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The
National Book Awards were handed out on Wednesday night. John Lewis' final entry into his graphic memoir,
March: Book Three, written
with Andrew Aydin and illustrated by Nate Powell, won the 2016 National Book Award for Young People's Literature.
Here is the
School Library Journal article about the book, the prize, the event.
The book is stunning in its timeliness. We cannot forget the fight for equal rights and equal respect. And we must continue to uphold the American ideal that
all people are created equal. That's
ALL - as in Every Single Person.
As the banner at my place of worship says, "Love Thy Neighbor - No Exceptions".
PS. The winner, in books for grown-ups, was
The Underground Railroad by Colson Whitehead. Pay attention, readers.
By: Jen Crawley,
on 9/11/2016
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As the political season in the United States heats up, it has become controversial in certain circles to say “Black Lives Matter.” A few (perhaps even many) object because they don’t believe that black lives matter equally. Most, however, it seems to me, are responding out of fundamental misunderstandings of what “Black Lives Matter” means in the USA in 2016. (I will set aside crude partisanship as an explanation that, to the extent that it is true, does not require further comment.)
The post Saying “Black lives matter” appeared first on OUPblog.
By: JOANNA MARPLE,
on 2/12/2016
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Title: Poet: Worm loves Worm
Written by: J. J. Austrian
illustrated by: Miike Curato
Published by: Balzer & Bray, Jan 5th, 2016
Themes: celebration of love, marriage, wedding, worms
Ages: 3-7
Opening:
Worm loves Worm.
“Let’s be married.”
says Worm to Worm.
Synopsis:
A worm meets another worm and falls in love. One proposes; … Continue reading →
By: Sinead O’Connor,
on 8/21/2015
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Flash forward to 2010. I was now a tenured full professor. I was working with two young male Ph.D. students who in some ways reminded me of myself thirty years earlier—inspired by feminism, wanting to have an impact on the world. Both Tal Peretz and Max Greenberg had, as undergrads, gotten involved in campus-based violence prevention work with men.
The post Learning from Chris Norton over three decades—Part III appeared first on OUPblog.
By: Sinead O’Connor,
on 8/20/2015
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In my 1980 interview with Chris Norton, he spoke of the tensions of being a pro-feminist man, of struggling with how to integrate his commitments to feminism with his daily life as a carpenter, where he worked with men who didn’t always share those commitments. He spoke of Men Against Sexist Violence’s (MASV) internal discussions of sexism and pornography, and of his own complicated relationship to feminism and other progressive politics.
The post Learning from Chris Norton over three decades—Part II appeared first on OUPblog.
By: Sinead O’Connor,
on 8/19/2015
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The guy at the front of the room was saying stuff I’d never heard a man say before, especially to a room full of young college guys. Through my basketball-player-eyes, I sized him up to be at least 6’5” with the broad shoulders of a power forward
The post Learning from Chris Norton over three decades—Part I appeared first on OUPblog.
By: Sinead O’Connor,
on 8/16/2015
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The Supreme Court’s much-anticipated decision in Obergefell v. Hodges, the same-sex marriage case, is pretty much what most people expected: a 5-4 decision, with Justice Kennedy -- the swing voter between the Court’s four liberals and four conservatives -- writing a majority opinion that strikes down state prohibitions.
The post Incoherence of Court’s dissenters in same-sex marriage ruling appeared first on OUPblog.
By: Mohamed Sesay,
on 7/4/2015
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Like many, I’m still digesting the Supreme Court’s Obergefell decision—not just its text, but its personal and social significance. When I wrote Debating Same-Sex Marriage with Maggie Gallagher (Oxford University Press, 2012), only a handful of states permitted same-sex couples to marry. In the three years since, that handful grew to dozens; last Friday’s decision grows it to all 50. One striking thing about the decision itself is the importance of the definitional question: What is marriage?
One striking thing about the decision itself is the importance of the definitional question: What is marriage?
If the state prohibits same-sex couples from marrying, does it thereby interfere with their liberty, as the majority argues, or does it simply decline to grant them certain benefits? If the latter, is it treating them unequally—and thus violating the Equal Protection clause of the 14th Amendment—by privileging certain citizens without sufficient reason for the distinction? The answer depends on what marriage is. If marriage by definition requires (at least) one man and one woman, then same-sex “marriage” is impossible by definition, and one does not treat people unfairly by denying them something impossible.
The post What marriage (equality) means appeared first on OUPblog.
