DIVTransnational ethnography and history of the School of the Americas, analyzing the military, peasant, and activist cultures that are linked by this institution. /div

In the Bolivian jungle, Che Guevara is captured and held in a one-room schoolhouse. For two days neither the Bolivian President nor the U.S. State Department is able to decide Che's fate. The young schoolteacher of the village insists that she be given permission to speak to the famous revolutionary. Her conversations with Che - based on historical fact - are the heart of the play. "Jose Rivera's SCHOOL OF THE AMERICAS traces the last two days of the Argentine revolutionary's life. The story comes from historical fact: When a feckless attempt to start an insurrection in Bolivia led to his capture, Che really was held for two days in tiny La Higuera while authorities decided his fate and really did talk to a young villager named Julia Cortes. As imagined by Rivera, their conversations are sometimes predictable - America is 'the greatest enemy of mankind' - but also contain surprising introspection. Che calls himself 'a goddamn joke' and 'a small, failed, stupid man.' No doubt addressing the audience, he declares, 'Worship the struggle ... don't worship me.'" -Jeremy Carter, New York ..". Mr Rivera's intimate play is something of a bookend to his screenplay for The Motorcycle Diaries, a coming-of-age movie about a young pre-political Che. In SCHOOL OF THE AMERICAS politics serve only as a backdrop to a story about Che's encounter with a young teacher named Julia Cortes. Julia teaches at the schoolhouse where Che is being held, and after pleading with the Lieutenant to be let inside, she has a final conversation with the prisoner. Like COPENHAGEN and STUFF HAPPENS, this drama uses historical fact as a frame to pose intriguing questions about what might have happened ..." -Jason Zinoman, The New York Times"

Discusses how school choice, misapplied standards of accountability, the No Child Left Behind mandate, and the use of a corporate model have all led to a decline in public education and presents arguments for a return to strong neighborhood schools and quality teaching.

School of Assassins also tells the stories of the people of SOA Watch who have petitioned Congress to stop funding the SOA, and have been jailed for their protests against the school. With public awareness growing and more people demanding that the school be closed, grim lessons remain. The most outrageous is this: the members of SOA Watch have spent more time behind bars for their nonviolent protests against the "School of Assassins" than any of the murderers trained there.

"The Maestros do a real service here in presenting the more familiar explorers in the context of all the migrations that have populated the Western Hemisphere....An outstanding introduction."--Kirkus Reviews. "The dazzlingly clean and accurate prose and the exhilarating beauty of the pictures combine for an extraordinary achievement in both history and art."--School Library Journal.

In this update to his landmark publication, William J. Reese offers a comprehensive examination of the trends, theories, and practices that have shaped America’s public schools over the last two centuries. Reese approaches this subject along two main lines of inquiry—education as a means for reforming society and ongoing reform within the schools themselves. He explores the roots of contemporary educational policies and places modern battles over curriculum, pedagogy, race relations, and academic standards in historical perspective. A thoroughly revised epilogue outlines the significant challenges to public school education within the last five years. Reese analyzes the shortcomings of “No Child Left Behind” and the continued disjuncture between actual school performance and the expectations of government officials. He discusses the intrusive role of corporations, economic models for enticing better teacher performance, the continued impact of conservatism, and the growth of home schooling and charter schools. Informed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.

New York Times Bestseller • Finalist for the 2018 National Book Critics Circle Award in Nonfiction • A New York Times Notable Book • Bloomberg Best Book of 2018 “Their distinctive contribution to the higher-education debate is to meet safetyism on its own, psychological turf . . . Lukianoff and Haidt tell us that safetyism undermines the freedom of inquiry and speech that are indispensable to universities.” —Jonathan Marks, Commentary “The remedies the book outlines should be considered on college campuses, among parents of current and future students, and by anyone longing for a more sane society.” —Pittsburgh Post-Gazette Something has been going wrong on many college campuses in the last few years. Speakers are shouted down. Students and professors say they are walking on eggshells and are afraid to speak honestly. Rates of anxiety, depression, and suicide are rising—on campus as well as nationally. How did this happen? First Amendment expert Greg Lukianoff and social psychologist Jonathan Haidt show how the new problems on campus have their origins in three terrible ideas that have become increasingly woven into American childhood and education: What doesn’t kill you makes you weaker; always trust your feelings; and life is a battle between good people and evil people. These three Great Untruths contradict basic psychological principles about well-being and ancient wisdom from many cultures. Embracing these untruths—and the resulting culture of safetyism—interferes with young people’s social, emotional, and intellectual development. It makes it harder for them to become autonomous adults who are able to navigate the bumpy road of life. Lukianoff and Haidt investigate the many social trends that have intersected to promote the spread of these untruths. They explore changes in childhood such as the rise of fearful parenting, the decline of unsupervised, child-directed play, and the new world of social media that has engulfed teenagers in the last decade. They examine changes on campus, including the corporatization of universities and the emergence of new ideas about identity and justice. They situate the conflicts on campus within the context of America’s rapidly rising political polarization and dysfunction. This is a book for anyone who is confused by what is happening on college campuses today, or has children, or is concerned about the growing inability of Americans to live, work, and cooperate across party lines.