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| dillard teachers fight: The Spirit of Our Work Cynthia B. Dillard, 2021-11-16 An exploration of how engaging identity and cultural heritage can transform teaching and learning for Black women educators in the name of justice and freedom in the classroom In The Spirit of Our Work, Dr. Cynthia Dillard centers the spiritual lives of Black women educators and their students, arguing that spirituality has guided Black people throughout the diaspora. She demonstrates how Black women teachers and teacher educators can heal, resist, and (re)member their identities in ways that are empowering for them and their students. Dillard emphasizes that any discussion of Black teachers’ lives and work cannot be limited to truncated identities as enslaved persons in the Americas. The Spirit of Our Work addresses questions that remain largely invisible in what is known about teaching and teacher education. According to Dillard, this invisibility renders the powerful approaches to Black education that are imbodied and marshaled by Black women teachers unknown and largely unavailable to inform policy, practice, and theory in education. The Spirit of Our Work highlights how the intersectional identities of Black women teachers matter in teaching and learning and how educational settings might more carefully and conscientiously curate structures of support that pay explicit and necessary attention to spirituality as a crucial consideration. |
| dillard teachers fight: The Virginia School Journal , 1896 Includes Official department conducted by Superintendent of Public Instruction. |
| dillard teachers fight: Contesting Colonial Capitalism in the Americas, Africa, and Asia Dip Kapoor, 2025-03-20 This book is a critical excavation of capitalist development that is being driven by the Global North in the modern (neo)colonial era, with a related focus on the anticolonial and anticapitalist resistance by Indigenous Peoples, peasants, and migrant workers in Africa, Asia/Middle East, and the Americas/Caribbean. Informed by the work of Dr. Abdul Aziz Choudry, the contributors demonstrate how Indigenous, peasant, and migrant worker learning in political action and knowledge production are essential for growing and sustaining social movements and organised struggles. The collection demonstrates how these resistances challenge racialized processes of territorial occupation, accumulation by dispossession, exploitation, and cultural and educational imperialism. Focusing on the regions of the Americas/Caribbean, Africa, Asia/Middle East, and across both settler and exploitation colonies, the chapters amplify Indigenous, peasant, and migrant worker activism and draw out critical perspectives pertaining to colonial capital. The Indigenous, anticolonial, and anticapitalist politics highlighted in this book will be essential reading for activists engaged with international relations and social change. It will also inform the work of students and critical scholars of social movement and resistance studies, critical development studies, Indigenous studies, peasant and critical agrarian studies, migrant/labour studies, sociology, political science, and regional/area studies. |
| dillard teachers fight: Their Highest Potential Vanessa Siddle Walker, 2000-11-09 African American schools in the segregated South faced enormous obstacles in educating their students. But some of these schools succeeded in providing nurturing educational environments in spite of the injustices of segregation. Vanessa Siddle Walker tells the story of one such school in rural North Carolina, the Caswell County Training School, which operated from 1934 to 1969. She focuses especially on the importance of dedicated teachers and the principal, who believed their jobs extended well beyond the classroom, and on the community’s parents, who worked hard to support the school. According to Walker, the relationship between school and community was mutually dependent. Parents sacrificed financially to meet the school’s needs, and teachers and administrators put in extra time for professional development, specialized student assistance, and home visits. The result was a school that placed the needs of African American students at the center of its mission, which was in turn shared by the community. Walker concludes that the experience of CCTS captures a segment of the history of African Americans in segregated schools that has been overlooked and that provides important context for the ongoing debate about how best to educate African American children. African American History/Education/North Carolina |
| dillard teachers fight: The U.S. Institute of Peace and the Taft Institute for Two Party Government United States. Congress. House. Committee on Education and Labor. Subcommittee on Postsecondary Education, 1988 |
