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WISR students, faculty, and alumni are professionals and activists
who are often actively engaged in serious scholarship and writing.
On this web page we present abstracts of some books written by
members of the WISR community, and links to web sites for those
who want more information about these books and how to purchase
them.
Over time, we will add to this list, and to other parts of this
web site, as well (e.g., newsletter, learning resources, and other
web pages under "publications")--to report on some of the many other
papers, journal articles and conference presentations made by members
of the WISR community.
******
New Book just published by WISR MA and PhD alumnus, Anngwyn
St. Just: Relative Balance in an Unstable World--A Search for
New Models for Trauma Education and Recovery
This book is available by for $26.95 plus postage and handling.
Order by Fax: +49-62 21-64 38 22 [Germany] or mail: Carl-Auer Verlag,
Hausserstr. 14, 69115 Heidelberg, Germany.
One copy is available on loan for brief periods from WISR's library
(contact John Bilorusky). For more information: http://www.acst-europa.com/english/events.htm
Anngwyn tells us that this book is based on her decades
of work in the field of trauma, healing and social change.
In her note, she goes on to say that "This book would not have
been possible without my three projects done at WISR and (the) invaluable
guidance during those years. For me, the most challenging project
was qualitative research, which in the long run turned out to be
the most satisfying."
******
Training Materials
on Trauma Resolution produced by WISR PhD alumnus, Dr. Diane Poole
Heller are available on her website.
******
Richard Otis Allen (WISR PhD, 1998) revised and improved his
dissertation, which was published in 2004 as Fighting to Finish:
Personal Storytelling in a Public Library Adult Literacy Program.
The book grows out of his many years of experience as an
adult education and high school teacher of English language arts
and cultural history, and on his most recent experience as a volunteer
adult literacy educator for the Second Start Program of the Oakland
Public Library. To quote from the
iUniverse Press web site which promotes his book, "Fighting
to Finish presents an innovative, successful method that helps
adult literacy learners persist in developing and enhancing their
skills and abilities. . . .
The pressure to drop out of adult literacy programs can be extreme
for many learners, especially minority learners, trying to cope
with personal, family, financial, and health problems. When learners
drop out, their volunteer tutors--upon whom many programs depend--may
suffer a drop in morale, or worse, may resign. These problems can
be a major challenge for many programs. Fighting to Finish
presents an innovative, effective, theory based, but tutor friendly
method devised to encourage learners' persistence and perseverance,
and to strengthen the training, preparation, and retention of tutors.
The method employs learners' personal stories or oral histories
to develop learners' literacy abilities, to problem solve, and to
manage conflict. It enhances learners' determination to achieve
their literacy and educational goals. Learners' efforts help tutors
become more inspired and motivated, and thus more committed to the
program. Fighting to Finish explains and illustrates how
this method can be easily adapted by adult literacy programs and
used by their volunteer tutors for the benefit of their learners
and themselves.
Former WISR faculty member, Torry D. Dickinson, now on the faculty
at Kansas State University (Sociology and Women's Studies) recently
edited the book, Community and the World: Participating in Social
Change, 2003. The following abstract of the book can be
found on the web
site of Nova Science Publishers: "This collection of articles
and artwork examines inclusive community development education,
which engages members of diverse, often marginalized groups in research
and education for social change. Community development education
is the democratic and scholarly practice of involving everyday people,
from all backgrounds, in the research-based process of designing,
starting, and evaluating programs that meet people's needs. The
book's varied contributions serve as personalized invitations to:
work with others as equals, join democratic social projects, talk
to people "you wouldn't have talked to before," value
self-education, recognize contributions made by unpaid workers,
invent ways to be non-violent, challenge passivity, and use democracy
as a way to improve communities and the world. Addressing culture
to science, chapters contain work carried out by younger and older
scholarly activists in: Women's Studies, anti-racist and anti-colonial
studies, history, the social sciences, global studies, community
studies, media studies, horticulture, philosophy, education, cooperatives
and community service, social-movement organizing, project development,
political art, and popular music. Each chapter contains diverse
themes, comes from multidisciplinary research, and speaks to the
subject of education for social change in individual ways. Contributions
focus on popular education, self-education, self-defined group education,
group-defined university projects, and scholarly activism in local
to global movements. Table of Contents: Preface; Part 1: Introduction
to Community and the World; Part 2: Creating New Educational Centers
for Social Change; Part 3: Translating Feminist, Post-Colonial and
Post-Modern Thought in the Context of Social Activism; Part 4: Broad,
Cultural Change and Popular Education; Part 5: Historical Perspectives
on Scholarly Activism; Part 6: Using the Power of Scholarly Activism
to Develop Innovative Projects; Contributors; Index."
