This collection considers issues that have emerged in Early Modern Studies in the past fifteen years relating to understandings of mind and body in Shakespeare's world. Informed by The Body in Parts, the essays in this book respond also to the notion of an early modern 'body-mind' in which Shakespeare and his contemporaries are understood in terms of bodily parts and cognitive processes. What might the impact of such understandings be on our picture of Shakespeare's theatre or on our histories of the early modern period, broadly speaking? This book provides a wide range of approaches to this challenge, covering histories of cognition, studies of early modern stage practices, textual studies, and historical phenomenology, as well as new cultural histories by some of the key proponents of this approach at the present time. Because of the breadth of material covered, full weight is given to issues that are hotly debated at the present time within Shakespeare Studies: presentist scholarship is presented alongside more historically-focused studies, for example, and phenomenological studies of material culture are included along with close readings of texts. What the contributors have in common is a refusal to read the work of Shakespeare and his contemporaries either psychologically or materially; instead, these essays address a willingness to study early modern phenomena (like the Elizabethan stage) as manifesting an early modern belief in the embodiment of cognition.

The playhouse at Newington Butts has long remained on the fringes of histories of Shakespeare's career and of the golden age of the theatre with which his name is associated. A mile outside London, and relatively disused by the time Shakespeare began his career in the theatre, this playhouse has been easy to forget. Yet for eleven days in June, 1594, it was home to the two companies that would come to dominate the London theatres. Thanks to the ledgers of theatre entrepreneur, Philip Henslowe, we have a record of this short venture. Shakespeare's Lost Playhouse is an exploration of a brief moment in time when the focus of the theatrical world in England was on this small playhouse. To write this history, Laurie Johnson draws on archival studies, archaeology, environmental studies, geography, social, political, and cultural studies as well as methods developed within literary and theatre history to expand the scope of our understanding of the theatres, the rise of the playing business, and the formations of the playing companies.

Planning the rebuilding of New Orleans after Hurricanes Katrina and Rita has been among the greatest urban planning challenges of our time. Since 2005, Robert B. Olshansky and Laurie A. Johnson, urban planners who specialize in disaster planning and recovery, have been working to understand, in real time, the difficult planning decisions in this unusual situation. As both observers of and participants in the difficult process of creating the Unified New Orleans Plan, Olshansky and Johnson bring unparalleled detail and insight to this complex story. The recovery process has been slow and frustrating, in part because New Orleans was so unprepared for the physical challenges of such a disaster, but also because it lacked sufficient planning mechanisms to manage community reconstruction in a viable way. New Orleans has had to rebuild its buildings and institutions, but it has also had to create a community planning structure that is seen as both equitable and effective, while also addressing the concerns and demands of state, federal, nonprofit, and private-sector stakeholders. In documenting how this unprecedented process occurred, Olshansky and Johnson spent years on the ground in New Orleans, interviewing leaders and citizens and abetting the design and execution of the Unified New Orleans Plan. Their insights will help cities across the globe recognize the challenges of rebuilding and recovering after disaster strikes.

This edited collection broadens understanding of family-school-community partnerships by focusing on how community groups, educators, and university professors engage with public education to achieve their own goals rather than goals defined by schools, school systems, and governments. Authors critically examine various school-community partnerships that collectively aim to improve decision-making, democratize policy processes, resist policies that support the marketization of public education, and advocate for racial equality. The book's chapters focus on advocacy efforts within and across three national contexts-England, Canada, and the United States. Together they expand current scholarship by demonstrating how different constituencies develop alliances, experience tensions, and navigate the politics inherent in change efforts. By examining the intersections of parent and community organizing, teacher unions, and school-community partnerships across national contexts, the chapters uncover fruitful new terrain for understanding the theory and practice of educational activism. This volume was originally published as a special issue of Leadership and Policy in Schools.

The playhouse at Newington Butts has long remained on the fringes of histories of Shakespeare's career and of the golden age of the theatre with which his name is associated. A mile outside London, and relatively disused by the time Shakespeare began his career in the theatre, this playhouse has been easy to forget. Yet for eleven days in June, 1594, it was home to the two companies that would come to dominate the London theatres. Thanks to the ledgers of theatre entrepreneur, Philip Henslowe, we have a record of this short venture. Shakespeare's Lost Playhouse is an exploration of a brief moment in time when the focus of the theatrical world in England was on this small playhouse. To write this history, Laurie Johnson draws on archival studies, archaeology, environmental studies, geography, social, political, and cultural studies as well as methods developed within literary and theatre history to expand the scope of our understanding of the theatres, the rise of the playing business, and the formations of the playing companies.