| dillard teachers fight: All About Black Girl Love in Education Autumn A. Griffin, Yolanda Sealey-Ruiz, 2024-07-25 Drawing from bell hook’s 1999 book All About Love, this volume builds on theories of love as they relate to Black Girlhood in education, shedding light on educational practices rooted in love and exploring strategies for centering Black girls and love in Grades K-12. Bringing together voices of scholars, poets, and visual artists who theorize Black Girlhood, the collection pays particular attention to practices, acts, communities, and pedagogies of love. An antidote to the physical, emotional, and psychological violence to which Black girls in the United States are subjected on a daily basis at the hands of those who work in schooling environments, it shows how teachers, school leaders, community educators, and researchers might use love as a framework for changing the narrative and experiences of Black girls. Crucially, though, in conversation with negative aspects of how Black girls experience school, it argues for a shift in perspective that highlights the myriad of ways Black girls do and can receive love within schooling spaces. Read through one of the most influential Black feminist scholars of all time, it presents a novel alternative to the dearth of research that focuses on the violence, neglect, and exclusion Black girls experience in schools, expands the scholarship on Black girls, (re)centers love in the work that educators do, and connects theoretical orientations that characterize Black girl love to practice both in and outside of classrooms. It will appeal to scholars, researchers, and educators working in the fields on urban education, race and ethnicity in education, gender studies, literacy, multicultural education, and diversity and equity in education. |
| dillard teachers fight: Maximum Vantage Bill Maxwell, 2022-11-08 A veteran journalist speaks truth to power on issues that matter to the nation Florida Book Awards, Silver Medal for Florida Nonfiction In this collection of columns spanning the years 2000-2019, veteran journalist Bill Maxwell tackles important issues faced by Florida and broader American society that remain as relevant as ever. Demonstrating the courage to take on controversy and the signature pithy style that have won him a nationwide readership, Maxwell offers his opinion on a wide variety of questions with a focus on race, agricultural labor, education, and the environment. Maxwell writes from the vantage point of a Florida native who grew up as a migrant farmworker at the end of the Jim Crow era; a Black man who participated in the civil rights movement to help make the state more equitable; a college professor who lectured about the harms of racial discrimination; and an environmentalist who has lived in the Everglades as artist-in-residence. Grounding his social criticism in firsthand knowledge of the contradictions of life in the American South, Maxwell uses reason and research to highlight uncomfortable realities and injustices that persist in the twenty-first century. Believing that informed citizens will make decisions that positively impact society, Maxwell prompts readers to examine their own perspectives, question their assumptions, and come to a deeper understanding of their state and nation. Publication of this work made possible by a Sustaining the Humanities through the American Rescue Plan grant from the National Endowment for the Humanities. |
| dillard teachers fight: Federal Supplement , 1981 |
| dillard teachers fight: The Jeanes Teacher in the United States, 1908-1933 Lance G. E. Jones, 2011-02-01 Most educators have heard of the Jeanes Teachers and know something of their work as supervisors of black rural schools in the southern states. The present volume--historical, descriptive, and critical--is an account of the Jeanes movement from its inception down to 1933. Here is an excellent answer to the question of what can be done for Afro-American education in the rural South. Originally published in 1937. A UNC Press Enduring Edition -- UNC Press Enduring Editions use the latest in digital technology to make available again books from our distinguished backlist that were previously out of print. These editions are published unaltered from the original, and are presented in affordable paperback formats, bringing readers both historical and cultural value. |
| dillard teachers fight: Conference Before the U.S. Commission on Civil Rights , 1961 |
| dillard teachers fight: Third Annual Conference on Problems of Schools in Transition from the Educator's Viewpoint , 1961 |
| dillard teachers fight: Conference Before the United States Commission on Civil Rights United States Commission on Civil Rights, 1961 |
| dillard teachers fight: Annual Conference on Problems of Schools in Transition from the Educator's Viewpoint United States Commission on Civil Rights, 1961 |
| dillard teachers fight: Conference Before the United States Commission on Civil Rights , |
| dillard teachers fight: The SAGE Handbook of African American Education Linda C. Tillman, 2008-07-17 This Handbook received an honorable mention at the 2009 PROSE Awards. The PROSE Awards annually recognize the very best in professional and scholarly publishing by bringing attention to distinguished books, journals, and electronic content in over 40 categories. This volume fills the tremendous void that currently exists in providing a much-needed lens for cultural leadership and proficiency. The approach provides a wide divergence of perspectives on African American forms of leadership in a variety of diverse leadership settings. —Len Foster, Washington State University The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, PK–12 school leadership, higher education, current issues, and education policy. The purpose of the Handbook is to articulate perspectives on issues affecting the participation and leadership of African Americans in PK–12 and postsecondary education. This volume also addresses historical and current issues affecting the education of African Americans and discusses current and future school reform efforts that directly affect this group. Key Features Promotes inquiry and development of questions, ideas, and dialogue