent mansion of the Richmond multimillionaire James H. Dooley and his wife, Sallie. Drawing upon personal letters, business and government documents, and numerous oral histories of older Richmonders—both black and white—O’Leary examines the parallel and divergent viewpoints of server and served in this Virginia version of "Upstairs/Downstairs." Raised in slave-owning households before the Civil War, the Dooleys experienced the transformation of the master/mistress-slave relationship to that of employer-employee. In the late nineteenth and early twentieth centuries, they relied on a full complement of domestic servants to maintain their lavish residences and lifestyle. In turn, numerous men and women—predominantly African American—labored to meet the day-to-day challenges of running an elaborate household. At the same time, they negotiated the era’s increasing Jim Crow restrictions and, during precious hours off-duty, helped support families, churches, and the larger black community. By examining the formalities and practices of the Dooleys at home and by giving a presence and voice to their "help," From Morning to Night offers insights into domestic and social systems at work within and beyond the upper-class household in the Gilded Age South.
July Fourth, "The Star-Spangled Banner," Memorial Day, and the pledge of allegiance are typically thought of as timeless and consensual representations of a national, American culture. In fact, as Cecilia O'Leary shows, most trappings of the nation's icons were modern inventions that were deeply and bitterly contested. While the Civil War determined the survival of the Union, what it meant to be a loyal American remained an open question as the struggle to make a nation moved off of the battlefields and into cultural and political terrain. Drawing upon a wide variety of original sources, O'Leary's interdisciplinary study explores the conflict over what events and icons would be inscribed into national memory, what traditions would be invented to establish continuity with a "suitable past," who would be exemplified as national heroes, and whether ethnic, regional, and other identities could coexist with loyalty to the nation. This book traces the origins, development, and consolidation of patriotic cultures in the United States from the latter half of the nineteenth century up to World War I, a period in which the country emerged as a modern nation-state. Until patriotism became a government-dominated affair in the twentieth century, culture wars raged throughout civil society over who had the authority to speak for the nation: Black Americans, women's organizations, workers, immigrants, and activists all spoke out and deeply influenced America's public life. Not until World War I, when the government joined forces with right-wing organizations and vigilante groups, did a racially exclusive, culturally conformist, militaristic patriotism finally triumph, albeit temporarily, over more progressive, egalitarian visions. As O'Leary suggests, the paradox of American patriotism remains with us. Are nationalism and democratic forms of citizenship compatible? What binds a nation so divided by regions, languages, ethnicity, racism, gender, and class? The most thought-provoking question of this complex book is, Who gets to claim the American flag and determine the meanings of the republic for which it stands?
At the end of World War II, an American military intelligence team retrieved an original copy of the 1935 Nuremberg Laws, signed by Hitler, and turned over this rare document to General George S. Patton. In 1999, after fifty-five years in the vault of the Huntington Library in southern California, the Nuremberg Laws resurfaced and were put on public display for the first time at the Skirball Cultural Center in Los Angeles. In this far-ranging, interdisciplinary study that is part historical analysis, part cultural critique, part detective story, and part memoir, Tony Platt explores a range of interrelated issues: war-time looting, remembrance of the holocaust, German and American eugenics, and the public responsibilities of museums and cultural centers. This book is based on original research by the author and co-researcher, historian Cecilia O'Leary, in government, military, and library archives; interviews and oral histories; and participant observation. It is both a detailed, scholarly analysis and a record of the author's activist efforts to correct the historical record.
At the end of World War II, an American military intelligence team retrieved an original copy of the 1935 Nuremberg Laws, signed by Hitler, and turned over this rare document to General George S. Patton. In 1999, after fifty-five years in the vault of the Huntington Library in southern California, the Nuremberg Laws resurfaced and were put on public display for the first time at the Skirball Cultural Center in Los Angeles. In this far-ranging, interdisciplinary study that is part historical analysis, part cultural critique, part detective story, and part memoir, Tony Platt explores a range of interrelated issues: war-time looting, remembrance of the holocaust, German and American eugenics, and the public responsibilities of museums and cultural centers. This book is based on original research by the author and co-researcher, historian Cecilia O'Leary, in government, military, and library archives; interviews and oral histories; and participant observation. It is both a detailed, scholarly analysis and a record of the author's activist efforts to correct the historical record.
This Element is about the challenges of working collaboratively in and with governments in countries with a strong New Public Management (NPM) influence. As the evidence from New Zealand analyzed in this study demonstrates, collaboration – working across organization boundaries and with the public – was not inherently a part of the NPM and was often discouraged or ignored. When the need for collaborative public management approaches became obvious, efforts centered around “retrofitting” collaboration into the NPM, with mixed results. This Element analyzes the impediments and catalysts to collaboration in strong NPM governments and concludes that significant modification of the standard NPM operational model is needed including: Alternative institutions for funding, design, delivery, monitoring and accountability; New performance indicators; Incentives and rewards for collaboration; Training public servants in collaboration; Collaboration champions, guardians, complexity translators, and stewards; and paradoxically, NPM governance processes designed to make collaborative decisions stick.
