"This is a thoughtful, provocative and important book. Clear, concise, articulate and pulling no punches, Judyth Sachs maps out an agenda for a new 'transformative professionalism' which celebrates the complexities of teacher' identities and work, and acknowledges the tensions between standards of accountability and autonomy. She argues persuasively for a reorientation of policy from managerial to a democratic and radical reconceptualisation of teacher education programmes and notions of teacher professionalism. Her text, richly supported by case studies of practice, will appeal to teachers and teacher educators worldwide who are committed to principles of active participation, trust and community." - Professor Chris W. Day, University of Nottingham * What forms of professionalism are shaping the teaching profession? * How can the concept of teacher professionalism be revitalized so that it is relevant to the needs and aspirations of teachers working in increasingly difficult and constantly changing work environments? The Activist Teaching Profession examines the issue of teacher professionalism as a social and political strategy to enhance the status and activities of the teaching profession. The book is contextualized within current debates, both government policy and scholarly, about teacher professionalism. Evidence to support the development of alternative forms of teacher professionalism utilizing new structural arrangements with various stakeholders through collaboration and cooperation, is represented using examples from Australia and elsewhere. Teacher inquiry is presented as an initiative whereby teacher professionalism can be developed. A strategy for re-establishing the moral and intellectual leadership of the teaching profession along activist lines is developed in the last section of the book. Issues surrounding teacher professional identity are examined in the light of the discourses that are shaping teacher professionalism. Rethinking professional identity provides a basis for developing new forms of teacher professionalism. The Activist Teaching Profession is both a wake up call and a call to action for teachers and the community alike.
"This is a thoughtful, provocative and important book.
Author: Judyth Sachs
Publisher: Open University Press
In this paper she reflects on progress made in teacher professionalism over the last decade - especially with regard to teaching standards and teacher professional development.
Author: Judyth Sachs
Category: Teacher effectiveness
Teacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
Sachs (2001: 14–15) summarises activist professionalism as that which is: □
Based on democratic principles □ Negotiated □ Collaborative □ Socially critical
□ Future oriented □ Strategic and tactical The ideals of the activist teaching ...
Author: Susan Groundwater-Smith
Publisher: Springer Science & Business Media
Action research was conceived as a method of collaborative, self-reflective problem-solving in a community context. Yet many believe it has evolved too far away from its original, directly activist roots. As a direct response to calls for a rejuvenation of the social agenda of ‘action research’, this volume provides an all-inclusive road map to generating and implementing politically active grass-roots research activities. It is a priceless practical guide for the newly minted researcher wanting to make a tangible difference in their profession and in the world. Where some action research models have been criticized for losing focus on the participatory and social justice roots of this type of research, this book puts social justice activism squarely center stage, guiding the researcher through the theoretical, methodological and practical considerations and constraints of developing, implementing and sustaining research in the cultural professions. Lcating and contextualizing the history and theory of action research, critical theory and other related methodologies and concepts, this volume takes the reader on a journey that begins with the formation of a question, puzzle or research idea right through to the publication of a report on your finished project. Including discrete sections on every stage in the process, from generating a social justice activism agenda, through forming a team and empowering participants, to ensuring the implementation of your agenda and publishing and disseminating your work. Engaging their readers with a fresh acronym, PAtR—Participatory Activist Research—the authors give fresh impetus to those looking for a systematic way to understand and shape practice in their daily work, their profession and their world. This is an outstanding book that represents a critical research process sorely needed in the academy today. Any researcher interested in making an intervention into the egregious social conditions wrought by neoliberal capitalism would do well to read this book. An important contribution to the literature on research methodology. Peter McLaren, Professor, School of Critical Studies in Education, University of Auckland This is an outstanding book that represents a critical research process sorely needed in the academy today. Any researcher interested in making an intervention into the egregious social conditions wrought by neoliberal capitalism would do well to read this book. An important contribution to the literature on research methodology. Peter McLaren, Professor, School of Critical Studies in Education, University of Auckland
The activist professional. Journal of Educational Change, 1, 77–95. Sachs, J. (
2003). The activist teaching profession. Maidenhead: Open University Press.
