Une professeure séduit ses anciens élèves et raconte leur initiation sexuelle.
Judith, ex-institutrice, est mariée à Lucien, voyeur pervers qui la pousse à s'exhiber en tenues coquines, et même à racoler dans les bas quartiers d'Avignon. Les hasards de la vie font que, dans le car de touristes qui la conduit à Venise, Judith retrouve un ancien élève à la peau noire : Jonathan Dibenga. Quatorze ans auparavant, amoureux de sa toute jeune " maîtresse ", il faisait circuler en classe des dessins obscènes, ce qui lui avait valu de sévères punitions, dont il a gardé la mémoire brûlante. Aujourd'hui, les rôles sont inversés. Avec la complicité du mari complaisant, Judith va se soumettre avec volupté aux commandements pervers de Jonathan. Elle va tout connaître : les proxénètes noirs d'Avignon, les médecins marron qui refont les clitoris, les boutiques spécialisées dans les tenues olé olé... Et voilà qu'elle embarque pour faire un " stage " dans une lointaine tribu africaine...
The principal orchestrator of the passage of women's suffrage in Texas, a founder and national officer of the League of Women Voters, the first woman to run for a U.S. Senate seat from Texas, and a candidate for that state's governor, Minnie Fisher Cunningham was one of the first American women to pursue a career in party politics. Cunningham's professional life spanned a half century, thus illuminating our understanding of women in public life between the Progressive Era and the 1960s feminist movement.
Cunningham entered politics through the suffrage movement and women's voluntary association work for health and sanitation in Galveston, Texas. She quickly became one of the most effective state suffrage leaders, helping to pass the bill in a region where opposition to women voters was strongest. In Washington, Cunningham was one of the core group of suffragists who lobbied the Nineteenth Amendment through Congress and then traveled the country campaigning for ratification. After women gained the right to vote across the nation, she helped found the nonpartisan National League of Women Voters and organized training schools to teach women the skills of grassroots organizing, creating publicity campaigns, and lobbying and monitoring legislative bodies. Through the League, she became acquainted with Eleanor Roosevelt, who credited one of her speeches with stimulating her own political activity.
Cunningham then turned to the Democratic Party, serving as an officer of the Woman's National Democratic Club and the Women's Division of the Democratic National Committee. In 1928 Cunningham became a candidate herself, making an unsuccessful bid for the U.S. Senate. An advocate of New Deal reforms, Cunningham was part of the movement in the 1930s to transform the Democratic Party into the women's party, and in 1944 she ran for governor on a pro-New Deal platform.
Cunningham's upbringing in rural Texas made her particularly aware of the political needs of farmers, women, union labor, and minorities, and she fought gender, class, and racial discrimination within a conservative power structure. In the postwar years, she was called the very heart and soul of Texas liberalism as she helped build an electoral coalition of women, minorities, and male reformers that could sustain liberal politics in the state and bring to office candidates including Ralph Yarborough and Bob Eckhardt.
A leader and role model for the post-suffrage generation, Cunningham was not satisfied with simply achieving the vote, but agitated throughout her career to use it to better the lives of others. Her legacy has been carried on by the many women to whom she taught successful grassroots strategies for political organizing.
Minne Fisher Cunningham was the winner of the Liz Carpenter Award of the Texas State Historical Association, and of the T. R. Fehrenbach Book Award of the Texas Historical Commission.
Bringing together scholarly but readable essays on the process of gentrification, this two-volume collection addresses the broad question: In what ways does gentrification affect cities, neighborhoods, and the everyday experiences of ordinary people? In this first volume of Gentrification around the World, contributors from various academic disciplines provide individual case studies on gentrification and displacement from around the globe: chapters cover the United States of America, Spain, Brazil, Sweden, Japan, Korea, Morocco, Great Britain, Canada, France, Finland, Peru, India, Indonesia, Pakistan, Syria, and Iceland. The qualitative methodologies used in each chapter-which emphasize ethnographic, participatory, and visual approaches that interrogate the representation of gentrification in the arts, film, and other mass media-are themselves a unique and pioneering way of studying gentrification and its consequences worldwide.
The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of "lifelong learning". It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly "invest" in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent.This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.
The aim of this book is to provide an easily accessible, practical yet scholarly source of information about the international concern for the nature, theory and practices of the ideas of values education and lifelong learning. Each chapter in this book is written in an accessible style by an international expert in the field. Authors tackle the task of identifying, analysing and addressing the key problems, topics and issues relevant to questions about the nature, purpose and scope of values education and Lifelong Learning that are internationally generalisable and, in times of rapid change, of enduring interest to the scholar and practitioner. Authors explore the ways and means by which learners may be encouraged to become educated and grow, both as individual beings and social agents, throughout the whole of their lifespan.
The book seeks to provide accounts and critical appraisal of some of the different principles, philosophies, theories, beliefs, traditions and cultures that might form the basis of, frame and furnish the setting for values education policies and programs. We look at some of the main theories behind versions of value in lifelong learning and we point to some of the key concepts and categories at work in such theories. We provide reference to and accounts of some examples of policies or proposals in various national contexts and a range of examples of good practice in policies, programs and curriculum schemes from different schools, school systems and other educating agencies, institutions and organisations around the world.
Bringing together scholarly but readable essays on the process of gentrification, this two-volume collection addresses the broad question: In what ways does gentrification affect cities, neighborhoods, and the everyday experiences of ordinary people? In this second volume of Gentrification around the World, contributors contemplate different ways of thinking about gentrification and displacement in the abstract and "on-the-ground." Chapters examine, among other topics, social class, development, im/migration, housing, race relations, political economy, power dynamics, inequality, displacement, social segregation, homogenization, urban policy, planning, and design. The qualitative methodologies used in each chapter-which emphasize ethnographic, participatory, and visual approaches that interrogate the representation of gentrification in the arts, film, and other mass media-are themselves a unique and pioneering way of studying gentrification and its consequences worldwide.