Nautilus Gold Award Winner (Books for a Better World) in Social Sciences & Education Create inclusive, democratic classrooms that prepare knowledgeable, compassionate, and engaged global citizens. Today’s global challenges—climate change, food and water insecurity, social and economic inequality, and a global pandemic—demand that educators prepare students to become compassionate, critical thinkers who can explore alternative futures. Their own, others’, and the planet’s well-being depend on it. Worldwise Learning presents a "Pedagogy for People, Planet, and Prosperity" that supports K-8 educators in nurturing "Worldwise Learners": students who both deeply understand and purposefully act when learning about global challenges. Coupling theory with practice, this book builds educators’ understanding of how curriculum and meaningful interdisciplinary learning can be organized around local, global, and intercultural issues, and provides a detailed framework for making those issues come alive in the classroom. Richly illustrated, each innovative chapter asserts a transformational approach to teaching and learning following an original three-part inquiry cycle, and includes: Practical classroom strategies to implement Worldwise Learning at the lesson level, along with tips for scaffolding students’ thinking.Images of student work and vignettes of learning experiences that help educators visualize authentic Worldwise Learning moments.Stories that spotlight Worldwise Learning in action from diverse student, teacher, and organization perspectives.An exemplar unit plan that illustrates how the planning process links to and can support teaching and learning about global challenges.QR codes that link to additional lesson and unit plans, educational resources, videos of strategies, and interviews with educators and thought leaders on a companion website, where teachers can discuss topics and share ideas with each other. Worldwise Learning turns students into local and global citizens who feel genuine concern for the world around them, living their learning with intention and purpose. The time is now.
This book shows teachers how to develop a toolbox of strategies for effectively teaching and engaging dual language learners while also supporting their families from diverse backgrounds. The book is organized by outlining and describing 45 teaching tips that educators can use to implement best practices for effectively supporting dual language learners in their classroom. Using these tips, the authors detail how teachers can foster a language- and culture-inclusive classroom environment for all students.
Winter loves being Winter He makes sparkly icicles and coats everything in a white blanket of snow. All the children love him, and they gleefully sled down the hills and have snowball fights.But when it's time for Spring's turn, Winter won't move aside. How will her flowers bloom if there's still snow on the ground? What will happen to the green grass if it's covered in ice? Can Mother Nature restore order to her seasons and teach them how to share?
The history of Buffalo, New York, is intimately bound with its majestic waterways. Located for generations at the easternmost navigable end of the upper Great Lakes and the western terminus of the Erie Canal, Buffalo flourished first as a commercial hub, then as a center of major industry, all due largely to its location. Buffalo was the birthplace of the modern grain elevator and continues as the leading flour milling center of the nation. It was home to one of the first lakefront steel mills, and was a center for commercial coal and lumber traffic. A glance through Buffalo's Waterfront provides crystalline views of bygone days. The images within cover the period of Buffalo's major economic strength from the immediate post-Civil War period through the 1950s. Memories captured by photographs abound on every page, showing wooden grain elevators and cargo docks, whaleback steamers and two-masted schooners, Erie Canal shanties and their inhabitants, and tranquil summer days aboard passenger steamers plying the waterways for all to enjoy.
The arduous path of becoming woman. Elizabeth-Learning to Dress Myself from the Inside Out narrates Mary Elizabeth Moloney's search for authentic womanhood. Crippled by her mother's intent to dress her in her own image, by her years in the convent, and later in a marriage, she sought help. Through dream-work with a wise Jungian analyst, she learned to step back from her doll-like fa ade, to take responsibility for her unlived years, to recognize and deal with her addictive personality, and to explore the richness of her gift as woman and as writer.
How did Shakespeare and his contemporaries, whose works mark the last quarter century of Elizabeth I’s reign as one of the richest moments in all of English literature, regard and represent old age? Was late life seen primarily as a time of withdrawal and preparation for death, as scholars and historians have traditionally maintained? In this book, Christopher Martin examines how, contrary to received impressions, writers and thinkers of the era—working in the shadow of the kinetic, long-lived queen herself—contested such prejudicial and dismissive social attitudes. In late Tudor England, Martin argues, competing definitions of and regard for old age established a deeply conflicted frontier between external, socially “constituted” beliefs and a developing sense of an individual’s “constitution” or physical makeup, a usage that entered the language in the mid-1500s. This space was further complicated by internal divisions within the opposing camps. On one side, reverence for the elder’s authority, rooted in religious and social convention, was persistently challenged by the discontents of an ambitious younger underclass. Simultaneously, the ageing subject grounded an enduring social presence and dignity on a bodily integrity that time inevitably threatened. In a historical setting that saw both the extended reign of an aging monarch and a resulting climate of acute generational strife, this network of competition and accommodation uniquely shaped late Elizabethan literary imagination. Through fresh readings of signature works, genres, and figures, Martin redirects critical attention to this neglected aspect of early modern studies.