This collection considers issues that have emerged in Early Modern Studies in the past fifteen years relating to understandings of mind and body in Shakespeare's world. Informed by The Body in Parts, the essays in this book respond also to the notion of an early modern 'body-mind' in which Shakespeare and his contemporaries are understood in terms of bodily parts and cognitive processes. What might the impact of such understandings be on our picture of Shakespeare's theatre or on our histories of the early modern period, broadly speaking? This book provides a wide range of approaches to this challenge, covering histories of cognition, studies of early modern stage practices, textual studies, and historical phenomenology, as well as new cultural histories by some of the key proponents of this approach at the present time. Because of the breadth of material covered, full weight is given to issues that are hotly debated at the present time within Shakespeare Studies: presentist scholarship is presented alongside more historically-focused studies, for example, and phenomenological studies of material culture are included along with close readings of texts. What the contributors have in common is a refusal to read the work of Shakespeare and his contemporaries either psychologically or materially; instead, these essays address a willingness to study early modern phenomena (like the Elizabethan stage) as manifesting an early modern belief in the embodiment of cognition.

Planning the rebuilding of New Orleans after Hurricanes Katrina and Rita has been among the greatest urban planning challenges of our time. Since 2005, Robert B. Olshansky and Laurie A. Johnson, urban planners who specialize in disaster planning and recovery, have been working to understand, in real time, the difficult planning decisions in this unusual situation. As both observers of and participants in the difficult process of creating the Unified New Orleans Plan, Olshansky and Johnson bring unparalleled detail and insight to this complex story. The recovery process has been slow and frustrating, in part because New Orleans was so unprepared for the physical challenges of such a disaster, but also because it lacked sufficient planning mechanisms to manage community reconstruction in a viable way. New Orleans has had to rebuild its buildings and institutions, but it has also had to create a community planning structure that is seen as both equitable and effective, while also addressing the concerns and demands of state, federal, nonprofit, and private-sector stakeholders. In documenting how this unprecedented process occurred, Olshansky and Johnson spent years on the ground in New Orleans, interviewing leaders and citizens and abetting the design and execution of the Unified New Orleans Plan. Their insights will help cities across the globe recognize the challenges of rebuilding and recovering after disaster strikes.

Offers not only an analytical study of the films of Herzog, perhaps the most famous living German filmmaker, but also a new reading of Romanticism's impact beyond the nineteenth century and in the present. Werner Herzog (b. 1942) is perhaps the most famous living German filmmaker, but his films have never been read in the context of German cultural history. And while there is a surfeit of film reviews, interviews, and scholarly articles on Herzog and his work, there are very few books devoted to his films, and none addressing his entire career to date. Until now. Forgotten Dreams offers not only an analytical study of Herzog's films but also a new reading of Romanticism's impact beyond the nineteenth century. It argues that his films re-envision and help us better understand a critical stream in Romanticism, and places the films in conversation with other filmmakers, authors, and philosophers in order to illuminate that critical stream. The result is a lively reconnection with Romantic themes and convictions that have been partly forgotten in the midst of Germany's postwar rejection of much of Romantic thought, yet are still operative in German culture today. The film analyses will interest scholars of film, German Studies, and Romanticism as well as a broader public interested in Herzog's films and contemporary German cultural debates. The book will also appeal to those interested in the ongoing renegotiation - by Western and other cultures - of relationships between reason and passion, civilization and wild nature, knowledge and belief. Laurie Ruth Johnson is Professor of German, Comparative and World Literature, and Criticism and Interpretive Theory at the University of Illinois at Urbana-Champaign.

