This book provides an overview of Irish gender history from the end of the Great Famine in 1852 until the foundation of the Irish Free State in 1922. It builds on the work that scholars of women's history pioneered and brings together internationally regarded experts to offer a synthesis of the current historiography and existing debates within the field. The authors place emphasis on highlighting new and exciting sources, methodologies, and suggested areas for future research. They address a variety of critical themes such as the family, reproduction and sexuality, the medical and prison systems, masculinities and femininities, institutions, charity, the missions, migration, 'elite women', and the involvement of women in the Irish nationalist/revolutionary period. Envisioned to be both thematic and chronological, the book provides insight into the comparative, transnational, and connected histories of Ireland, India, and the British empire. An important contribution to the study of Irish gender history, the volume offers opportunities for students and researchers to learn from the methods and historiography of Irish studies. It will be useful for scholars and teachers of history, gender studies, colonialism, post-colonialism, European history, Irish history, Irish studies, and political history. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book provides an overview of Irish gender history from the end of the Great Famine in 1852 until the foundation of the Irish Free State in 1922. It builds on the work that scholars of women's history pioneered and brings together internationally regarded experts to offer a synthesis of the current historiography and existing debates within the field. The authors place emphasis on highlighting new and exciting sources, methodologies, and suggested areas for future research. They address a variety of critical themes such as the family, reproduction and sexuality, the medical and prison systems, masculinities and femininities, institutions, charity, the missions, migration, 'elite women', and the involvement of women in the Irish nationalist/revolutionary period. Envisioned to be both thematic and chronological, the book provides insight into the comparative, transnational, and connected histories of Ireland, India, and the British empire. An important contribution to the study of Irish gender history, the volume offers opportunities for students and researchers to learn from the methods and historiography of Irish studies. It will be useful for scholars and teachers of history, gender studies, colonialism, post-colonialism, European history, Irish history, Irish studies, and political history. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Persons with disabilities report high levels of harassment worldwide, often based on intersectional characteristics such as race, gender and age. However, while #MeToo and #BlackLivesMatter have highlighted ongoing experiences of sexual and racial harassment, disability harassment has received little attention. This book focuses on legal measures to combat disability harassment at work. It sets disability harassment in its international context, including its human rights framework, and confronts the lack of empirical information by evaluating the Irish legal framework in practice. It explores the capacity of the law to address intersectional harassment, particularly that faced by women with disabilities, and outlines the barriers to effective legal solutions.

Social and emotional learning is at the heart of good teaching, but as standards and testing requirements consume classroom time and divert teachers' focus, these critical skills often get side lined. In Sharing the Blue Crayon, Mary Anne Buckley shows teachers how to incorporate social and emotional learning into a busy day and then extend these skills to literacy lessons for young children. Through simple activities such as read-alouds, sing-alongs, murals, and performances, students learn how to get along in a group, empathize with others, develop self-control, and give and receive feedback, all while becoming confident readers and writers.

From music written in praise of Irish, Scottish, Welsh, and English saints to the selection of Gospel readings by the Dominicans, this book introduces readers to the richness of medieval liturgical culture from across Britain and Ireland. Each of its three main sections opens with a chapter that offers a contextual frame for its key themes. With contributions from leading experts in pre-Reformation music and its sources, the book's focus on Insular liturgy - rather than that of only one part of Britain or Ireland - allows readers to learn about the devotional, political and creative networks at play in shaping liturgical practices: personal, secular, monastic, lay, and professional. The opening part includes broader discussions of Uses, including that of Salisbury, and case studies explore Insular witnesses to devotional activities in honour of both local cults and widely known figures, including St Columba, St Margaret, St Katherine, and the Magi.

This volume of essays explores the multiple forms and functions of reading and writing in nineteenth-century Ireland. This century saw a dramatic transition in literacy levels and in the education and language practices of the Irish population, yet the processes and full significance of these transitions remains critically under explored. This book traces how understandings of literacy and language shaped national and transnational discourses of cultural identity, and the different reading communities produced by questions of language, religion, status, education and audience. Essays are gathered under four main areas of analysis: Literacy and Bilingualism; Periodicals and their readers; Translation, transmission and transnational literacies; Visual literacies. Through these sections, the authors offer a range of understandings of the ways in which Irish readers and writers interpreted and communicated their worlds. List of contributors: Rebecca Anne Barr, Sarah-Anne Buckley, Muireann O'Cinneide, Niall O Ciosain, Maire Nic an Bhaird, Liam Mac Mathuna, James Quinn, Nicola Morris, Elizabeth Tilley, Darragh Gannon, Florry O'Driscoll, Michele Milan, Nessa Cronin and Stephanie Rains.

In Munich in 1920, just after the end of the First World War, German officers who had been prisoners of war in England published a book they had written and smuggled back to Germany. Through vivid text and illustrations they describe in detail their experience of life in captivity in a camp at Skipton in Yorkshire. Their work, now translated into English for the first time, gives us a unique insight into their feelings about the war, their captors and their longing to go home. In their own words they record the conditions, the daily routines, the food, their relationship with the prison authorities, their activities and entertainments, and their thoughts of their homeland. The challenges and privations they faced are part of their story, as is the community they created within the confines of the camp. The whole gamut of their existence is portrayed here, in particular through their drawings and cartoons which are reproduced alongside the translation. German Prisoners of the Great War offers us a direct inside of view a hitherto neglected aspect of the wartime experience a century ago.

