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Character Matters: And Other Life Lessons from George H. W. Bush
by Jean BeckerFormer Chief of Staff to President George H.W. Bush and New York Times bestselling author of The Man I Knew, Jean Becker shares touching and pivotal life lessons from a leader that left a mark on people's hearts and souls. As America heads into what promises to be a tumultuous 2024 presidential election year, Character Matters will be a good reminder of the importance of character when defining true leadership. Colleagues, friends, and family will share their often very personal stories of what they learned from watching and listening to President Bush, including former United States Secretary of State Condoleezza Rice; Secretary of State James A. Baker; stand-up comedian Dana Carvey; "Queen of Country" star Reba McEntire; American columnist for The New York Times Maureen Dowd; American novelist Brad Meltzer; presidential biographer Jon Meacham; former Prime Minister of the United Kingdom John Major; former Prime Minister of Canada Brian Mulroney; Secretary of Defense Robert Gates; the Oak Ridge Boys and best-selling author Christopher Buckley; and of course his grandchildren. Character Matters will illustrate how George Bush never stopped showing us the way to lead by example.
The Character of Curriculum Studies: Bildung, Currere, and the Recurring Question of the Subject
by W. PinarAssembles essays addressing the recurring question of the 'subject,' understood both as human person and school subject, thereby elaborating the subjective and disciplinary character of curriculum studies.
Character Studies and the Gospel of Mark (The Library of New Testament Studies #483)
by Matthew Ryan Hauge Christopher W. SkinnerCharacters in the Second Gospel are analysed and an in-depth look at different approaches currently employed by scholars working with literary and reader-oriented methods of analysis is provided. The first section consists of essays on method/theory, and the second consists of seven exegetical character studies using a literary or reader-oriented method. All contributors work from a literary, narrative-critical, reader-oriented, or related methodology. The book summarizes the state of the discussion and examines obstacles to arriving at a comprehensive theory of character in the Second Gospel. Specific contributions include analyses of the representation of women, God, Jesus, Satan, Gentiles, and the Roman authorities of Mark's Gospel. This work is both an exploration of theories of character, and a study in the application of those theories.
Character Studies in the Gospel of Matthew (The Library of New Testament Studies)
by Craig Evan Anderson and Matthew Ryan HaugeThis volume examines a multitude of characters in Matthew's gospel and provides an in-depth look at the different approaches currently employed by scholars working with literary and reader-oriented methods. Beginning with an introduction on 'the properties of character' and the several aspects involved in the creation of person, the contributors provide a close reading of numerous characters and character types in the Gospel of Matthew. Including Mary, King Herod, John the Baptist, Jesus the Preacher, Jesus the Teacher, God the Father, the Roman Centurion, Peter, Women, Gentiles, Scribes and Pharisees, and Romans. Such close studies aid the understanding of different issues in Matthean characterization, while also charting the development of hermeneutical vistas that have developed in contemporary scholarship, resulting in a collection of exegetical character studies that are self-consciously working from a literary, narrative-critical, reader-oriented, or related methodology.
Character Studies in the Gospel of Matthew (The Library of New Testament Studies)
This volume examines a multitude of characters in Matthew's gospel and provides an in-depth look at the different approaches currently employed by scholars working with literary and reader-oriented methods. Beginning with an introduction on 'the properties of character' and the several aspects involved in the creation of person, the contributors provide a close reading of numerous characters and character types in the Gospel of Matthew. Including Mary, King Herod, John the Baptist, Jesus the Preacher, Jesus the Teacher, God the Father, the Roman Centurion, Peter, Women, Gentiles, Scribes and Pharisees, and Romans. Such close studies aid the understanding of different issues in Matthean characterization, while also charting the development of hermeneutical vistas that have developed in contemporary scholarship, resulting in a collection of exegetical character studies that are self-consciously working from a literary, narrative-critical, reader-oriented, or related methodology.
Character Toolkit for Teachers: 100+ Classroom and Whole School Character Education Activities for 5- to 11-Year-Olds
by Elizabeth Wright Frederika RobertsThis hands-on education guide for teachers is packed with advice for promoting positive character development and encouraging wellbeing in primary school pupils. Crammed with 109 practical activities, with clear, simple instructions and timings, this book makes character education and positive psychology accessible for the classroom.
