Posts com a Tag ‘SENGER Elizabeth (Res)’
The Cash Nexus: Money and Power in the Modern World, 1700-2000 – FERGUSON (CSS0
FERGUSON, Niall. The Cash Nexus: Money and Power in the Modern World, 1700-2000. New York: Basic Books, 2001. 552p. Resenha de: SENGER, Elizabeth. Canadian Social Studies, v.38, n.2, p., 2004.
The Cash Nexus is an indepth study of the complex relationship between economics and politics from 1700 to 2000. Niall Ferguson, a professor at Oxford and New York Universities, analyzes this connection in North and South America, Europe, the Middle East, and to a lesser extent, Asia and Africa. This makes it a valuable resource for scholars all around the world. Further, Ferguson’s detailed notes for each chapter, and the extensive bibliography at the end of the book provide more than sufficient means to verify the validity of his evidence, and an avenue for further research on the part of the reader.
The book presumes an extremely broad base of knowledge on the part of the reader, literally from classical Greece Rome to 20th century pop culture. The Cash Nexus would be most appropriately utilized at a university level, perhaps even more suitably in postgraduate work. It would be an excellent resource for economics professors, and to a lesser degree for history professors. It is clearly a highly academic work, best suited as an instructor resource.
There are numerous charts, diagrams, graphs, tables, and a few cartoons. Most of the visuals are easily understandable, but there are a couple of problems. First, some of the graphs are so crowded with information as to be almost unusable. For example, Ferguson offers a comparison between the real national product indices of European democracies and dictatorships between 1919 and 1939 (pp. 366-7). A conglomeration of countries is presented in each graph, and because each is represented by a slightly different shade of grey the graphs are difficult to follow. Use of color and/or making these graphs bigger would enhance their readability and usefulness. Second, there are a number of historical political cartoons presented throughout the book. The quality of reproduction on a number of these is, regrettably, quite poor, hence their impact is diminished. Better reproductions, as well as some explanation of what we are seeing would add greatly to their value.
Ferguson’s major themes include government spending, taxation, debt, interest policies and the role of social classes. He also discusses political corruption, financial globalization, the boom and bust cycles of economies, the relationship of democracy and development, and global fragmentation. All in all, the book makes for fascinating and informative reading. His sense of humor lightens an admittedly heavy topic, and his insightful analysis of a very complex topic offers some innovative views. The Cash Nexus encourages and challenges the reader to consider economics in a variety of ways, and to seek solutions to the problems presented by twenty-first century world development.
Elizabeth Senger – Henry Wise Wood High School. Calgary, Alberta.
[IF]Making History: The Story of Canada in the Twentieth Century – BAIN et al (CSS)
BAIN, Colin M.; DesRIVIERES, Dennis; FLAHERTY, Peter; GOODMAN, Donna M.; SCHEMENAUER, Elma; SCULLY, Angus L. Making History: The Story of Canada in the Twentieth Century. Toronto: Prentice Hall, 2000. 440. Resenha de: SENGER, Elizabeth. Canadian Social Studies, v.37, n.2, 2003.
Colin Bain et al. have managed to produce a solid, basic overview of Canadian history in this volume. It is clearly a textbook destined for classrooms in the middle years. Skills development sections, chronological connections, items on changing technology and a focus on art make it a user friendly product; one well designed to guide student learning. Interesting activities are provided throughout the book, and particularly good evaluation techniques and case studies are also included. Making History is clearly designed to retain student interest – there are interesting and informative graphics, cartoons, excellent quality photographs and plenty of colour. Biographies of everyday people are also provided to make a real life connection for students. A detailed bibliography is provided to lend credibility, but also to direct the reader to further sources. A thorough glossary and index are also included. This bears mentioning because there seems to be a trend to delete these most useful tools from many current classroom works. Both the quality of production and inclusion of information from 1896 right up to 1999 are very good and the language and reading level are straightforward and conventional. Some of the cartoons, however, may require further explanation, both for students and instructors! Making History does a good job of providing a cross section of view points, both in encouraging students to evaluate issues from a variety of perspectives and with the inclusion of information about a number of groups which have been forgotten in other textbooks, namely women, immigrant minorities and First Nations peoples.
Another of its strengths seems to be the focus on skill development within the curriculum. At the end of Making History, for example, there is an excellent Historian’s Handbook which details how students can formulate research questions and carry out research using conventional and internet resources. It also gives very helpful guidelines for writing and for oral communication. This is such a valuable teaching tool that it would perhaps be more functional at the beginning of the book. It could certainly be used most effectively as an introduction to the whole practice of studying history.
Overall this is a good basic survey/outline history of Canada which should be a welcome addition to junior high schools throughout the country, and perhaps even on an international market. The greatest strength of Making History, however, does seem to be in teaching the process of studying history rather than in its content.
Elizabeth Senger – Henry Wise Wood High School. Calgary Alberta.