This volume of essays explores the multiple forms and functions of reading and writing in nineteenth-century Ireland. This century saw a dramatic transition in literacy levels and in the education and language practices of the Irish population, yet the processes and full significance of these transitions remains critically under explored. This book traces how understandings of literacy and language shaped national and transnational discourses of cultural identity, and the different reading communities produced by questions of language, religion, status, education and audience. Essays are gathered under four main areas of analysis: Literacy and Bilingualism; Periodicals and their readers; Translation, transmission and transnational literacies; Visual literacies. Through these sections, the authors offer a range of understandings of the ways in which Irish readers and writers interpreted and communicated their worlds. List of contributors: Rebecca Anne Barr, Sarah-Anne Buckley, Muireann O'Cinneide, Niall O Ciosain, Maire Nic an Bhaird, Liam Mac Mathuna, James Quinn, Nicola Morris, Elizabeth Tilley, Darragh Gannon, Florry O'Driscoll, Michele Milan, Nessa Cronin and Stephanie Rains.

Just as Brainard's interests and scholarship crossed several disciplines, the essays collected here acknowledge her range of influence and her inclusive spirit. Performative dance and dance history, social history, and musicological issues are all explored, touching on topics from the later Renaissance back through the Carolingian Empire. The interconnected themes are presented in three sections: first creating the repertory, by looking at the contexts of musical creation; then interpreting it, through the performance, meaning, and social identity of dances; and finally discussing potential reevaluations, based on the location of musical performances, aspects of transcription difficulties and compositional techniques, dance-historical scrutiny, and a comparison of a shared genre in music and dance.

Recent debates surrounding children in State care, parental rights, and abuse in Ireland's industrial schools, concern issues that are rooted in the historical record. By examining the social problems addressed by philanthropists and child protection workers from the nineteenth century, we can begin to understand more about the treatment of children and the family today. In Ireland, the National Society for the Prevention of Cruelty to Children (NSPCC) was the principle organisation involved in investigating families and protecting children. The 'cruelty men', as NSPCC inspectors were known, acted as child protection workers and 'children's police'. This book looks at their history as well as the history of Ireland's industrial schools, poverty in Irish families, changing ideas around childhood and parenthood and the lives of children in Ireland from 1838 to 1970. It is a history filled with stories of real families, families often at the mercy of the State, the Catholic Church and voluntary organisations. It is a must-read for all with an interest in the Irish family and Irish childhood past and present. -- .

In Munich in 1920, just after the end of the First World War, German officers who had been prisoners of war in England published a book they had written and smuggled back to Germany. Through vivid text and illustrations they describe in detail their experience of life in captivity in a camp at Skipton in Yorkshire. Their work, now translated into English for the first time, gives us a unique insight into their feelings about the war, their captors and their longing to go home. In their own words they record the conditions, the daily routines, the food, their relationship with the prison authorities, their activities and entertainments, and their thoughts of their homeland. The challenges and privations they faced are part of their story, as is the community they created within the confines of the camp. The whole gamut of their existence is portrayed here, in particular through their drawings and cartoons which are reproduced alongside the translation. German Prisoners of the Great War offers us a direct inside of view a hitherto neglected aspect of the wartime experience a century ago.

In this fascinating and informative book, Margaret Maclagan and Anne Buckley - two specialists in children's language development - explain the subtle and extraordinary process in which children learn to talk and the very important role that parents and grandparents can play. Combining a comprehensive understanding of speech development with fascinating scientific facts - did you know that babies cry with an accent? - 'Talking Baby' offers numerous practical suggestions and real-life examples of how parents can best help their children to learn to talk. The authors also provide many ideas for 'talking' topics, as well as ways to use the everyday things in life to encourage children's comprehension and speech. Drawing on their combined 40 years' experience, the authors also address some of the more commonly asked questions by parents such as: * Why is it that my child can imitate a word accurately but continues to use the wrong pronunciation in his speech? * Do second and other children talk later than first children? * My 18-month-old child isn't saying anything. Should I be worried? * Is it better to use grown-up language to talk to young children than 'baby talk'? * How early can I start reading to my child? * English isn't my first language. How can I help my children to speak it well? * My child is repeating words a lot, especially when excited - does this mean she's stuttering?

Recent debates surrounding children in State care, parental rights, and abuse in Ireland's industrial schools, concern issues that are rooted in the historical record. By examining the social problems addressed by philanthropists and child protection workers from the nineteenth century, we can begin to understand more about the treatment of children and the family today. In Ireland, the National Society for the Prevention of Cruelty to Children (NSPCC) was the principle organisation involved in investigating families and protecting children. The 'cruelty men', as NSPCC inspectors were known, acted as child protection workers and 'children's police'. This book looks at their history as well as the history of Ireland's industrial schools, poverty in Irish families, changing ideas around childhood and parenthood and the lives of children in Ireland from 1838 to 1970. It is a history filled with stories of real families, families often at the mercy of the State, the Catholic Church and voluntary organisations. It is a must-read for all with an interest in the Irish family and Irish childhood past and present. -- .