Synopses & Reviews
This issue studies the education of radical scholars and social activists. It highlights the new challenges to and changing appearance of radical mentoring in academia. Problems discussed include the difficulties of fostering relationships in an increasingly mobile community of academics and the pressures generated by shifting institutional priorities. There is also a section entitled New Models for Labor Education that investigates the possibilities for learning and activism in the workplace. In addition, there are articles on Japanese Americans during World War II and Francis Pattison, a writer of Victorian England.
Synopsis
This issue considers the problems and possibilities of educating radical scholars and activists today.
Table of Contents
Introduction; Part I. Teaching Radical History: Introduction: what is radical mentoring? Karen Sotiropoulos; 1. Who has the time?: the impact of changes in higher education on the practice of radical mentoring Beth A. Salerno; 2. Academic itinerancy and mentoring in the gay nineties James Homer Williams; 3. Minorities and mentoring in the postcolonial borderlands Vik Bahl and Manuel Callahan; 4. Mentoring outside the ivory tower Kevin Mattson; 5. Radical mentoring at Goddard College Robert Buchanan; 6. The give and take of mentoring: a roundtable Patrick B. Cannon, Ian Christopher Fletcher and Aiko Joshi; Special Section: New Models for Labor Education: Introduction Paul C. Mishler; 7. The solidarity project: integrating Labor studies, writing, and fieldwork Paul C. Mishler and Norah C. Chase; 8. Education without paper: teaching workers to build a labor movement Eve S. Weinbaum; 9. Selected projects in Labor education; Part II. Feature Articles: 10. Cracks in the consensus: defending the rights of Japanese Americans during World War II Robert Shaffer; 11. The resources of style: Francis Pattison in Oxford Kali Israel; 12. The past in print; 13. The abusable past; 14. News from RHR; Notes on contributors.