about critical practice, theory, and research on African Americans in the United States educational system Makes significant contributions to the scholarship on African Americans in the broad context of U.S. education and society Addresses the central question—in what ways do African Americans in corporate, private, and public positions influence and shape educational policy that affects African Americans? The SAGE Handbook of African American Education is a unique, comprehensive collection of theoretical and empirical scholarship in six important areas: historical perspectives, teaching and learning, Pre-K-12 school leadership, higher education, current issues, and education policy. —TEACHERS OF COLOR A wise scientist once argued that to doubt everything or to believe everything often results in the same solution set; both eliminate the need for reflection. This handbook provides an intellectual space for those interested in true reflection on the human ecology of the African American experience in schools, communities, and society. The /Handbook of African American Education/ is a repository of information developed to advance the human service professional. —William F. Tate IV, Washington University in St. Louis This handbook represents the most comprehensive collection of research on African Americans in education to date. Its breadth spans the historical, the political, institutional and community forces that have shaped educational opportunities and attainment among African Americans. The review of extant research on a range of topics from the role of culture and identity in learning, teacher preparation, educational leadership, to higher education and educational policy is far-reaching and cutting edge. This volume has historic significance and will become a classic collection on African American education for scholars and practitioners alike. —Carol D. Lee, Professor, Northwestern University Vice-President, Division G, American Educational Research Association This handbook is needed as a basic reference for professors and graduate students conducting research on the education of Blacks in America. —Frank Brown, University of North Carolina at Chapel Hill |
| dillard teachers fight: Appalachia , 1968 |
| dillard teachers fight: Wise Women Phyllis Freeman, Jan Schmidt, 2013-12-02 Wise Women is a collection of autobiographical essays by important and renowned teachers at mid-life. The essays, which are deeply personal, will focus on how these women negotiate the psychological, physical, and social changes brought on by menopause and how the aging process affects their lives as professionals, feminists, writers, mentors, and instructors in the academy. The book addresses such questions as the following: What challenges are left for the feminists who came of age during the women's movement and now have achieved academic success? How do women teachers experience their aging selves in the classroom? What legacy will mid-life women leave their younger women colleagues? All of these questions, as well as many others, are covered in this insightful and groundbreaking work. |
| dillard teachers fight: A Community of Voices on Education and the African American Experience Hazel Arnett Ervin, Lois Jamison Sheer, 2016-02-29 This book offers a history of African American education, while also serving as a companion text for teachers, students and researchers in cultural criticism, American and African American studies, postcolonialism, historiography, and psychoanalytics. Overall, it represents essential reading for scholars, critics, leaders of educational policy, and all others interested in ongoing discussions not only about the role of community, family, teachers and others in facilitating quality education for the citizenry, but also about ensuring the posterity of a society via equal access to, and attainment of, quality education by its constituents of color. Particularly, this volume fills a void in the annals of African American history and African American education, by addressing the vibrancy of an education ethos within Black America which has unequivocally served as cultural, historical, political, legal and theoretical references. |
| dillard teachers fight: Teaching Difficult Histories in Difficult Times Lauren McArthur Harris, Maia Sheppard, Sara A. Levy, 2022 Despite limitations and challenges, teaching about difficult histories is an essential aspect of social studies courses and units across grade levels. This practical resource highlights stories of K–12 practitioners who have critically examined and reflected on their experiences with planning and teaching histories identified as difficult. Featuring the voices of teacher educators, classroom teachers, and museum educators, these stories provide readers with rare examples of how to plan for, teach, and reflect on difficult histories. The book is divided into four main sections: Centering Difficult History Content, Centering Teacher and Student Identities, Centering Local and Contemporary Contexts, and Centering Teacher Decision-making. Key topics include teaching about genocide, slavery, immigration, war, racial violence, and terrorism. This dynamic book highlights the practitioner’s perspective to reveal how teachers can and do think critically about their motivations and the methods they use to engage students in rigorous, complex, and appropriate studies of the past. Book Features: Expanded notions of what difficult histories can be and how they can be approached pedagogically.Thoughtful pictures of practice of some of the most complex histories to teach. Stories of K–12 teachers and museum educators with the research of leading scholars in social studies education. Examples from a wide range of educational contexts in the United States and other countries. Resources useful to teachers and teacher educators. Contributors include LaGarrett J. King, Cinthia Salinas, Stephanie van Hover, Amanda Vickery, Sohyun An, H. James (Jim) Garrett, Christopher C. Martell, and Jennifer Hauver. |
