John R Rosenberg

Winner of 2019 Society of Professors of Education Outstanding Book Award and 2019 Critics Choice Book Award from AESA In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools (PDS) or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In Schooling, Democracy, and the Quest for Wisdom, Robert V. Bullough, Jr. and John R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering (most especially on the purposes of public education), refreshing, and re-theorizing.

Winner of 2019 Society of Professors of Education Outstanding Book Award and 2019 Critics Choice Book Award from AESA In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools (PDS) or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In Schooling, Democracy, and the Quest for Wisdom, Robert V. Bullough, Jr. and John R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering (most especially on the purposes of public education), refreshing, and re-theorizing.

"The Circular Pilgrimage" approaches Spanish autobiography from the perspective that no significant formal distinctions exist between fictional and nonfictional discourse. It demonstrates that formulas as diverse as those created by Santa Teresa and Cela's fictional Pascual Duarte depart from the same narrative tradition that attempts to transform the creative subject by means of aesthetic principles. The autobiographers compose their stories both to produce and to verify a personal transformation. In both spiritual autobiography and secular confessions, the conversion is developed in the form of Christianized romance that includes the stages of fall, exile, and redemption. The author shows how this underlying structure is undermined by the autobiographers themselves. The promise of renovation through art is revoked as the language that makes the transformation possible is shown to be unstable and therefore incapable of representing an image of either the old or the supposed new self. The writer becomes a -pilgrim who never arrives at Judea.-"