Offers not only an analytical study of the films of Herzog, perhaps the most famous living German filmmaker, but also a new reading of Romanticism's impact beyond the nineteenth century and in the present. Werner Herzog (b. 1942) is perhaps the most famous living German filmmaker, but his films have never been read in the context of German cultural history. And while there is a surfeit of film reviews, interviews, and scholarly articles on Herzog and his work, there are very few books devoted to his films, and none addressing his entire career to date. Until now. Forgotten Dreams offers not only an analytical study of Herzog's films but also a new reading of Romanticism's impact beyond the nineteenth century. It argues that his films re-envision and help us better understand a critical stream in Romanticism, and places the films in conversation with other filmmakers, authors, and philosophers in order to illuminate that critical stream. The result is a lively reconnection with Romantic themes and convictions that have been partly forgotten in the midst of Germany's postwar rejection of much of Romantic thought, yet are still operative in German culture today. The film analyses will interest scholars of film, German Studies, and Romanticism as well as a broader public interested in Herzog's films and contemporary German cultural debates. The book will also appeal to those interested in the ongoing renegotiation - by Western and other cultures - of relationships between reason and passion, civilization and wild nature, knowledge and belief. Laurie Ruth Johnson is Professor of German, Comparative and World Literature, and Criticism and Interpretive Theory at the University of Illinois at Urbana-Champaign.

This edited collection broadens understanding of family-school-community partnerships by focusing on how community groups, educators, and university professors engage with public education to achieve their own goals rather than goals defined by schools, school systems, and governments. Authors critically examine various school-community partnerships that collectively aim to improve decision-making, democratize policy processes, resist policies that support the marketization of public education, and advocate for racial equality. The book's chapters focus on advocacy efforts within and across three national contexts-England, Canada, and the United States. Together they expand current scholarship by demonstrating how different constituencies develop alliances, experience tensions, and navigate the politics inherent in change efforts. By examining the intersections of parent and community organizing, teacher unions, and school-community partnerships across national contexts, the chapters uncover fruitful new terrain for understanding the theory and practice of educational activism. This volume was originally published as a special issue of Leadership and Policy in Schools.

1960s British comedy drama in which a young woman finds a new career as a beauty queen. Attractive typist Shirley Freeman (Janette Scott) is encouraged by newspaper man Don Mackenzie (Ian Hendry) to enter a beauty pageant while on vacation. After winning she decides to quit her job and become a full-time contestant, proving to be very successful. However, her success won't last forever...

Swashbuckling action adventure set in the mid 17th century. George Baker stars as Earl Anthony - aka The Moonraker - a gentleman Cavalier who is the thorn in the side of Oliver Cromwell (John Le Mesurier) and his mission to rid Britain of the royalists. Feared among Cromwell's men, the Moonraker has already effected the escape of over 30 royalists to France, a feat he pulls off by assuming the identity of a Puritan scholar. However, his audacious actions run into trouble when he attempts to lead Prince Charles Stuart (Gary Raymond) to safety after a defeat at the hands of the Roundhead soldiers.

For three decades, the Earl of Leicester's Men dominated the early Elizabethan stage and helped develop the main features of Shakespearean theatre. Leicester's Men and their Plays is the first book-length study of this foundational playing company, who toured more widely than any other company, performed more often for Queen Elizabeth's court than any other adult troupe, and established the first major playhouses near London. Building on decades of established scholarship, Laurie Johnson makes exciting new discoveries from primary sources and unearths the rich and fascinating life stories of the first Elizabethan players. His findings overturn fundamental assumptions of theatre history and provide new understandings of the players' circumstances and family origins. Through incisive research and engaging storytelling, Johnson shows how the players and their families adapted to life working under one of the most powerful nobles in the volatile Elizabethan court.

This comparative study of multicultural policies in Canada and the US uses a dialogical approach to examine responses to increasing diversity in both countries. This approach compares and contrasts foundational myths and highlights socio-political contexts affecting the conditions of citizenship, access to education, and the inclusion of diverse cultural knowledge and languages in educational systems. Multicultural Education Policies in Canada and the United States will interest readers in the areas of multiculturalism, education, public policy, and ethnic studies, and will be valuable to policy developers and activists in the fields of equity and diversity.

This book profiles local and national efforts to transform urban education and reinvent urban teacher preparation. It describes real programs in real urban schools that have developed policy initiatives that promote educational equity. Community-based curricula, and teacher education and parent empowerment programs that emphaize domocratic collaboration among universities, urban teachers, parents and community memebrs. By involving all stakeholdes, this comprehesive approach provides a model for creating urban schools that not only excite and inpire, but also serve an engines for social change. Contending that urban education reform will fail without public engagement and a commitment to social justice, the contributors challenge urban educators to become accountable to their students.