Smith, L. T. (1999). Decolonising methodologies: Research and indigenous
Publisher: Springer Science & Business Media
Teachers and Teacher Unions in a Globalised World asks a series of pressing questions of teacher educators, teachers and teacher unions worldwide in this era of global capitalism. As governments around the world support austerity politics in the face of financial meltdowns, social inequalities, terrorist threats, climate catastrophe, wars and mass migrations, the book questions whether practitioners in teaching and teacher education are succumbing to pressures to dismantle their nation-state systems of education. The authors present a clearly argued case in Ireland for teachers and teacher educators organising to realise their moral and social responsibilities of free and fair schooling for all when it is most needed, as well as insisting on policy debates about a free publicly funded school system. At a time when teachers are feeling overwhelmed with workload and frustrated by the visible turning of events away from the historical record, the book emphasises the importance of practitioner research in informing decisions about a strategic and democratic way forward for education around the globe. Teachers and Teacher Unions in a Globalised World will be of great interest to academics and researchers in the field of education, as well as teacher educators, practitioners and policymakers.
As she put it, 'an activist teaching profession is an educated and politically astute
one'. This needed to be developed and realised, she argued, in systematic and
collective ways, but this was best done to achieve socially responsible goals.
Author: John Carr
How did we let teacher burn-out happen, and what can we do about it – before it's too late? This brave and disruptive book accurately defines the problems of low teacher morale and offers systemic, future-proof and realistic solutions to bringing hope, energy and joy back to the profession. The simple answer is staring us in the face: increase teacher agency. Our rallying cry: our profession needs a return to values of humanity, pride, and professionalism. From research literacy to a collective voice, better CPD to smarter accountability, contributors to this book demonstrate the huge scope for increased teacher influence at every level of the education sector. Education voices including Sam Twiselton, Alison Peacock, David Weston and Andy Hargreaves, supported by a broad range of academics and policy makers, vouch for increased teacher agency and stronger, more powerful networks as a means of improving practice, combatting teacher disillusionment, and radically improving UK education. This text offers an exciting and hopeful perspective on education; urging teachers to work together to ‘flip the system’ and challenging policy makers to help... or get out of the way. Chapters have been contributed by Tom Bennett, Peter Ford, Jonathan Firth, David Weston, David Williams, Zeba Clarke, Julie Smith, Dr Robert Loe, Jeremy Pattle, Debra Kidd, Steven Watson, Ross Morrison McGill, George Gilchrist, Howard Stevenson, Professor Dame Alison Peacock, d’Reen Struthers, Phil Wood, Rae Snape, Simon Gibbs, Ross Hall, Jackie Ward, Simon Knight, David Frost, Sheila Ball, Sarah Lightfoot, Andy Hargreaves, Darren Macey, Gary Farrell, Julian Critchley, Tony Gallagher, Gareth Alcott, Sam Twiselton, Jelmer Evers, Alma Harris, Michelle Jones, Natalie Scott, Deborah M. Netolicky, Jon Andrews, Cameron Paterson, Per Kornhall, Joe Hallgarten, Tom Beresford and Sara Hjelm.
Teachers need to be able to undertake scholarship as part of their democratic
involvement in an autonomous profession and as an integral part of their own
professional learning and development. Activism Activism means individuals and
Author: Lucy Rycroft-Smith
Written by members of the International Study Association on Teachers and Teaching, the papers in this volume were presented at an international teaching conference on the issues of theory and practice. Using these contributions from experienced researchers, most of whom are practising teachers, this single volume is international in scope and context, demonstrating differences and similarities between and within countries. This detailed book is clearly split into five sections focusing on the following themes: * teacher education – professional identity, professional research, and quality of teacher education * teacher practice – basic values, ethics, and cultural scaffolding * higher education – academic motivation, discourse dissonance concerning intellectual property, self studies of teacher education practice * teacher development – the challenge to be the best teacher, the link between policy and practice, personal theory and practice in tertiary development * research and theory – reflective practice, shared democratic values, teachers as researchers.
In summary then an activist identity is: – based on democratic principles –
negotiated – collaborative – socially critical – future oriented ... An activist teacher
professional identity is not something that will come naturally to all teachers. It
has to ...