[IF]Skills Mania: Snake Oil in Our Schools? – DAVIS (CSS)
DAVIS Bob. Skills Mania: Snake Oil in Our Schools? Toronto: Between The Lines, 2000. 224p. Resenha de: SENGER, Elizabeth. Canadian Social Studies, v.36, n.2, 2002.
Bob Davis takes a critical look at the state of education. He contends that there is currently a dangerous trend in which teachers are encouraged to emphasize the attainment and development of skills at the cost of all other aspects of education. The main theme of this book is perhaps best summed up in Davis’ own words: these skills should be anchored incontent, conviction, allegiances, real human beings and, in general, a commitment to helping students understand history, learn about the world and consider ways to make it a better place to live (.p 9). He does not contend that skills are unnecessary, only that when we emphasize one aspect of education at the expense of all others we are not doing justice to our students, ourselves or our world.
Skills Mania is clearly a book for the professional development library. It is intended for teachers of all grade levels and subjects. Davis addresses what he sees as the problems of skills mania, and makes some concrete suggestions for dealing with these issues. He provides specific examples from his own extensive teaching experiences to demonstrate his convictions. These are difficult issues and Davis tackles them with passion and insight, with idealism but also realism. While some of the things he suggests make perfect sense, some of them require a total commitment of body and soul which I personally do not believe is realistic. On the other hand, the idealism he provides is necessary in order to clarify some very important goals that educators need to work toward.
Throughout the book Davis emphasizes the need for a balance of methods and styles. He makes it clear that there is no one best way, and that we need to use the best aspects of established educational practices, new theories and ideas, and constantly refine them. He also takes a somewhat controversial (but in my mind courageous and important) position when he states that it is necessary to help instil an understanding of good and bad, positive and negative in our students. One of his main criticisms of skills mania is that it encourages students to see through all eyes, but establish a commitment to nothing. This implies that there is no right and wrong, and that anything goes as long as it suits your fancy. In these times of political correctness taken to the Nth degree, Davis is certainly justified in criticizing such attitudes.
Davis also encourages the valuing of personal experiences, and integrating these experiences into our teaching and learning. Further, he understands and advocates the interconnectedness of all subjects. We do not teach students in isolation from the rest of the world or their prior knowledge; nor can we realistically believe that we teach subjects in isolation from each other. Ultimately, Davis says we need to help our kids function in the educational system which currently exists, and at the same time work for meaningful changes to the way we educate the citizens of the future. As with any good piece of literature, this book needs to be read with a critical eye and with an open mind.
Elizabeth Senger – Henry Wise Wood High School. Calgary Alberta.
[IF]The Life and Letters of Annie Leake Tuttle – WHITELEY (CSS)
WHITELEY, Marilyn Fardig (ed). The Life and Letters of Annie Leake Tuttle. Waterloo: Wilfred Laurier University Press, 1999. 147p. Resenha de: SENGER, Elizabeth. Canadian Social Studies, v.35, n.2, 2001.
Oral history is a very special genre of research and writing, and The Life and Letters of Annie Leake Tuttle is a wonderful example of a Canadian oral history rich in tradition and cultural images. Fardig Whiteley has collected and selectively edited the firsthand musings of a Nova Scotia woman of the late 19th century. Annie Leake Tuttle comes alive in these pages and we come to know her through her personal struggles. This work is additionally important because it focuses on women’s experiences. This segment of society has been sadly neglected in the traditional recording of history.
Fardig Whiteley has skillfully selected and edited a variety of pieces from the collection of writing left by this extraordinary, ordinary woman. The story of Annie Leake Tuttle is the story of countless women who lived, dreamed and died in Canada during the late nineteenth century. She was, by contemporary standards, an average, unexceptional woman who lived and sought meaning in her life in relatively unremarkable ways, yet her story is all the more powerful because of its conventionality.
Reading through these pages one can clearly identify with a woman who understood her own failings and sought to discover her strengths. She overcame a number of obstacles in pursuing her desire to teach and in her search for spiritual meaning. She never stopped learning about herself and the world in which she lived; in her life is a lesson for all people who believe they do unremarkable things. The fact that she left such a detailed account of her life and times is a major accomplishment in itself and a great legacy to those of us who come after her. Whether we be teachers, or not, women, or not, she has a powerful message to deliver to us all.
The book is relatively short and flows easily from Tuttle’s early musings to the last letters she wrote late in life. It offers an insightful and important glimpse into the life of ordinary people – she talks at length about friends and family and their adventures, as well as her own. Annie wrote these accounts in order to leave a record for her nieces and nephews. Her intimate, conversational, self effacing style comes across as sincere and informative. As I read through her letters and journal entries, I felt a very personal connection to this woman. This is a characteristic that is sadly lacking in many academic works of history and, because of this, The Life and Letters of Annie Leake Tuttle would be an excellent resource in any Canadian history classroom. It could be used as a required reading piece to help students at the high school or secondary level to understand the deeper, more personal aspects of historical study, especially oral histories.
