The Unbounded Community

Stick ball, stoop sitting, pickle barrel colloquys: The neighborhood occupies a warm place in our cultural memory—a place that Kenneth A. Scherzer contends may have more to do with ideology and nostalgia than with historical accuracy. In this remarkably detailed analysis of neighborhood life in New York City between 1830 and 1875, Scherzer gives the neighborhood its due as a complex, richly textured social phenomenon and helps to clarify its role in the evolution of cities. After a critical examination of recent historical renderings of neighborhood life, Scherzer focuses on the ecological, symbolic, and social aspects of nineteenth-century community life in New York City. Employing a wide array of sources, from census reports and church records to police blotters and brothel guides, he documents the complex composition of neighborhoods that defy simple categorization by class or ethnicity. From his account, the New York City neighborhood emerges as a community in flux, born out of the chaos of May Day, the traditional moving day. The fluid geography and heterogeneity of these neighborhoods kept most city residents from developing strong local attachments. Scherzer shows how such weak spatial consciousness, along with the fast pace of residential change, diminished the community function of the neighborhood. New Yorkers, he suggests, relied instead upon the "unbounded community," a collection of friends and social relations that extended throughout the city. With pointed argument and weighty evidence, The Unbounded Community replaces the neighborhood of nostalgia with a broader, multifaceted conception of community life. Depicting the neighborhood in its full scope and diversity, the book will enhance future forays into urban history.

Presented to Jaroslav Pelikan by 12 of his former students in honor of his 70th birthday, this festschrift contains 10 papers drawn from an April 1994 conference at Yale University. Topics include Anglo-Saxon monasticism and the public suitability of the Rule of St. Benedict; Dante and the problem of Byzantium; and Thomas More and Vaclav Havel on social and personal integrity. Includes a bibliography of the professor's work. No index. Annotation copyright by Book News, Inc., Portland, OR

This groundbreaking book analyzes the theme of community in seven French Caribbean novels in relation to the work of the French philosopher Jean-Luc Nancy. The complex history of the islands means that community is often a central and problematic issue in their literature, underlying a range of other questions such as political agency, individual and collective subjectivity, attitudes towards the past and the future, and even the literary form itself. Celia Britton here studies a range of key books from the region, including Édouard Glissant’s Le Quatrième Siècle, Patrick Chamoiseau’s Texaco, Daniel Maximin’s L’Ile et une nuit, and Vincent Placoly’s L’eau-de-mort guildive, among others.

The increasing atomization of modern society has been accompanied by an enduring nostalgia for the idea of community as a source of security and belonging in an increasingly insecure world. Far from disappearing, community has been revived by transnationalism and by new kinds of individualism. Gerard Delanty begins this stimulating critical introduction to the concept with an analysis of the origins of the idea of community in Western utopian thought, and as a theme in classical sociology and anthropology. He goes on to chart the resurgence of the idea within communitarian thought and postmodern philosophies, the complications and critiques of multiculturalism, and new manifestations of community within a society where changing modes of communication produce both fragmentation and possibilities of new social bonds. Contemporary community, he argues, is essentially a communication community based on belonging and sharing, and can be a powerful voice of political opposition. The communities of today are less spatially bounded than those of the past, but they cannot dispense with the need for a sense of belonging. The communicative ties and cultural structures of contemporary societies have opened up numerous possibilities for belonging based on religion, nationalism, ethnicity, lifestyle and gender.

Considers how diverse types of communities influence organizations, as well as the associated benefit of developing an accounting for community processes in organizational theory. This title focuses on social proximity and networks that has characterized the work on communities.

This book offers an in-depth, cross-cultural and transdisciplinary discussion of the translatability of social emotions. The contributors are leading philosophers, semioticians, anthropologists, communication and translation theorists from Europe, America and Australia. Part I explores the translatability of emotions as a culturally embedded social behaviour that requires a contextualized interpretation of their origins and development in different social and cultural settings. These studies make useful preparations for the studies introduced in Part II that continue investigating the cultural and sociological influence of the development of social emotions with a special focus on the dialogical relation to the body and to others. Part III presses on delving into specific types of emotions which underscore social interactions at both the community and individual levels, such as dignity, (im-)politeness, self-regard and self-esteem. Finally, Part IV offers a further development on the preceding parts as it discusses problems of translation, expressibility and mass-medial communication of emotions. This book will engage translation scholars as well as those with a broader interest in the study and interpretation of emotions from different fields, perspectives and disciplines.

Imagine a human society, perhaps in pre-history, in which people were generally of a psychological kind with us, had the use of natural language to communicate with one another, but did not have any properly moral concepts in which to exhort one another to meet certain standards and to lodge related claims and complaints. According to The Birth of Ethics, the members of that society would have faced a set of pressures, and made a series of adjustments in response, sufficient to put them within reach of ethical concepts. Without any planning, they would have more or less inevitably evolved a way of using such concepts to articulate desirable patterns of behavior and to hold themselves and one another responsible to those standards. Sooner or later, they would have entered ethical space. While this central claim is developed as a thesis in conjectural history or genealogy, the aim of the exercise is philosophical. Assuming that it explains the emergence of concepts and practices that are more or less equivalent to ours, the story offers us an account of the nature and role of morality. It directs us to the function that ethics plays in human life and alerts us to the character in virtue of which it can serve that function. The emerging view of morality has implications for the standard range of questions in meta-ethics and moral psychology, and enables us to understand why there are divisions in normative ethics like that between consequentialist and Kantian approaches.

`Leadership in education is receiving increasing attention, and this text contributes much to the debate. A useful text that will appeal to a wide audience of senior managers, teachers, programme designers and researchers' - Learning and Skills Research `If one were on a fact-finding mission to gain insight into leadership thought and practice in education, then this book is an excellent resource' - Education News `This book makes an excellent contribution to the current debate on Educational Leadership. It blends theory with practice and provides an important resource for many aspects of leadership development programmes at a variety of levels. The book will appeal to the academic reader, the postgraduate student and those involved in providing leadership courses at a professional level. There is an international perspective on the analysis of leadership theory and practice, integrating examples from a variety of cultural settings and exploring education at all phases from primary to higher' - Stephen Merrill, Edge Hill College of Higher Education, Journal of In-Service Education `Leadership in Education offers an excellent analysis of the current debate: well informed on research and practice, positive but critical. It is particularly strong on what it calls "the railway-bookstall offerings of context-independent leadership".... There is a great deal of practical wisdom within these very accessible pages' - Michael Duffy, Times Educational Supplement This book deals with leadership in all sectors, from primary to higher education. It presents an international perspective on the analysis of leadership theory and practice, with the integration of exemplars from different cultural settings. The authors provide a wide range of conceptual perspectives on leadership. Themes include: - the efficacy of centralized versus distributed concepts of leadership - the contrast between competency and academic models of leadership development - the contradistinction between functionalist and democratic models of leadership. These themes are developed in four sections: - Conceptualization - Leadership development - Teachers as leaders - Leadership in practice Contributors include: Clive Dimmock, Peter Gronn, Marianne Coleman, Peter Ribbins, Ray Bolam, Peter Newton, Kenneth Leithwood, Helen Gunter, Lynn Davis, Clive Harber and Graham Peeke This book is recommended to all involved in educational management, particularly to students, teachers, researchers, policy makers and educational administrators. The Centre for Educational Leadership and Management series, edited by Tony Bush, examines the impact of the many changes in the management of schools and colleges, drawing on empirical evidence. The approach if analytical rather than descriptive and generates conclusions about the most effective ways of managing schools on the basis of research evidence.