Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Toward A More Unified Libertarian Left, William T. Armaline, Deric Shannon
Toward A More Unified Libertarian Left, William T. Armaline, Deric Shannon
William T. Armaline
In this introduction we briefly sketch out some of the similarities between Marxism and anarchism, particularly around the nexus often called “libertarian socialism”. We argue that two contemporary trends make this a particularly good time for these kinds of bridge-building projects. First, with the economy in crisis and Leninism largely discredited, people are looking for alternatives to capitalism and state socialism and libertarian socialism provides examples of visions that are socialist, but not statist. Secondly, with the recent surge in anarchist studies—academic work rooted in anarchism—it makes sense to show some of the connections between Marxist (an already accepted perspective …
Revisiting Deviance And Its Relevance: A Conceptual History And Some Recent Applications In Discussions Of Violence And Institutional Social Control (Review Essay), William T. Armaline
Revisiting Deviance And Its Relevance: A Conceptual History And Some Recent Applications In Discussions Of Violence And Institutional Social Control (Review Essay), William T. Armaline
William T. Armaline
No abstract provided.
No Child Left Behind: Flowers Don’T Grow In The Desert, William T. Armaline, D Levy
No Child Left Behind: Flowers Don’T Grow In The Desert, William T. Armaline, D Levy
William T. Armaline
The No Child Left Behind legislation purports to effectively eliminate the long standing “achievement gap” between poor and minority students and their white [sic.] peers.We employ a multi-method approach to investigate (1) the discursive dominance and construction of NCLB, (2) the quantitative validity of the law’s implicit causal model of educational achievement and reform, and (3) the experiences of teachers forced to negotiate the demands of NCLB in “failing” schools. Using data drawn from federal and state policy documents, U.S. Census, the State of Connecticut Department of Education, and interviews with teachers from urban schools, we find that: (1) Through …