By: Catherine Foley,
on 6/26/2015
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The Mumbai slums have recently achieved a weird kind of celebrity status. Whatever the considerable merits of the film Slum Dog Millionaire and the best-selling book by Katherine Boo, Behind the Beautiful Forevers (now also a play and a film), these works have contributed to the making of a contemporary horror myth.
The post Hope, women, the police panchayat, and the Mumbai slums appeared first on OUPblog.
By: JOANNA MARPLE,
on 5/18/2015
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Category #6 is up today, and while Brown Girl Dreaming was one of my favorite reads of last year, I have opted to review the young reader’s edition of Malala’s story, which is co-written by the talented YA author (and … Continue reading →
By: JOANNA MARPLE,
on 5/4/2015
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Today’s book recommendation has a multiplicity of diversity in it – the book is bilingual and has a non-gender specific protagonist. Title: Call Me Tree – Llámame árbol Written and illustrated by: Maya Christina Gonzalez Published by: Children’s Book Press, an imprint of Lee … Continue reading →
By: Katherine Soroya,
on 2/25/2015
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We are by now more or less aware that income inequality in the US and in most of the rich OECD world is higher today than it was some 30 to 40 years ago. Despite varying interpretations of what led to this increase, the fact remains that inequality is exhibiting a persistent increase, which is robust to both expansionary and contractionary economic times. One might even say that it became a stylized fact of the developed world (amid some worthy exceptions). The question on everyone's lips is how can a democracy result in rising inequality?
The post Inequality in democracies: interest groups and redistribution appeared first on OUPblog.
by Sally Matheny
|
Common Core |
Common Core.
Two simple words have created a divisive buzz in the educational realm. All sides agree on providing fair and excellent opportunities for students. But there’s little common ground on how those are obtained.
Beyond the educational segment, there’s also another division throughout the population. The stressed foundation of the Common Core prompted a few thoughts about a strong Cornerstone.
The United States’ “school chiefs and governors recognized the value of consistent, real-world learning goals and launched [the Common Core State Standards] to ensure all students, regardless of where they live, are graduating high school prepared for college, career, and life.”
Not everyone agrees with the implementation of the Common Core, but many have to follow it, regardless of their opinion. How many have adopted the Common Core? Forty-three states, the District of Columbia, and four territories.
There are over 7 billion people in the world. A common core exists in all of us. But unlike the state’s educational standards, each person has the freedom to accept it or not.
Amazingly, every one of those 7 billion people is unique. No two are exactly alike in mind or body. However, we all share one thing. We have the same Creator.
“Rich and poor have this in common: The LORD is the Maker of them all.” Proverbs 22:2 (NIV)
Some parents and teachers do not feel comfortable with the educational system’s new standards. They’re not sure the Core will produce the outcomes for which they had hoped.
What hope do we have in God’s teaching?
Isaiah 42:4b-7 says,
In his teaching, the islands will put their hope.
This is what God the Lord says—
the Creator of the heavens, who stretches them out,
who spreads out the earth with all that springs from it,
who gives breath to its people,
and life to those who walk on it:
“I, the Lord, have called you in righteousness;
I will take hold of your hand.
I will keep you and will make you
to be a covenant for the people
and a light for the Gentiles,
to open eyes that are blind,
to free captives from prison
and to release from the dungeon
those who sit in darkness.
Don’t we all want someone to take us by the hand and care about us? Isn’t it our desire to be a guiding light to those still blinded by the darkness of ignorance? Everyone is a student. Everyone is a teacher.
A common list of standards was the basis for the development of the states’ educational goals. Even when schools comply though, it is debatable whether all will have the ability to achieve the objectives.
However, for all the people in the world—their purpose is based on the cornerstone, which is Jesus Christ.
Obtainment of the highest goal is guaranteed for every person in the world, except for those who reject the standards of His Cornerstone. For it’s only through following His principles that we become accredited.
|
Jesus is the Cornerstone |
It appears the original Common Core State Standards are suffering a few stress fractures. Tweaks and changes are necessary.
However, Jesus Christ, the Cornerstone remains complete and steadfast.
When we allow God to adopt us into His plan, He provides training for the journey. And while our life experiences vary, we stand on equal ground at the foot of the cross.
Christian classmates, I’m thankful during the tests of life (and especially on the final exam) we have the Cornerstone in common.
By: AlanaP,
on 3/11/2014
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In the battle for equal rights, many Americans who supported the civil rights movement did not march or publicly protest. They instead engaged with the debates of the day through art and culture. Ruth Feldstein, author of How it Feels to Be Free: Black Women Entertainers and the Civil Rights Movement, joined us in our New York offices to discuss the ways in which culture became a battleground and to share the stories of the female performers who played important but sometimes subtle roles in the civil rights movement.