This book is laid out as Annie intended. She identified chapters of her life, labeled them with intriguing titles, and noted the years covered by each chapter. The flow of the book is logical and easy to follow and Fardig Whiteley inserts commentary which serves to enhance and clarify the text. A map at the beginning of the book orients the reader to the area in Nova Scotia where most of the action took place. A number of family portraits and photographs which illustrate the countryside and the home in which Tuttle spent the last years of her life are also included. These pictures are thoughtfully selected and help the readers orient themselves in time, just as the map facilitates a geographical orientation. A small family tree and basic chronology of Annie Leake Tuttle’s life – again, meaningful personal touches which make Annie’s story more real – are included at the end of the book.
Finally, Fardig Whiteley includes a brief commentary on the primary sources used to compile the book and an extensive bibliography for those who wish to pursue the fascinating topic of oral histories in general, and Annie’s story in particular. This book is one of the Books in the Life Writing Series and the list of other available titles is thoughtfully included at the end. The Life and Letters of Annie Leake Tuttle would be a wonderful addition to any historian’s collection; it is a piece which brings ordinary history alive and helps us to make a personal connection to our past.
Elizabeth Senger – Henry Wise Wood High School, Calgary.
[IF]
The Mass Media and Canadian Diversity – NANCOO; NANCOO (CSS)
NANCOO, Stephen E.; NANCOO, Robert S. Eds. The Mass Media and Canadian Diversity. Mississauga: Canadian Educator’s Press, 1996. 288p. SCHUDSON, Michael. The Power of News. Cambridge: Harvard University Press, 1995. 288p. Resenha de: SENGER, Elizabeth. Canadian Social Studies, v.35, n.4, 2001.
The Mass Media and Canadian Diversity offers an insightful and thought provoking look at the role the mass media have played in both forming and perpetuating ideas about Canadian identity. It is a collection of essays and research reports by nineteen writers who look at the issue from varying perspectives. A great deal of attention is given to issues of identity for Native peoples, with a lesser emphasis on the portrayal of women and visible minorities in our society.
The organization of the book follows a logical historical progression to the role of the mass media in the formation of a Canadian identity. This is followed by reports on a number of studies which examine the direct impact of media decisions and actions. Finally, the editors suggest a course of action for the roles the media should play in dealing with identity issues in the future.
The Mass Media and Canadian Diversity concludes that the richness of cultural diversity in Canada has not traditionally been portrayed in an accurate or favorable light, and contends that there is a need, in fact, an obligation, for the media to remedy this situation in the future. More research needs to be done into the impact of media portrayals and a more concerted effort to make positive portrayals is required in order to encourage people to embrace the value of a culturally diverse Canada, to help us build a healthier, more successful society in the future.
The editors have done a fairly good job of choosing material for the book. Various perspectives are presented which provide a valuable cross section of the diverse cultures in Canada and representations of them in the mass media. This book will, unfortunately, have a limited use in the classroom. The reading level would be somewhat difficult for most high school students and the only visuals are charts of research findings. The reports on research were, in places, too reliant upon statistical findings and lacked interesting and useful analyses. Because of this, students would likely lose interest in reading this book. However, The Mass Media and Canadian Diversity would be a useful resource for a higher level course on media relations and the role of media in the formation of Canadian identity.
In The Power of News, Michael Schudson attempts to clarify exactly what the role of the media is and has been in American history. He is clearly an avid historian of the news media and the book is well referenced and footnoted. However, I found myself struggling to determine whether this book was about the power of news or the history of news.
The entire first half of the book is devoted to an interesting account of the role of the news media in American history. While this section is fascinating, I kept asking myself what this had to do with the power of news. The second half of the book is more clear in explaining how the news media has struggled to define the role it can and should play – that of keeping a presumably literate, intelligent, and politically active public informed or that of watch dog over those in power, charged with the responsibility of ensuring authority is used responsibly. Schudson concludes that the media must have a kind of schizophrenic role because they must assume the occurrence of both these situations. Sometimes people are informed and politically active and, at other times, they are less than vigilant. When this happens, the media must be prepared to take up the role of political activists and assure that the abuse of power does not occur.
The Power of News has limited applications for a high school social studies class. Schudson’s writing style make the reading heavy going in places. Also, the material assumes extensive knowledge of American historical contexts. As with The Mass Media and Canadian Diversity, this book is more appropriate for use with a higher level course on media relations.
While both of these books were about the media, and contend that news and the media have power over society and politics, they take different approaches. Nancoo and Nancoo focus on relations between diverse cultures within a society, while Schudson is more concerned about the relationship between the producers of news (the media) and the consumers of it (the general public). Both may have some use as instructor resources, at the high school level, but would not be suitable for use by high school students.
Elizabeth Senger – Calgary, Alberta.
[IF]