Characterisation of a Personal Learning Environment as a Lifelong Learning Tool (SpringerBriefs in Education)
by Sabrina LeoneThis work focuses on the characterization of adult lifelong learners’ Personal Learning Environments (PLEs) by implicit and explicit tools of personalization. It aims aims toward creating a system for the development of a learning path for the characterisation of PLE for adult life learners. The synergy of formal and informal learning in the dynamic construction of a lifelong learner’s PLE is fully explored, with the recognition that the majority of learning, especially for life long learners, occurs outside traditional learning formats.Specifically, this volume discusses the design, implementation, and validation of the SSW4LL (Social Semantic Web for Lifelong Learners) format, and the the SSW4LL system, built on Moodle 2.0 integrated with an adaptive mechanism (conditional activities) and some tools of Social Semantic Web (Semantic MediaWiki, Diigo and Google+). With thoroughly grounded cases studies, this volume makes the case that these systems are suitable to provide a dynamically personalized learning environment to the lifelong learner. All of these environments are fully discussed and cases made for each as a tool for constructing adult learners' PLEs.
Characteristics and Conditions for Innovative Teachers: International Perspectives (ATEE Series)
by Kay Livingston Carol O’Sullivan Karl AttardCharacteristics and Conditions for Innovative Teachers: International Perspectives is a must-read for all those with an interest in teacher education and in enabling teacher innovation. It provides a blend of education theory, practice and research and will appeal to a wide audience including teachers, teacher educators, student teachers, school leaders, policy makers and other stakeholders. Drawing on a wealth of international perspectives, this key text provides a unique insight into how innovative teachers are understood and supported in their respective contexts. It provides recommendations and insights into the characteristics of innovative teachers and considers how best to support professional development to ensure innovation is both encouraged and meaningful. Considering the impact of conditions, context and agency on innovative teachers, the book explores the concept of innovation. It provides rationales for the focus on innovative teachers, identifies characteristics of innovative teachers and offers conceptual models underpinned by research, along with an analysis of current international policy on innovation in education. It explores the rich data obtained from research undertaken in 16 different countries and concludes by focusing on how to nurture innovative teachers through professional development.
Characteristics and Conditions for Innovative Teachers: International Perspectives (ATEE Series)
by Kay Livingston Carol O'Sullivan Karl AttardCharacteristics and Conditions for Innovative Teachers: International Perspectives is a must-read for all those with an interest in teacher education and in enabling teacher innovation. It provides a blend of education theory, practice and research and will appeal to a wide audience including teachers, teacher educators, student teachers, school leaders, policy makers and other stakeholders. Drawing on a wealth of international perspectives, this key text provides a unique insight into how innovative teachers are understood and supported in their respective contexts. It provides recommendations and insights into the characteristics of innovative teachers and considers how best to support professional development to ensure innovation is both encouraged and meaningful. Considering the impact of conditions, context and agency on innovative teachers, the book explores the concept of innovation. It provides rationales for the focus on innovative teachers, identifies characteristics of innovative teachers and offers conceptual models underpinned by research, along with an analysis of current international policy on innovation in education. It explores the rich data obtained from research undertaken in 16 different countries and concludes by focusing on how to nurture innovative teachers through professional development.