Ruth Feldstein on the ways artists used their art to advance the civil rights movement:
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Ruth Feldstein on Lena Horne’s legacy:
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Nina Simone as an activist:
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Ruth Feldstein is Associate Professor of History at Rutgers University, Newark. She is the author of How it Feels to Be Free: Black Women Entertainers and the Civil Rights Movement and Motherhood in Black and White: Race and Sex in American Liberalism, 1930-1965.
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The post Female artists and politics in the civil rights movement appeared first on OUPblog.
By: Nicola,
on 1/22/2013
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Are the political ideals of liberty and equality compatible? In this video, OUP author James P. Sterba of University of Notre Dame, joins Jan Narveson of University of Waterloo, to debate the practical requirements of a political ideal of liberty. Not only Narveson but the entire audience at the libertarian Cato Institute where this debate takes place is, in Sterba’s words, ”hostile” to his argument that the ideal of liberty leads to (substantial) equality. Sterba goes on to further develop that argument in From Rationality to Equality.
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James P. Sterba is Professor of Philosophy at the University of Notre Dame. His latest work, From Rationality to Equality, publishes in February 2013. His previous publications include Three Challenges to Ethics (OUP, 2001), The Triumph of Practice over Theory in Ethics (OUP, 2005) and Does Feminism Discriminate Against Men? A Debate, with Warren Farrell (OUP, 2007). He is past president of the American Philosophical Association (Central Division).
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The post Are the political ideals of liberty and equality compatible? appeared first on OUPblog.
By: Elvin Lim,
on 11/30/2010
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By Elvin Lim
The Transportation and Security Administration’s new video screening and pat-down procedures has given new fuel to advocates of racial profiling at airports around the nation. Opponents of racial profiling argue that treating an individual differently simply because of his or her race is wrong because discrimination, even for noble intentions, is just plain wrong. Let’s call this the principle of formal equality.
Oddly enough, this is exactly what opponents of affirmative action say. They typically argue that some other signifier, for example class, can be a more efficient, and less discriminatory way of achieving similar outcomes if affirmative action policies were in place.
This argument is analogous to the one offered by those who are against racial profiling. They suggest that some other signifier, for example behavior, can be a more efficient, and less discriminatory way of achieving similar outcomes if racial profiling policies were in place.
It seems, then, that one can either be for race-based profiling and affirmative action, or against both. What is problematic is if one is for one but not the other. My guess is that most liberals are for race-based affirmative action but against racial profiling, and most conservatives are against race-based affirmative action but for racial profiling. Inconsistency?
The problem is harder to resolve for the conservative who is anti-affirmative action but for racial profiling than it is for the liberal who is pro-affirmative action and anti-racial profiling. Here is why. The liberal can restate his or her philosophy as such: discrimination is wrong only when a historically disadvantaged group bears the brunt of a particular policy (as in racial profiling); discrimination is permissible when historically advantaged groups bear the brunt of a particular policy (as in affirmative action). By moving away from formal equality toward a more substantive conception of equality that incorporates the principle of historical remedy, a liberal can remain consistently pro-affirmative action, and still be anti-racial-profiling.
For the conservative who is against race-based affirmative action but for profiling, the problem is stickier. Almost every anti-affirmative action argument I have come across turns on the principle of formal equality: that discrimination on the basis of race is wrong, no matter what the policy intentions may be.
Suppose, in an effort to reconcile an anti-affirmative action and a pro-profiling position, one argued that discrimination on the basis of race is wrong, unless it was done in the name of some higher good, such as national security.
Well, then in protest, the pro-affirmative action liberal will simply substitute “some higher good” with “diversity,” and the anti-affirmative action conservative would be forced to accept the plausibility of the liberal’s position on affirmative action — or at least the fact that they share similar argumentative forms with no way to adjudicate between one higher good and another (while retaining his or her pro-profiling stance.) The problem is that to admit of any higher principle other than formal equality (the claim that discrimination on the basis of race for any reason is just flat out wrong) to help distinguish the cases decimates the case against affirmative action that was itself built on formal equality.
Profiling on the basis of race, among other characteristics, such as behavior, is likely to become a de facto, if not a de jure, policy in our nation’s airports in the years to come. It is going to inconvenience some innocent people simply because, among other factors, their skin was colored a particular way just as, and the hope is, it will save a lot mor