Author: Michael Kompf
Weaving together concerns about environmental and social justice, Teaching as Activism brings together constructive demands for change and theoretical debate. Written by activists who also teach, the essays challenge the current pedagogical literature with proposals that would bring discussion of social and environmental responsibility into postsecondary science, the classroom, and the community. With backgrounds in feminist science and indigenous knowledges critiques, the contributors emphasize the importance of appreciating indigenous knowledges, recognizing our bias about how knowledge is presently produced, and integrating science with a human spiritual connection to nature. The goals are to question the legacies of colonialism, capitalism, and globalization and create a more inclusive interdisciplinary education. Contributors include Elisabeth Abergel (Glendon College), Marie Battiste (University of Saskatchewan), Vanaja Dhruvarajan (University of Winnipeg), Margrit Eichler (University of Toronto), Leesa Fawcett (York University), Ursula M. Franklin (University of Toronto), Marianne Gosztonyi Ainley (University of Northern British Columbia and University of Victoria), Moira Grant (University of Ontario Institute of Technology), Bob Jickling (Lakehead University), Ann Matthews (University of Toronto), Heather Menzies (Carleton University), Natasha S Myers (Massachusetts Institute of Technology), Njoki N. Wane (University of Toronto), and Barbara Waterfall (Wilfrid Laurier University).
Professional. Ideology. and. Educational. Practice: Learning. to. Be. a. Health.
Professional. MOIRA M. GRANT NOW YOU SEE ME ... I appear in this discussion
as a medical laboratory technologist who is researching my profession as part of
Author: Linda June Muzzin
Publisher: McGill-Queen's Press - MQUP
Taking an active stand in today's conservative educational climate can be a risky business. Given both the expectations of the profession and the challenge of participation in social justice activism, how do educator activists manage the often competing demands of professional and activist commitments? Activist Educators offers a view into the big picture of assertive idealistic professionals’ lives by presenting rich qualitative data on the impetus behind educators’ activism and the strategies they used to push limits in fighting for a cause. Chapters follow the stories of educator activists as they take on problems in schools, including sexual harassment, sexism, racism, reproductive rights, and GLBT rights. The research in Activist Educators contributes to an understanding of professional and personal motivations for educators’ activism, ultimately offering a significant contribution to aspiring teachers who need to know that education careers and social justice activist causes need not be mutually exclusive pursuits.
Chapters follow the stories of educator activists as they take on problems in schools, including sexual harassment, sexism, racism, reproductive rights, and GLBT rights.
Author: Catherine Marshall
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
(Reading 3.2) Heilbronn, R. and Yandell, J. (2011) Critical Practice in Teacher
Education: A Study of Professional Learning. ... arguments for morally informed
and socially aware teachers: Sachs, J. (2003) The Activist Teaching Profession.
Author: Andrew Pollard
Publisher: A&C Black
Good teacher education, informed by relevant research, is judged by policy makers and practitioners alike to be central to increasing the quality of schooling in many countries of the world. Yet, in the UK, research on teacher education is often acknowledged to be less well developed than other areas of educational research and to be over-determined by education policy. It has also been accused of a lack of rigour and of being atheoretical. A further challenge in developing good research in teacher education is that new teacher educators commonly face the challenge of moving into academic work without relevant research skills and the ready capacity to produce high quality research outputs. For these reasons, then, strengthening research in and on teacher education is high on educational agendas in the UK. This book examines the exact nature of these challenges in teacher education and the initiatives arising to address them in different settings across the four nations of the UK. The central theme of all the chapters is how to build ‘research capacity’ so that teacher education can contribute more strongly to the improvement of schooling, as well as becoming a high quality, research-informed enterprise in its own right. The insights will be valuable to teacher educators around the world. This book was published as a special issue of the Journal of Education and Teaching.
Research capacity building, professional learning and the social practices of
educational research. British Educational Research Journal 33, no. 5: 761¥79.
Sachs, J. 2003. The activist teaching profession. Buckingham, UK: Open
Author: Ian Menter
MasterClass in Geography Education provides a comprehensive exploration of the major themes in geography education research and pedagogy, drawing on international research. The editor draws together a variety of professional, academic and practitioner perspectives to support professional development of geography teachers. The book incorporates discussion of the place of subject knowledge in geography, the role and function of research in geography education and the relationship between research and practice. Topics covered include: - research and professional practice - constructing geographical knowledge - ethical considerations - carrying out research projects MasterClass in Geography Education will be essential reading for all studying the teaching and learning of geography on PGCE and Education MEd/MA courses.