Characteristics of Effective Early Learning: Helping Young Children Become Learners For Life (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Helen MoylettThe key argument of The Characteristics of Effective Early Learning is that how children learn is as important as what they learn. This book helps you understand how to support the learning and development of young children through promoting the characteristics of effective early learning: play and exploring, active learning, and creating and thinking critically. The book:Investigates how children engage in learning through playing and exploring, and are motivated through active learningExplores how children become creative and critical thinkers able to review their own learning and thinking, imaginatively solving problems and excited by their own Examines appropriate approaches to observation, assessment and planningSupports practitioners in reporting on how children demonstrate these characteristics for the revised EYFS profileRich in practical examples and case studies, this is an essential read for early years students and practitioners who want to find out more about how to promote the characteristics of effective early learning in their practice.Contributors: Di Chilvers, Clare Crowther, Kim Porter, Sue Rogers, Judith Stevens, Nancy Stewart, David Whitebread"This is such a useful addition to other publications which clarify, enrich and expand on messages in the revised Early Years Foundation stage. A range of early years experts offer valuable insights on important topics linked to young children learning. The contributors write authoritatively drawing on historical studies as well as more current research. Authentic case studies vividly illustrate theoretical points.Helen sets the stage beautifully, providing a rationale, structure and sequence to a book which truly and lovingly celebrates the processes of children's unfolding development."Marion Dowling, Early Years Specialist and Vice President of Early Education"An insightful and engaging read for students and professionals within the Early Years sector that brings alive the concepts of effective learning that underpin the Early Years Foundation Stage. The book provides an excellent synthesis of developmental and pedagogic research enabling readers to make connections between theory and practice. One of the great strengths of the book is the way in which young children are celebrated as active and powerful agents in their own learning. The book allows readers to reflect on how adults can build on this to ensure that the potential for learning within each child is fully supported through effective pedagogies as well as in more formal planning and assessment. The contributing authors bring a variety of perspectives and knowledge that combine to illuminate the principles behind effective early years practice and explore how these can be translated into meaningful and supportive experiences for children."Dr Mary Wild, Principal Lecturer, School of Education, Oxford Brookes University, UK"What a wonderful sub-title 'Helping young children to become learners for life'. It is so refreshing to find, (among the plethora of new publications on child development) a book that really sees all children as 'rich children' and describes them as capable and confident learners. All the authors share their knowledge in a highly accessible manner which means I can recommend this book to both our practitioners and students undertaking first degrees and post qualifying courses.The authors clearly identify the qualities and attributes of highly effective learners. They share the view that young children come into Early Childhood Education settings hungry to make sense of relationships and the world they are growing up in. They powerfully describe the kind of skilled educators that children deserve; educators who can harness children's energy, engage with their interests and extend their critical thinking."Dr Margy Whalley, Director of the Pen Green Centre for Children and Families and the Pen Green Research Base
Characteristics of Effective Early Learning 2e
by Helen MoylettThis new and updated edition of Characteristics of Effective Early Learning focuses on how children learn which is just as important as what they learn. The book helps practitioners understand their key role in supporting children’s self-regulation skills and learning power through playing and exploring, active learning and thinking creatively and critically. It includes new chapters on affirmative parenting practices and the crucial role of adult communication partners in supporting children’s learning. The book:• Explains how emotional and cognitive self-regulation in the early years underpins lifelong learning• Investigates how children engage in learning through playing and exploring and are motivated through active learning• Explores how children become creative and critical thinkers, excited by their own learning power and able to review their own learning and thinking• Outlines how to approach observation, assessment and planning appropriately• Suggests how to continue the characteristics of effective learning into work with older children and staff teamsWritten by leaders in the field, based on research and rich in practical examples and case studies, this is an essential read for early years students and practitioners. The book will support those who want to find out more about how to encourage children in becoming self-regulated, playful, active learners who think deeply and creatively about their own learning and the world around them. “Whatever kind of early years setting you work in, this book is sure to inform, inspire and enthuse you and your staff.”Sue Cowley, Early Years Teacher, Author, Presenter and Trainer“The publication provides academic evidence, practical guidance and support for undergraduates and the general reader.”Michael Freeston, Director of Quality Improvement, Early Years Alliance“Such a wonderful range of chapter contributors ensures that this book remains essential reading for students and professionals at all levels.”Dr Karen Boardman, Head of Early Years Education, Edge Hill University, UKHelen Moylett is an independent early years consultant and writer. She has been an early years teacher, a local authority adviser and a university lecturer as well as head of a nursery school and children’s centre. Helen was centrally involved in developing the Early Years Foundation Stage and has received a Nursery World Lifetime Achievement Award.
The Characteristics of Effective Learning: Creating and capturing the possibilities in the early years
by Annie WoodsThe characteristics of effective learning – playing and exploring, active learning and creating and thinking critically – underpin young children’s learning and development and are central to the revised Early Years Foundation Stage. Practitioners need to be confident of planning, observing and assessing characteristics of effective learners and understand how they support children’s learning and development. The book explores what the characteristics of effective learning look like and how practitioners can create opportunities for children to express them. It considers the ways in which they connect with children’s natural explorations, play, enjoyement and the environments created by adults. Throughout the focus is on building on children’s own interests as practitioners plan for, observe and assess playing and exploring, active learning and creativity and critical thinking. Including encounters from authentic settings and provocative questions for reflective practice, the book covers: children’s well-being and motivations creating effective learning possibilities for all children engaging children’s interests the role of the adult and environment sustained shared thinking This timely new text aims to help practitioners and students develop their understanding of the charactersitics of effective learning and show them how they can support young children in become effective and motivated learners.
