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Kathleen M. Brown - Author

About the Author

Books by Kathleen M. Brown

Good Wives, Nasty Wenches, and Anxious Patriarchs Gender, Race, and Power in Colonial Virginia

Good Wives, Nasty Wenches, and Anxious Patriarchs Gender, Race, and Power in Colonial Virginia

Author: Kathleen M. Brown Format: Paperback / softback Release Date: 02/07/2019

Kathleen Brown examines the origins of racism and slavery in British North America from the perspective of gender. Both a basic social relationship and a model for other social hierarchies, gender helped determine the construction of racial categories and the institution of slavery in Virginia. But the rise of racial slavery also transformed gender relations, including ideals of masculinity. In response to the presence of Indians, the shortage of labor, and the insecurity of social rank, Virginia's colonial government tried to reinforce its authority by regulating the labor and sexuality of English servants and by making legal distinctions between English and African women. This practice, along with making slavery hereditary through the mother, contributed to the cultural shift whereby women of African descent assumed from lower-class English women both the burden of fieldwork and the stigma of moral corruption. Brown's analysis extends through Bacon's Rebellion in 1676, an important juncture in consolidating the colony's white male public culture, and into the eighteenth century. She demonstrates that, despite elite planters' dominance, wives, children, free people of color, and enslaved men and women continued to influence the meaning of race and class in colonial Virginia. |Based on the perspective of gender, this compelling study examines the origins of racism and slavery in colonial Virginia from 1676 to the eighteenth century. According to Brown, gender is both a basic social relationship and a model for social hierarchies and it therefore helped determine the construction of racial categories and the institution of slavery legally, politically, as well as socially.

Preparing Future Leaders for Social Justice Bridging Theory and Practice through a Transformative Andragogy

Preparing Future Leaders for Social Justice Bridging Theory and Practice through a Transformative Andragogy

Author: Kathleen M. Brown, Haim Shaked Format: Hardback Release Date: 15/10/2018

In today's Western school systems, white, straight, middle-class and physically-able students reach higher achievements, drop out less, and have a greater chance of learning in higher education institutions than their counterparts who do not possess these characteristics. While many agree that theory, research and practice should be intertwined to support the type of schooling (and society) that values rather than marginalizes, few scholars offer ground-breaking, pragmatic approaches to developing truly transformative leaders. The purpose of this book is to offer a practical, process-oriented model aimed at helping educational leaders to perceive social, political, and economic contradictions and then to take action against the oppressive elements of reality. To this end, this book utilizes transformative andragogy, which leads to a new way of seeing and a new way of being. It is the art and science of helping others to think critically and act responsibly, to examine beliefs, to accept, reject or modify values, and to engage in activism and advocacy with and for others. Therefore, this book is of great value to those who wish to prepare tomorrow's school leaders for their role as promoters of social justice and excellence.

Preparing Future Leaders for Social Justice Bridging Theory and Practice through a Transformative Andragogy

Preparing Future Leaders for Social Justice Bridging Theory and Practice through a Transformative Andragogy

Author: Kathleen M. Brown, Haim Shaked Format: Paperback / softback Release Date: 27/08/2018

In today's Western school systems, white, straight, middle-class and physically-able students reach higher achievements, drop out less, and have a greater chance of learning in higher education institutions than their counterparts who do not possess these characteristics. While many agree that theory, research and practice should be intertwined to support the type of schooling (and society) that values rather than marginalizes, few scholars offer ground-breaking, pragmatic approaches to developing truly transformative leaders. The purpose of this book is to offer a practical, process-oriented model aimed at helping educational leaders to perceive social, political, and economic contradictions and then to take action against the oppressive elements of reality. To this end, this book utilizes transformative andragogy, which leads to a new way of seeing and a new way of being. It is the art and science of helping others to think critically and act responsibly, to examine beliefs, to accept, reject or modify values, and to engage in activism and advocacy with and for others. Therefore, this book is of great value to those who wish to prepare tomorrow's school leaders for their role as promoters of social justice and excellence.

Leading Schools of Excellence and Equity Closing Achievement Gaps Via Academic Optimism

Leading Schools of Excellence and Equity Closing Achievement Gaps Via Academic Optimism

Author: Kathleen M. Brown Format: Hardback Release Date: 15/01/2011

The purpose of this empirical inquiry of state-recognized Honor Schools of Excellence was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism. Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.

Leading Schools of Excellence and Equity Closing Achievement Gaps Via Academic Optimism

Leading Schools of Excellence and Equity Closing Achievement Gaps Via Academic Optimism

Author: Kathleen M. Brown Format: Hardback Release Date: 15/01/2011

The purpose of this empirical inquiry of state-recognized Honor Schools of Excellence was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism. Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.

Foul Bodies

Foul Bodies

Author: Kathleen M. Brown Format: eBook Release Date: 27/01/2009

A nations standards of private cleanliness reveal much about its ideals of civilization, fears of disease, and expectations for public life, says Kathleen Brown in this unusual cultural history. Starting with the shake-up of European practices that coincided with Atlantic expansion, she traces attitudes toward dirt through the mid-nineteenth century, demonstrating that cleanlinessand the lack of ithad moral, religious, and often sexual implications. Brown contends that care of the body is not simply a private matter but an expression of cultural ideals that reflect the fundamental values of a society.The book explores early Americas evolving perceptions of cleanliness, along the way analyzing the connections between changing public expectations for appearance and manners, and the backstage work of grooming, laundering, and housecleaning performed by women. Brown provides an intimate view of cleanliness practices and how such forces as urbanization, immigration, market conditions, and concerns about social mobility influenced them. Broad in historical scope and imaginative in its insights, this book expands the topic of cleanliness to encompass much larger issues, including religion, health, gender, class, and race relations.

From the Desk of the Middle School Principal Leadership Responsive to the Needs of Young Adolescents

From the Desk of the Middle School Principal Leadership Responsive to the Needs of Young Adolescents

Author: Kathleen M. Brown, Vincent A. Anfara Format: Hardback Release Date: 01/09/2002

An honest and insightful look at the real world of middle school leadership. Grounded in the belief that schools should be responsive to the developmental needs of their students, the authors explore the distinct nature of the middle school, the appropriate responses required from middle school principals, and introduce a model for developmentally responsive leadership.