Transforming Teaching and Learning Graham Butt ... Furlong, J (2005) New
labour and teacher education: the end of an era education and the Labour
Government: an evaluation of two ... Sachs, J (2003) The Activist Teaching
Author: Graham Butt
Publisher: Bloomsbury Publishing
Reflective Teaching in Early Education is the definitive textbook for reflective professionals in early education, drawing on the experience of the author team and the latest research, including the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for both undergraduate and postgraduate students and career-long professionalism for early years practitioners working in pre-schools, child care settings and the first years of primary schools. Written by a collaborative author team of leading early years educationalists and practitioners led by Jennifer Colwell, Reflective Teaching in Early Education offers two levels of support: - comprehensive, practical guidance for practitioner success with a focus on key issues such as building relationships, communication, behaviour, inclusion, curriculum planning and learning, and teaching strategies; and - evidence-informed 'principles' and 'concepts' to aid understanding of the theories informing practice, offering ways to develop deeper understanding of early years practice in early childhood education and care. Reflective activities, case studies, diagrams and figures, end-of-chapter summaries and research briefings are provided throughout. This book, along with the companion reader and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. The team includes: Early Years Educationalists: Jennifer Colwell (University of Brighton, UK) | Helen Beaumont (Early Years Advisor, Brighton, UK) | Helen Bradford and Holly Linklater (University of Cambridge, UK) | Julie Canavan, Denise Kingston and Sue Lynch (University of Brighton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Tim Waller (Anglia Ruskin University, UK) Early Years Practitioners: Emma Cook, Sarah Ottwell and Chris Randall (Oneworld Nursery, Brighton, UK) with staff from One World Nursery and Phoenix Nursery (Brighton, UK) Readings for Reflective Teaching in Early Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
London: Heinemann. Sachs, J. (2003) The Activist Teaching Profession.
Buckingham: Open University Press. Sahlberg, P. (2012) Finnish Lessons: What
the World Can Learn from Educational Change in Finland?. Boston: Teachers'
Author: Jennifer Colwell
Publisher: Bloomsbury Publishing
Research has shown that teachers' professional identities are frequently represented as and conceived to be fixed and free of conflict. Semi-structured interviews and visual metaphors were used in this qualitative study to investigate the perspectives of self-described activist teachers regarding their experiences with integrating their activism into their professional practice and identity. The theoretical framework for this study was informed by the work of Mikhail Bakhtin, Dorothy Holland, William Lachicotte, Debra Skinner, and Carol Cain. The research findings described how activism and professionalism are reconciled by participants who see themselves as both activists and professional educators, despite the tensions between these commitments. The intensity with which 'professional expectations' were felt to constrain and limit both the character and the educational value of activism suggests, however, that there may be considerable value in enlarging opportunities for teachers to talk about the importance of activism in their professional practices and identity-development.
The theoretical framework for this study was informed by the work of Mikhail Bakhtin, Dorothy Holland, William Lachicotte, Debra Skinner, and Carol Cain.
Author: Emma Jane Staples
Category: Identity (Psychology)
Readings for Reflective Teaching in Schools provides a portable library of over a hundred readings to support teacher education and professional development. Extensively updated since earlier editions, the book concisely introduces both classic and contemporary research and understanding on teaching and learning. The selection reflects current issues and concerns in education and has been designed to support school-led teacher education as well as a wide range of school–university partnership arrangements. Uniquely, two types of reading are provided: - summaries enabling easy access to evidence on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; - analyses of deeper forms of understanding about teaching and learning processes, to support the development of expertise throughout a teaching career. This collection of readings is edited by Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, with the advice of primary and secondary specialists from the University of Cambridge. Readings for Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Reflective Teaching in Schools focuses on how to achieve high-quality teaching and learning. By design, it offers both practical support for effective practice and routes towards deeper expertise. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
London: Open Books. Sachs, J. (2003) The Activist Teaching Profession.
Buckingham: Open University Press. Sahlberg, P. (2011) Finnish Lessons: What
Can the World Learn from Educational Change in Finland. New York: Teachers
Author: Andrew Pollard
Publisher: Bloomsbury Publishing
Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
London: Open Books. Sachs, J. (2003) The Activist Teaching Profession.