The Characteristics of Effective Learning: Creating and capturing the possibilities in the early years
by Annie WoodsThe characteristics of effective learning – playing and exploring, active learning and creating and thinking critically – underpin young children’s learning and development and are central to the revised Early Years Foundation Stage. Practitioners need to be confident of planning, observing and assessing characteristics of effective learners and understand how they support children’s learning and development. The book explores what the characteristics of effective learning look like and how practitioners can create opportunities for children to express them. It considers the ways in which they connect with children’s natural explorations, play, enjoyement and the environments created by adults. Throughout the focus is on building on children’s own interests as practitioners plan for, observe and assess playing and exploring, active learning and creativity and critical thinking. Including encounters from authentic settings and provocative questions for reflective practice, the book covers: children’s well-being and motivations creating effective learning possibilities for all children engaging children’s interests the role of the adult and environment sustained shared thinking This timely new text aims to help practitioners and students develop their understanding of the charactersitics of effective learning and show them how they can support young children in become effective and motivated learners.
Characterizing Jesus: A Rhetorical Analysis on the Fourth Gospel's Use of Scripture in its Presentation of Jesus (The Library of New Testament Studies #458)
by Alicia D MyersThis study explores how the Fourth Gospel's use of Scripture contributes to its characterization of Jesus. Utilizing literary-rhetorical criticism, Myers approaches the Gospel in its final form, paying particular attention to how Greco-Roman rhetoric can assist in understanding the ways in which Scripture is employed to support the presentation of Jesus. It offers further evidence in favour of the Gospel's use of rhetoric (particularly the practices of synkrisis, ekpharsis, and prosopopoiia), and gives scholars a new way to use rhetoric to better understand the use of Scripture in the Fourth Gospel and the New Testament as a whole.The book proceeds in three parts. First, it examines ancient Mediterranean practices of narration and characterization in relationship to the Gospel, concluding with an analysis of the Johannine prologue. In the second and third parts, it investigates explicit appeals to Scripture that aremade both in and outside of Jesus' discourses. Through these analyses, Myers contends that the pervasive presence of Scripture in quotations, allusions, and references acts as corroborating evidence supporting the evangelist's presentation of Jesus.
Characterizing Pedagogical Flow: An Investigation of Mathematics and Science Teaching in Six Countries
by W. H. SchmidtCharacterizing Pedagogical Flow presents conclusions from a multi-disciplinary, multi-national research project blending quantitative and qualitative approaches through a discourse methodology. The work produced portraits of mathematics and science education that were dramatically different for each of the countries involved: France, Japan, Norway, Spain, Switzerland, and the United States. To explain these differences, it is proposed that the interaction of curriculum and pedagogy is culturally unique and yields classroom learning experiences that are qualitatively different from country to country. This idea has profound implications for how international education research is interpreted.
Characters and Characterization in Luke-Acts (The Library of New Testament Studies)
by Dr Frank Dicken Dr Julia SnyderLike all skilful authors, the composer of the biblical books of Luke and Acts understood that a good story requires more than a gripping plot - a persuasive narrative also needs well-portrayed, plot-enhancing characters. This book brings together a set of new essays examining characters and characterization in those books from a variety of methodological perspectives. The essays illustrate how narratological, sociolinguistic, reader-response, feminist, redaction, reception historical, and comparative literature approaches can be fruitfully applied to the question of Luke's techniques of characterization. Theoretical and methodological discussions are complemented with case studies of specific Lukan characters. Together, the essays reflect the understanding that while many of the literary techniques involved in characterization attest a certain universality, each writer also brings his or her own unique perspective and talent to the portrayal and use of characters, with the result that analysis of a writer's characters and style of characterization can enhance appreciation of that writer's work.
Characters and Characterization in Luke-Acts (The Library of New Testament Studies #548)
by Frank Dicken Julia SnyderLike all skilful authors, the composer of the biblical books of Luke and Acts understood that a good story requires more than a gripping plot - a persuasive narrative also needs well-portrayed, plot-enhancing characters. This book brings together a set of new essays examining characters and characterization in those books from a variety of methodological perspectives. The essays illustrate how narratological, sociolinguistic, reader-response, feminist, redaction, reception historical, and comparative literature approaches can be fruitfully applied to the question of Luke's techniques of characterization. Theoretical and methodological discussions are complemented with case studies of specific Lukan characters. Together, the essays reflect the understanding that while many of the literary techniques involved in characterization attest a certain universality, each writer also brings his or her own unique perspective and talent to the portrayal and use of characters, with the result that analysis of a writer's characters and style of characterization can enhance appreciation of that writer's work.