| dillard teachers fight: Teaching Environmental Writing Isabel Galleymore, 2020-05-14 Environmental writing is an increasingly popular literary genre, and a multifaceted genre at that. Recently dominated by works of 'new nature writing', environmental writing includes works of poetry and fiction about the world around us. In the last two decades, universities have begun to offer environmental writing modules and courses with the intention of teaching students skills in the field of writing inspired by the natural world. This book asks how students are being guided into writing about environments. Informed by independently conducted interviews with educators, and a review of existing pedagogical guides, it explores recurring instructions given to students for writing about the environment and compares these pedagogical approaches to the current theory and practice of ecocriticism by scholars such as Ursula Heise and Timothy Morton. Proposing a set of original pedagogical exercises influenced by ecocriticism, the book draws on a number of self-reflexive, environmentally-conscious poets, including Juliana Spahr, Jorie Graham and Les Murray, as creative and stimulating models for teachers and students. |
| dillard teachers fight: Hardy Cross Dillard Hardy Cross Dillard, 1995 |
| dillard teachers fight: Call Me Algy Harold Glickman, 2002 The emergence of a handsome, unworldly superman from the ocean on an island off the coast of Massachusetts begins events that reflect the good and evil of humans. Wes Tisbury, named for the village where he first appears, achieves a lifetime of success in his abbreviated lifespan on earth. The question, “Why am I here?” is answered by Tisbury in actions motivated by a desire to do good. He addresses Congress to earn citizenship and the right to represent the United States in the Olympics. He protects mammals of the ocean. He protects children by founding Children First. He funds Children First with a television program, “Deep Sea Treasures with Wes Tisbury.” He withstands attacks. His goodbye reveals anti-beings below the earth’s crust |
| dillard teachers fight: Booker T. Washington Louis R. Harlan, 1986-12-04 The most powerful black American of his time, this book captures him at his zenith and reveals his complex personality. |
| dillard teachers fight: Hidden Attraction Gerrit L. Verschuur, 1996 In Hidden Attraction Gerrit L. Verschuur traces the history of our fascination with magnetism, from the first discovery of magnets in Greece, to state-of-the-art theories that see magnetism as a basic force in the universe. |
| dillard teachers fight: A Hard Country and a Lonely Place William A. Link, 2018-11-15 William Link’s account of the transformation of Virginia’s country schools between 1870 and 1920 fills important gaps in the history of education and the social history of the South. His theme is the impact of localism and community on the processes of public education — first as a motive force in the spread of schooling, then as a powerful factor that collided with the goals of urban reformers. After the Civil War, localism dominated every dimension of education in rural Virginia and in the rural South. School expansion depended upon local enthusiasm and support, and rural education was increasingly integrated into this environment. These schools mirrored the values of the society. Drawing expertly from varied sources, Link recreates this local world: the ways in which schools were organized and governed, the experiences of teachers and students, and the impact of local control. In so doing, he reveals the harmony of the nineteenth-century, one-room school with its surrounding community. After 1900, the schools entered a long period of change. They became a prime target of urban social reformers who regarded localism as a corrosive force responsible for the South’s weak political structure, racial tensions, and economic underdevelopment. School reformers began a process that ultimately reshaped every dimension of rural public education in Virginia. During the decades surrounding World War I they initiated sweeping changes in governance, curriculum, and teacher training that would have an impact for the next several generations. They also attempted — for the most part successfully — to impose a segregated pedagogy. Link carefully develops the role of the Virginia reformers, never assuming that reform and modernization were unmixed blessings. The reformers succeeded, he argues, only by recognizing the power and significance of local control and by respecting the strength of community influence over schools. Originally published in 1986. A UNC Press Enduring Edition — UNC Press Enduring Editions use the latest in digital technology to make available again books from our distinguished backlist that were previously out of print. These editions are published unaltered from the original, and are presented in affordable paperback formats, bringing readers both historical and cultural value. |