Buckingham. Open University Press. Sahlberg, P. (2011) Finnish Lessons: What
Can the World Learn from Educational Change in Finland. New York: Teachers
Author: Margaret Gregson
Publisher: Bloomsbury Publishing
Civil rights activist Septima Poinsette Clark (1898-1987) developed a citizenship education program that enabled tens of thousands of African Americans to register to vote and to link the power of the ballot to concrete strategies for individual and communal empowerment. Clark, who began her own teaching career in 1916, grounded her approach in the philosophy and practice of southern black activist educators in the decades leading up to the 1950s and 1960s, and then trained a committed cadre of grassroots black women to lead this literacy revolution in community stores, beauty shops, and churches throughout the South. In this engaging biography, Katherine Charron tells the story of Clark, from her coming of age in the South Carolina lowcountry to her activism with the Southern Christian Leadership Conference in the movement's heyday. The enhanced electronic version of the book draws from archives, libraries, and the author's personal collection and includes nearly 100 letters, documents, photographs, newspaper articles, and interview excerpts, embedding each in the text where it will be most meaningful. Featuring more than 60 audio clips (more than 2.5 hours total) from oral history interviews with 15 individuals, including Clark herself, the enhanced e-book redefines the idea of the "talking book." Watch the video below to see a demonstration of the enhanced ebook:
Black teachers “ought to put into office only men and women of the lay teaching
profession,” he urged. ... In its wake, these Young Turks took their turn at the
organization's helm and generally steered it in support of the NAACP's activist
Author: Katherine Mellen Charron
Publisher: Univ of North Carolina Press
Category: Biography & Autobiography
Demonstrating the power and potential of educators working together to use literacy practices that make changes in people's lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educators’ stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice. Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachers’ reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions – in their classrooms and as members of the teacher research group – will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.
The book also models how teacher-led professional development can provide
the support and inspiration for courageous teaching and educational activism.
The teachers' practices and actions—in their classrooms and as members of the
Author: Rebecca Rogers
Wake Up, America! Thought-provoking new book espouses the ideals of conservatism to protect American interests Lone Pine, CA (Release Date TBD) With financial powerhouses going bankrupt or being sold, and America deep in the despair of an economic recession, there is something definitely wrong with our country today. The US Presidential elections is looming in the horizon, the chance to set this great nation back on track is an opportunity that should not be missed. Author and conservative thinker R.D. Cook enlightens readers with the problems besetting the US and proposals to correct them in this thought-provoking book, A Primer for Conservative Activism. R.D. Cook, who bills himself as An Everyday, Non-famous American, slams secular and socialist liberals in A Primer for Conservative Activism. Even some Republicans will feel his barbs as he exposes some of the more blatant abuses being forced on American citizens by all three branches of our government but more especially by the far left liberals in our society. This book identifies the problems in our country and proposes actions for conservatives and moderates to counter these erosions of the Constitution, our way of life, and national identity. Some of the areas addressed include the following: the tragedy of abortion rulings by the courts; the twisting of the meaning of the Constitution by the Supreme Court; the dangers of liberal indoctrination in our public schools; irresponsible government spending; taxes and their effects on our economy and society; the political and societal costs of illegal immigration; the dangers of Islamofascism; the misguided approach to climate change; and the true meaning of religion as intended by our Founding Fathers. Conservatives and moderates are encouraged throughout the pages of A Primer for Conservative Activism to become more informed and become activists in the conservative cause! So get a copy now. For more information, log on to www.Xlibris.com. About the Author The author was born in 1942 in Modesto California and raised through my freshman year of high school in Turlock California. Small town values were an integral part of the community I was raised in and had a profound impact on my worldview. Religion, moral and ethical values were the backbone of the community and they were practiced in every level of the community at that time. Although I did not obtain a degree from college, I concentrated on the biological and physical sciences in high school and college. I joined the Los Angeles County Sheriffs Department and served there for 28 years, retiring as a sergeant in 1992. Since my retirement I have worked as a heavy equipment operator in Underground utility installation and also on wetland mitigation projects. I consider myself to be politically conservative but I am registered as an Independent. A Primer for Conservative Activism * by R.D. Cook How Does Your Garden Grow? Publication Date: Trade Paperback; $24.99; 192 pages; 978-1-4363-4801-0 Cloth Hardback; $34.99; 192 pages; 978-1-4363-4802-7 To request a complimentary paperback review copy, contact the publisher at (888) 795-4274 x. 7479. Tear sheets may be sent by regular or electronic mail to Marketing Services. To purchase copies of the book for resale, please fax Xlibris at (610) 915-0294 or call (888) 795-4274 x.7876. Xlibris books can be purchased at Xlibris bookstore. For more information, contact Xlibris at (888) 795-4274 or on the web at www.Xlibris.com.
So is our liberal educational system becoming a totalitarian institution? You
decide! If you look at the people entering the teaching profession today, they are
the product of the predominately liberal educational system offered by liberal ...
Author: R.D. Cook
Publisher: Xlibris Corporation
Category: Political Science