Characters and Characterization in the Book of Judges (The Library of Hebrew Bible/Old Testament Studies)
In the Book of Judges, why, if we view Samson as a heroic Übermensch, do we read his story one way, yet if we read him as a buffoonish and violent oaf, we read the story another way? How does our assessment of the characters of a story, our empathy with them or suspicion of them, shape the way we read it?This book addresses these questions by analyzing the complex characterization in the Book of Judges, paying attention to an often neglected but important area of study in the Hebrew Bible. Its international group of contributors explore the implications of characterization on storytelling, situating their contributions within the context of literary studies of the Hebrew Bible, and offering multiple perspectives on the many and various characters one encounters in the Book of Judges.Chapters examine a range of topics, including the relationship between humor, characterization and theology in Judges; the intersection of characterization and ethics through the story of the story of Jephthah's daughter; why the 'trickster hero' Ehud disturbs interpreters; and the ways in which Abimelech's characterization affects the key narrative themes of succession and kingship in his story.
Characters and Characterization in the Book of Kings (The Library of Hebrew Bible/Old Testament Studies)
by Keith Bodner Benjamin J. M. JohnsonThis book is an examination of characters in the books of Kings; showing how understanding and interpretation of key characters affects readings of the story. The volume begins with more general pieces addressing how the study of characters can shed light on the composition history of Kings and on how characters and characterization can be considered with respect to ethics, particularly with respect to the moral complexity of biblical characters.Contributors then consider key characters within the Kings narrative in depth, such as Nathan, Bathsheba, Solomon and Jezebel. The contributors use their own specific expertise to analyze these characters and more, drawing on insights from literary theory and considering such approaches as questioning our view of a particular character with based on the character within the text with whom we identify. Contributors also assess whether or not characters as portrayed in the biblical text necessarily match up to their possible counterparts in history.
Characters and Characterization in the Book of Samuel (The Library of Hebrew Bible/Old Testament Studies)
by Keith Bodner Benjamin J. M. JohnsonCharacters provide the entry point to the story of the books of Samuel, just as they do in all stories. In this book the history of research into characters in Samuel, and the role(s) they play in the text are examined and discussed. The contributors look at the interpretative function of characters in the Samuel stories, and at issues of textual composition and what profiling of characters within the text can add to theories surrounding this issue. Specific characters are also profiled and studied. The character of God is examined: is God kind towards Israel? Is God loving and 'worthy to be praised' 2 Sam 22.4. Characters such as Hannah are examined from the perspective of literary type, as well as Eli as priest and Samuel himself as prophet. All of the major characters within the books are studied, including David and Jonathan, and chapters also treat the minor characters and offer information on their roles in the structure of the text. The contributors provide a range of different approaches to characterization, according to their specific expertise, and provide a thorough handbook to the characters in Samuel and their roles in the literary make-up of the text.
The Characters of Elijah and Elisha and the Deuteronomic Evaluation of Prophecy: Miracles and Manipulation (The Library of Hebrew Bible/Old Testament Studies)
by Roy L. HellerRoy L. Heller looks at the prophets Elijah and Elisha in the books of Kings charting a two-fold characterization that portrays these prophetic figures in both positive and negative lights. In the narratives of Kings Elijah and Elisha often parallel other prophetic figures from Israel's history: they perform miraculous signs, they speak in the name of God, and they pronounce judgments upon the nation of Israel for its idolatrous worship. There are, however, other stories which have troubled readers and scholars alike: Elijah's cowardly running from the threats of Jezebel, his self-pitying complaint to God that he was the only true Israelite left, and Elisha's cursing a group of little boys who, in turn, are slaughtered by two female bears. Scholars have traditionally ignored or belittled the negative stories of the prophets, seeing them as either late additions to the biblical text or as minor, unimportant stories that can easily be dismissed. Heller, however, argues that the dual characterization of Elijah and Elisha reflects an ambivalent attitude that the narrator of Kings has toward prophecy as a whole, an attitude that is reflected in the book of Deuteronomy itself. This forces readers of the biblical text to pose the question; “how may Israel best know and follow God?” The stories of Elijah and Elisha make the answer clear: the words and lives of the prophets are a possible way for God to reveal how Israel is to live, but those words and lives must always be considered with a degree of suspicion and must always be evaluated in light of the clear and straightforward teaching of Deuteronomy.