| dillard teachers fight: The Principal's Office Kate Rousmaniere, 2013-09-17 The Principal's Office is the first historical examination of one of the most important figures in American education. Originating as a head teacher in the nineteenth century and evolving into the role of contemporary educational leader, the school principal has played a central part in the development of American public education. A local leader who not only manages the daily needs of the school but also represents district and state officials, the school principal is the connecting hinge between classroom practice and educational policy. Kate Rousmaniere explores the cultural, economic, and political pressures that have impacted school leadership over time and considers professionalization, the experiences of women and people of color, and progressive community initiatives. She discusses the intersections between the role of the school principal with larger movements for civil rights, parental and community activism, and education reform. The school principal emerges as a dynamic character in the center of the educational enterprise, ever maneuvering between multiple constituencies, responding to technical and bureaucratic demands, and enacting different leadership strategies. By focusing on the historic development of school leadership, this book provides insights into the possibilities of school improvement for contemporary school leaders and reformers. |
| dillard teachers fight: Take and Read Paul G. Doerksen, 2016-09-22 Take and Read is a collection of essays first presented as oral theological reflections on books, written to stimulate conversations among diverse groups of readers, which included farmers, physicians, teachers, poets, novelists, scientists, people involved in business, finance, relief work, and many other walks of life, ranging in age from twenty-something to eighty. These reflections introduce and offer samples of theological readings of a variety of books. The result is a collection of essays addressing a wide range of topics from food security to violence, from dementia to indigenous issues. Perhaps this book is best described as an invitation to joining a conversation about books, and more importantly, about God. |
| dillard teachers fight: 52 Ways to Ignite Your Congregation William C. Green, 2010-03-31 52 Ways to Ignite Your Congregation: Generous Giving is biblically centered, liberally evangelical, and practically oriented. This second volume in the 52 Ways to Ignite series gives pastors, lay leaders, and stewardship/mission committees fifty-two thoughtful and action-oriented ideas that will encourage members to become disciples who give—and give generously. William Green begins each idea with a Bible passage, to invite you into reflection and discussion, igniting you to experience even greater responsiveness to God’s generosity. |
| dillard teachers fight: Meditation and the Classroom Judith Simmer-Brown, Fran Grace, 2011-08-01 Meditation and the Classroom inventively articulates how educators can use meditation to educate the whole student. Notably, a number of universities have initiated contemplative studies options and others have opened contemplative spaces. This represents an attempt to address the inner life. It is also a sign of a new era, one in which the United States is more spiritually diverse than ever before. Examples from university classrooms and statements by students indicate benefits include increased self-awareness, creativity, and compassion. The religious studies scholars who have contributed to this book often teach about meditation, but here they include reflections on how meditation has affected them and their teaching. Until recently, though, even many religious studies professors would find sharing meditation experiences, let alone teaching meditation techniques, a breach of disciplinary and academic protocols. The value of teaching meditation and teaching about meditation is discussed. Ethical issues such as pluralism, respect, qualifications, power and coercion, and avoiding actual or perceived proselytization are also examined. While methods for religious studies are emphasized, the book provides valuable guidance for all those interested in this endeavor. |
| dillard teachers fight: Sitting at the Feet of Rabbi Jesus Ann Spangler, Lois Tverberg, 2018-02-06 What would it be like to journey back to the first century and sit at the feet of Rabbi Jesus as one of his Jewish disciples? Join award-winning author Ann Spangler and Lois Tverberg as they reveal the Jewish Jesus that his first disciples knew. Sitting at the Feet of Rabbi Jesus takes you on an in-depth tour of the Jewish world of Jesus, offering inspirational insights that will transform your faith. Spangler and Tverberg paint powerful scenes from Jesus' ministry, immersing you in the prayers, feasts, history, culture, and customs that shaped Jesus and those who followed him. Within the pages of Sitting at the Feet of Rabbi Jesus, you'll: Hear the parables as they must have sounded to first-century Jews See the events of Jesus' life in a brand new light Experience new excitement about the roots of your Christian faith Learn how the customs, beliefs, and traditions of the Jewish culture can shift the way you view the gospel This expanded edition also includes a discussion guide for both individuals and groups, and instructions for a simple home Passover Seder celebration. Sitting at the Feet of Rabbi Jesus will change the way you read Scripture and deepen your understanding of the life of Jesus, helping you to adapt the rich prayers and customs and integrate them into your daily life. Praise for Sitting at the Feet of Rabbi Jesus: Drawing upon personal experiences as well as the latest Jewish and Christian scholarship in Israel, the authors skillfully guide you on a wonderful journey into Jesus' first-century Jewish world--exploring his culture, his lifestyle as an itinerant sage, and his well-honed rabbinic teaching methods and subtle but startling messianic claims. This book makes you really eager to sit at the feet of Rabbi Jesus and learn from the One we joyously serve as both Messiah and Lord. I commend it to every follower of Jesus of Nazareth. --Dwight A. Pryor, Center for Judaic-Christian Studies |
