Jane Stanley

"Across the landscape of her life, Jane Stanley experimented, explored, won, lost, and ultimately prevailed. The turbulent times were, as if by grace, laced with joy and kindness. This story reflects those times honestly and poignantly...sometimes causing a reader to laugh, sometimes cry, and sometimes say "I don't believe it." Having lived in full view of it at times, I believe it to be true. This woman has lived an unusual and remarkable life. This beautifully written memoir by Jane Stanley is a compelling story of an intriguing life. After all the ins and outs and ups and downs of her life, and coming out on top, Jane Stanley is a living testament to William Faulkner's dictum about a man "not merely enduring, but prevailing." Read this book, and you will be better and wiser for it. Jane Stanley has been a teacher, principal, restaurateur, clothier, writer, publisher, stable operator, curriculum specialist, fund raiser, consultant, entrepreneur, and minister"--from the back cover.

A Memoir

Jane

American universities have long professed dismay at the writing proficiency of entrants. Jane Stanley examines the “rhetoric of remediation” at the University of California, Berkeley, and reveals the definition of a high need for remediation as a tool by which Cal encouraged or discouraged enrollments in direct correlation to social, economic and political currents throughout the University's history.

Negotiating Entitlement and Access to Higher Education

The Rhetoric of Remediation

Björn Heile

Eva Moreda Rodriguez

In this book, the contributors reconsider the fundamentals of Music as a university discipline by engaging with the questions: What should university study of music consist of? Are there any aspects, repertoires, pieces, composers and musicians that we want all students to know about? Are there any skills that we expect them to be able to master? How can we guarantee the relevance, rigour and cohesiveness of our curriculum? What is specific to higher education in music and what does it mean now and for the future? The book addresses many of the challenges students and teachers face in current higher education; indeed, the majority of today’s music students undoubtedly encounter a greater diversity of musical traditions and critical approaches to their study as well as a wider set of skills than their forebears. Welcome as these developments may be, they pose some risks too: more material cannot be added to the curriculum without either sacrificing depth for breadth or making much of it optional. The former provides students with a superficial and deceptive familiarity with a wide range of subject matter, but without the analytical skills and intellectual discipline required to truly master any of it. The latter easily results in a fragmentation of knowledge and skills, without a realistic opportunity for students to draw meaningful connections and arrive at a synthesis. The authors, Music academics from the University of Glasgow, provide case studies from their own extensive experience, which are complemented by an Afterword from Nicholas Cook, 1684 Professor of Music at the University of Cambridge. Together, they examine what students can and should learn about and from music and what skills and knowledge music graduates could or should possess in order to operate successfully in professional and public life. Coupled with these considerations are reflections on music’s social function and universities’ role in public life, concluding with the conviction that a university education in music is more than a personal investment in one’s future; it contributes to the public good.

Jane Stanley

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