On his recorded output, Anthony Branker has shown consistent growth as a composer/arranger working with small groups. For this session he is musical director for a quartet featuring several veterans of earlier recordings, including saxophonist Ralph Bowen, bassist Kenny Davis, and drummer Adam Cruz, adding pianist Jim Ridl. Branker's writing style isn't easy to classify, as he fits equally into post-bop and modern creative, while his skills composing ballads also merit praise. The infectious, spirited Ancestral Tales seems like an African walking song, with its delightful polyrhythms and formidable solos by Bowen (on soprano) and Ridl. The pianist opens Land of Milk and Honey with an impressionistic solo suggesting a pastoral setting, with the mood turning to a loping jazz waltz as Bowen enters on his majestic tenor sax. Skirting the Issue features Ridl switching to Fender Rhodes and Bowen back on soprano, interpreting the insistent, funky work with a deft touch. The Selfless Soul is a lush ballad showcase for Bowen on tenor, with subtle backing by the rhythm section. Dance of the Aesthetics builds upon a repeated motif, featuring Bowen's energetic soprano backed by Davis and Cruz playing a lively African rhythm. Highly recommended. ~ Ken Dryden, Rovi

Examining undergraduate education from the point of view of a philosopher of communication, Ronald C. Arnett takes a positive view of higher education during a time when education is being assailed as seldom before. Arnett responds to this criticism with convincing support of the academy reinforced by his personal experiences as well as those of others scholars and teachers. Arnett's book is an invitation to converse about higher education as well as a reminder of the potential for dialogue between teacher and student, dialogue that the author defines as a willingness to enter conversation about ideas, to maintain relationships through differences, and to ask value questions. Arnett see education as more than the dispensing of information. He emphasizes the importance of character development as well as the the development of relationships between students and teachers. Arnett stresses the importance of honesty and integrity in students, teachers, and administrators, and he insists that education should focus more on the good of the entire school than on the individual. Arnett does not offer this book as the truth about education nor as a how to teach manual. Rather, he regards it as an attempt to understand education from a communication perspective and as a reminder of the positive and constructive aspects of teaching. The book is based on Arnett's belief that educators who care about ideas and people not only improve education but also benefit the community.

For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a progressive child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.

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Ideologies of Identity in Adolescent Fiction examines the representation of selfhood in adolescent and children's fiction, using a Bakhtinian approach to subjectivity, language, and narrative. The ideological frames within which identities are formed are inextricably bound up with ideas about subjectivity, ideas which pervade and underpin adolescent fictions. Although the humanist subject has been systematically interrogated by recent philosophy and criticism, the question which lies at the heart of fiction for young people is not whether a coherent self exists but what kind of self it is and what are the conditions of its coming into being. Ideologies of Identity in Adolescent Fiction has a double focus: first, the images of selfhood that the fictions offer their readers, especially the interactions between selfhood, social and cultural forces, ideologies, and other selves; and second, the strategies used to structure narrative and to represent subjectivity and intersubjectivity.

In this important book, Sampson launches a new attack - this time on Western culture's centuries-long preoccupation with a contained, individualistic, monologic Self and its fearful suppression of all that is Other - all that is experienced as different from the implicit, self-affirming white male standard. This view, he demonstrates, focuses more on the leading protagonist and supporting cast that he has assembled to service his own interests, desires and fears, than on others as viable people in their own right. Denying the Other so as to create a world secured on behalf of the dominant groups' interests has become an obsession driving not only the larger culture but also the human sciences, in particular psychology's theories of human nature. Women, African-Americans and others not of the dominant classes have been constructed as serviceable Others, and appear in textbooks, journals and popular accounts as figures whose images and everyday realities have been created to serve the dominant groups' desires. Sampson uses the writings of Mikhail Bakhtin, George Herbert Mead, and postmodern and feminist theorists to reject this dangerous obsession and to create a dialogic foundation to replace the Other-suppressing views of psychology, and indeed, of all Western culture. Sampson's arguments are convincing, liberating, and have major implications for the human sciences and the people they claim to serve. 'Celebrating the Other' will change the way human nature is viewed and studied. As the author reminds us, in silencing the Other we distort our own situation and stunt our opportunities for growth - 'no one voice can be quoted without losing the greatest opportunity of all: to converse with otherness and to learn about our own otherness in and through those conversations.'