Within that book, two articles were written by other members of
the WISR community. While finishing her PhD studies at WISR,
Marilyn Jackson (WISR PhD, 2004) wrote the article, "The Life of
the People: The Legacy of N.F.S. Grundtvig and Nonviolent Social
Change." And, long-time WISR faculty members, John Bilorusky
and Cynthia Lawrence wrote the article, "Multicultural, Community-Based
Knowledge-Building: Lessons from a Tiny Institution Where Students
and Faculty Sometimes Find Magic in the Challenge and Support of
Collaborative Inquiry."
******
WISR MA alumnus, and current WISR PhD student, Dennis Hastings,
who is former Historian for the Omaha Tribe and current Director
of the Omaha Tribal Historical Research Project, has co-authored
two books growing out of his efforts to preserve the culture of
his people. The first book, Blessing
for a Long Time: The Return of the Sacred Pole of the Omaha Tribe
(written with Robin Riddington, published by University of Nebraska
Press, 2000), was his MA thesis at WISR. That book explores the
history and the significance of the Sacred Pole in Omaha culture,
and the successful effort to return the Sacred Pole to the Omaha
people from Harvard's Peabody Museum. Dennis is also co-author of
Susan
LA Flesche Picotte, M.D.: Omaha Indian Leader and Reformer
(with Benson Tong, University of Oklahoma Press, 1999).
Also, Dennis Hastings continuing work on a manuscript pertaining
to the history of the Omaha tribe, with Karl J. Reinhard of the
School of Natural Resource Sciences at the University of Nebraska.
This Project Manuscript is a study of the Omaha Ancestors at
the request of the Omaha Tribe for the purpose of providing information
to the Omaha Tribe of Nebraska about its past. The project is under
the direction of the Omaha Tribal Council and funded by the National
Endowment for the Humanities. A working copy of a project (in process)
is posted online for input by interested parties. On the web site
Learning From the Ancestors, Professor Reinhard writes: "This
web page contains the partially completed manuscript [please excuse
the spelling and grammatical errors in sections that are in revision
or that are still being written] describing the findings from the
studies of the Ancestral Remains. This partial manuscript was written
during the summer of 1994 and is derived from the technical manuscript
which was sent to the Tribal Council in January 1994. It was modified
in 1997 and 1998. This manuscript is being written to fill several
goals that various Omaha Tribal Council Members and other tribal
members suggested to me in 1990 and 1991 when the work was started.
These goals are: 1) To provide an idea of what Omaha life was like
during the 1700s and 1800s. 2) To provide an idea of what Omaha
culture was like during this time. 3) To address past and modern
health issues including diet, diabetes, cancer, and other diseases.
4) To explain the science of the analysis so that young Omaha people
might become interested in pursuing careers in science and technology.
5) To correct some misinterpretations of Omaha culture and history,
especially the past archaeological studies that suggested the Omaha
were inherently warlike. The table of contents summarizes the list
of topics that Dennis and I intended to cover. Those that are in
bold face are the topics that are written and included in this notebook.
The other topics will be written as soon as possible. There are
notes in the text indicating where illustrations will be inserted.
These are not completed yet. I would greatly appreciate your input
on the content and direction of the manuscript as it exists now.
Perhaps we can arrange a meeting with Dennis at some point to discuss
the manuscript and any concerns you have with it."
******
Dianne Heller's dissertation (WISR PhD, 2001) was published
by North Atlantic Books (2001) as Crash
Course: A Self-Healing Guide to Auto Accident Trauma and Recovery.
In that book, Dianne educates us about the trauma and health problems
that often persist among survivors of auto accidents, and she gives
professionals and survivors guidance in how to promote healing in
the aftermath of those accidents. In the book, she shows how to
use the Heller Resiliency Scan--a self-assessment tool she has given
to survivors of various types of trauma, so that they can identify
and and use their strengths and resources as a foundation in their
pursuit of healing and recovery.
******
For his senior thesis, Eli Rosenblatt (WISR BA,1993) selected,
organized and edited a collection of articles on issues related
to prison reform. His senior thesis was later published as Criminal
Injustice: Confronting the Prison Crisis (South End
Press, 1996).
******
Former WISR adjunct faculty member, Dr. Antonia Pantoja passed
away a few years ago, within a month of the publication of her book,
Memoir of a Visionary: Antonia Pantoja (Arte Publico
Press, 2002). Dr. Pantoja was known far and wide as an effective
Puerto Rican social activist, educational innovator, youth advocate,
and civil rights leader. She received the prestigious Medal of Freedom
from former President Clinton in 1996. Dr. Pantoja was a long-time
friend and colleague of faculty at WISR, and funds have been donated
to WISR for a partial scholarship in her name. WISR PhD student,
Andrea Turner, is currently pursuing her studies with assistance
from a WISR Scholarship in memory of Dr. Pantoja.
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