Charakteristika von Aufgaben in der Domäne Rechnungswesen: Eine fachdidaktische Analyse
by Simone StützDas vorliegende Buch beschäftigt sich mit den Charakteristika von Aufgaben in der Domäne Rechnungswesen aus einer fachdidaktischen Perspektive. Dazu wurde der aktuelle fachdidaktische Diskussionsstand aus der Fachdidaktik Rechnungswesen aufgearbeitet und auf Basis dessen ein umfassendes Kategoriensystem zur Analyse und Bewertung von Aufgaben aus dem Rechnungswesen entwickelt. Das Kategoriensystem kann des Weiteren genutzt werden, um neue Aufgaben für das Rechnungswesen zu entwickeln und bestehende Aufgaben zu optimieren. Darüber hinaus wurden 2.000 Rechnungswesenaufgaben aus 15 verschiedenen Schulbüchern von drei österreichischen Verlagen mithilfe des Kategoriensystems analysiert und bewertet. Damit kann der Wissensstand zu den Charakteristika von Aufgaben in der Domäne Rechnungswesen erheblich erweitert werden. Die Ergebnisse der umfassenden Auswertungen zeigen, dass bei den Aufgaben Verbesserungspotenzial besteht und die im Rahmen des Kategoriensystems formulierten Ansprüche an Aufgaben im Rechnungswesen derzeit nicht umfassend erfüllt werden. Darüber hinaus wird festgestellt, dass im derzeitigen Rechnungswesenunterricht sowohl eine Änderung der Aufgabenkultur als auch curriculare Änderungen und Weiterentwicklungen notwendig sind.
“Charge that to My Account” and Other Gospel Messages
by Henry IronsideBecause GOD has been pleased to set His seal of approval upon these simple gospel messages by using them in the awakening and salvation of sinners, they can be found here, in book form, in the earnest hope that many who read them may find joy and peace in believing!First published in 1931, Pastor H. A. Ironside’s “Charge that to My Account” and Other Gospel Messages contains 12 interesting studies, beginning with his best known gospel presentation based on Paul’s letter to Philemon, and includes “Will a Loving God Permit Anyone to Be Eternally Lost?” and “Inside the Veil, Outside the Camp.”
The Charged Classroom: Predicaments and Possibilities for Democratic Teaching
by Judith L. PaceAt a time when debate over school reform commands unprecedented attention, Judith L. Pace argues we must grapple with the underlying challenges of classroom teaching and, at the same time, strive to realize the ideals of democratic education. Building on three qualitative studies in grades four through twelve, The Charged Classroom examines the deeply embedded tensions, escalating pressures, and exciting possibilities of the contemporary American public school classroom. Through detailed descriptions and analyses of social studies and English language arts classrooms, Pace disentangles how teachers and students navigate three charged arenas: academic expectations, discussion of provocative topics, and curricular demands. In each domain, democratic learning opportunities, such as promotion of positive student identity, dialogue across differences, and exploration of conflict, are both opened up and closed down. A passionate and persuasive call for education reform, the book offers crucial insights about the realities of teaching and key recommendations for advancing democratic education in a multicultural society.
The Charged Classroom: Predicaments and Possibilities for Democratic Teaching
by Judith L. PaceAt a time when debate over school reform commands unprecedented attention, Judith L. Pace argues we must grapple with the underlying challenges of classroom teaching and, at the same time, strive to realize the ideals of democratic education. Building on three qualitative studies in grades four through twelve, The Charged Classroom examines the deeply embedded tensions, escalating pressures, and exciting possibilities of the contemporary American public school classroom. Through detailed descriptions and analyses of social studies and English language arts classrooms, Pace disentangles how teachers and students navigate three charged arenas: academic expectations, discussion of provocative topics, and curricular demands. In each domain, democratic learning opportunities, such as promotion of positive student identity, dialogue across differences, and exploration of conflict, are both opened up and closed down. A passionate and persuasive call for education reform, the book offers crucial insights about the realities of teaching and key recommendations for advancing democratic education in a multicultural society.