For more than a generation, historical interpretations of emancipation in the United States have acknowledged that the slaves played a central role in driving that process forward. This is a critically important advance, and one worth defending. But it is also a perspective whose influence seems increasingly precarious. This article explores the complex relationship between the slaves’ ‘revolution from below’ and the bourgeois revolution directed from above, in part through an appraisal of W.E.B. Du Bois’s argument about the ‘slaves’ general strike’ and the wider revolutionary upheaval encompassing civil war and reconstruction. Grounded in a close familiarity with sources and interpretive trends, the article offers a detailed reading of shifting perspectives in current historiography, a comprehensive review of left engagement with Du Bois’s work, and an extended ‘critical and sympathetic’ appraisal of his major work from within the framework of the Marxist tradition.
This rich array of case scenarios both illuminates and elaborates the meaning of inclusion in today’s schools and tomorrow’s visions. Twenty-five stories from parents, teachers, school principals, and specialists highlight the kind of experiential knowledge that won’t be found in typical research reports and district documents about inclusive education. What happens to real people—students and their families—doesn’t always resemble policies that can look so good on paper. This book makes a wonderful contribution to better understandings of the challenges of inclusion as well as the commitments positioned alongside values in order to meet those challenges. There are brave and spirited people in these pages—not the least of whom are the children themselves. Professor Luanna H. Meyer, PhD Director, Jessie Hetherington Centre for Educational Research Victoria University, New Zealand This is a book on inclusive education that leaves you with hope and ideas for action. It takes a very difficult and highly charged topic and demonstrates that it is possible to see both the trees and the forest. Michael Fullan Professor Emeritus OISE/University of Toronto We are reminded in the commentaries parents share in this book of how their passionate commitment to good education and their ideas make inclusion work. The case-study approach reveals the critical importance of their, and many other perspectives in finding solutions to what are so often dismissed as irresolveable dilemmas. They aren’t, and this book models exactly the kinds of conversations we need in schools across the country to challenge all of us to stay the course. It’s a must-read for anyone who wants to make diversity and inclusion a reality in public education today. Michael Bach Executive Vice-President Canadian Association for Community Living"