| dillard teachers fight: JETT, Journal of English Teaching Techniques , 1974 |
| dillard teachers fight: Inquiry and Reflection Diane DuBose Brunner, 1994-03-31 Inquiry and Reflection shows how stories of schooling can elucidate difficult, and unexamined problems facing teachers. While professional texts tend to raise issues of power and its distribution and questions of culture and ideology, often the manner of presentation is abstract, and pre-service teachers have difficulty making connections. Yet literary, film, and video materials illuminate problems and suggest ideas to which teachers can actively respond. This book offers teacher educators a variety of resources for articulating a critical pedagogy and suggests an alternative to the technical, job training approach to teacher education by providing a unique educational curricula that illuminates issues of power, ideology, and culture. |
| dillard teachers fight: Caring in an Unjust World Deborah Eaker-Rich, Jane A. Van Galen, 1996-01-04 The contributors to this book tap into an important, but largely unexamined perspective: examining how social structures and relationships within schools help to define, enable, or constrain an ethic of care. This sociological, critical perspective is used to examine K–12 schooling, focusing upon grounded qualitative studies of student groups currently and/or historically considered marginal or for whom school presents significant barriers (i.e., African Americans and Hispanics; gays and lesbians; and women). The authors have grappled with the difficulties and opportunities presented by considering multiple perspectives of caring and what that means to those living within schools. |
| dillard teachers fight: Chasing His Destiny John W Roberts, 2023-07-17 In the close-knit African American community where Eugene Lawrence Wright was born, everyone seems to have questions about his destiny, but no answers. Even Cousin Beulah, who sets him on the path in search of his destiny, left him confused. And, after her untimely death, his father, to whom he turned for clarity, only offers a warning: The problem for most of us is not that we never find our destiny; it's just that we aren't prepared to fulfill it. Eugene heeds his father's words and spends his life preparing to fulfill his destiny by committing himself to hard work and success. With an incredible intellect and a tireless work ethic, he is spectacularly successful, eventually climbing to the top of the career ladder of his profession. Despite his success, Eugene refuses to accept his work as his destiny. Feeling unfilled by it and hampered in his ability to sustain a meaningful personal relationship because of his commitment to his work, he lives a life without joy. As he embarks on the next big move in his career, will he make it another episode in his fruitless chase or realize that he must fulfill himself before he can fulfill his destiny? Or will he be able to reconcile his personal and professional lives and finally claim the destiny that has always been within his grasp? |
| dillard teachers fight: The Crisis , 1940-03 The Crisis, founded by W.E.B. Du Bois as the official publication of the NAACP, is a journal of civil rights, history, politics, and culture and seeks to educate and challenge its readers about issues that continue to plague African Americans and other communities of color. For nearly 100 years, The Crisis has been the magazine of opinion and thought leaders, decision makers, peacemakers and justice seekers. It has chronicled, informed, educated, entertained and, in many instances, set the economic, political and social agenda for our nation and its multi-ethnic citizens. |
| dillard teachers fight: Texas School Journal , 1883 |
| dillard teachers fight: The American Music Teacher , 1994 |
| dillard teachers fight: Leadership Connectors La Vern Burmeister, Phyllis Hensley, 2013-10-18 This book will help you connect with your faculty and staff and develop the relationships necessary for student success. With practical examples and specific strategies, it will help you thrive as an effective school leader. It will help you communicate better, bring out the best in your staff, and build strong relationships in your schools. |
| dillard teachers fight: Gourd Art David Macfarlane, 2008-03 Provides examples from twenty artists along with information on their tools, methods, and influences. |
| dillard teachers fight: Teaching Literature in Grades Ten Through Twelve Indiana University. English Curriculum Study Center, 1968 |
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Women's Clothing & Apparel | Dillard's
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Browse our huge selection of clothing, clothes and apparel for women, men, juniors and kids at Dillard's.
Men's Clothing & Apparel | Dillard's
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