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In recent years education has become increasingly perceived as an
area of risk. A number of highly publicised incidents have
heightened awareness of the potential dangers to be found in
teaching intuitions. Although there is now a substantial conceptual
literature on risk and the meaning of the risk society, such ideas
have not to date been rigorously applied to the educational sector.
The authors of this innovative volume, first published in 2005,
address this gap, discussing the relevance of risk discourses of
educational processes. This book will greatly interest both
sociologists and educationalists interested in the interaction
between education and contemporary trends in society.
Schools under Surveillance gathers together some of the very best
researchers studying surveillance and discipline in contemporary
public schools. Surveillance is not simply about monitoring or
tracking individuals and their data - it is about the structuring
of power relations through human, technical, or hybrid control
mechanisms. Essays cover a broad range of topics including police
and military recruiters on campus, testing and accountability
regimes such as No Child Left Behind, and efforts by students and
teachers to circumvent the most egregious forms of surveillance in
public education. Each contributor is committed to the continued
critique of the disparity and inequality in the use of surveillance
to target and sort students along lines of race, class, and gender.
Special topics covered in this title include: security systems;
police officers; audit cultures; standardized tests; marketing
research; and, military recruiters.
In recent years education has become increasingly perceived as an
area of risk. A number of highly publicized incidents have
heightened awareness of the potential dangers to be found in
teaching institutions. Although there is now a substantial
conceptual literature on risk and the meaning of the risk society,
such ideas have not to date been rigorously applied to the
educational sector. The authors of this innovative volume address
this gap, discussing the relevance of risk discourses to
educational processes. They recognize that risk discourses
themselves (both academic and political) do not necessarily relate
to actual dangers within education and they examine the differences
between the risk narratives of expert and layperson, teacher and
student, practitioner and academic. This book will greatly interest
both sociologists and educationalists interested in the interaction
between education and contemporary trends in society.
In recent years education has become increasingly perceived as an
area of risk. A number of highly publicized incidents have
heightened awareness of the potential dangers to be found in
teaching institutions. Although there is now a substantial
conceptual literature on risk and the meaning of the risk society,
such ideas have not to date been rigorously applied to the
educational sector. The authors of this innovative volume address
this gap, discussing the relevance of risk discourses to
educational processes. They recognize that risk discourses
themselves (both academic and political) do not necessarily relate
to actual dangers within education and they examine the differences
between the risk narratives of expert and layperson, teacher and
student, practitioner and academic. This book will greatly interest
both sociologists and educationalists interested in the interaction
between education and contemporary trends in society.
In recent years education has become increasingly perceived as an
area of risk. A number of highly publicised incidents have
heightened awareness of the potential dangers to be found in
teaching intuitions. Although there is now a substantial conceptual
literature on risk and the meaning of the risk society, such ideas
have not to date been rigorously applied to the educational sector.
The authors of this innovative volume, first published in 2005,
address this gap, discussing the relevance of risk discourses of
educational processes. This book will greatly interest both
sociologists and educationalists interested in the interaction
between education and contemporary trends in society.
First full-scale guide to the origins and development of the early
printed book, and the issues associated with it. The history of the
book is now recognized as a field of central importance for
understanding the cultural changes that swept through Tudor
England. This companion aims to provide a comprehensive guide to
the issues relevant to theearly printed book, covering the
significant cultural, social and technological developments from
1476 (the introduction of printing to England) to 1558 (the death
of Mary Tudor). Divided into thematic sections (the printed
booktrade; the book as artefact; patrons, purchasers and producers;
and the cultural capital of print), it considers the social,
historical, and cultural context of the rise of print, with the
problems as well as advantages of the transmission from manuscript
to print. the printers of the period; the significant Latin trade
and its effect on the English market; paper, types, bindings, and
woodcuts and other decorative features which create the packaged
book; and the main sponsors and consumers of the printed book:
merchants, the lay clientele, secular and religious clergy, and the
two Universities, as well as secular colleges and chantries.
Further topics addressed include humanism, women translators, and
the role of censorship and the continuity of Catholic publishing
from that time. The book is completed with a chronology and
detailed indices. VINCENT GILLESPIE is J.R.R. Tolkien Professor of
English Literature and Language at the University of Oxford; SUSAN
POWELL held a Chair in Medieval Texts and Culture at the University
of Salford, and is currently affiliated to the Universities of
London and York. Contributors: Tamara Atkin, Alan Coates, Thomas
Betteridge, Julia Boffey, James Clark, A.S.G. Edwards, Martha W.
Driver, Mary Erler, Alexandra Gillespie, Vincent Gillespie, Andrew
Hope, Brenda Hosington, Susan Powell, Pamela Robinson, AnneF.
Sutton, Daniel Wakelin, James Willoughby, Lucy Wooding
First full-scale guide to the origins and development of the early
printed book, and the issues associated with it. The history of the
book is now recognized as a field of central importance for
understanding the cultural changes that swept through Tudor
England. This companion aims to provide a comprehensive guide to
the issues relevant to theearly printed book, covering the
significant cultural, social and technological developments from
1476 (the introduction of printing to England) to 1558 (the death
of Mary Tudor). Divided into thematic sections (the printed
booktrade; the book as artefact; patrons, purchasers and producers;
and the cultural capital of print), it considers the social,
historical, and cultural context of the rise of print, with the
problems as well as advantages of the transmission from manuscript
to print. the printers of the period; the significant Latin trade
and its effect on the English market; paper, types, bindings, and
woodcuts and other decorative features which create the packaged
book; and the main sponsors and consumers of the printed book:
merchants, the lay clientele, secular and religious clergy, and the
two Universities, as well as secular colleges and chantries.
Further topics addressed include humanism, women translators, and
the role of censorship and the continuity of Catholic publishing
from that time. The book is completed with a chronology and
detailed indices. Vincent Gillespie is J.R.R. Tolkien Professor of
English Literature and Language at the University of Oxford; Susan
Powell held a Chair in Medieval Texts and Culture at the University
of Salford, and is currently affiliated to the Universities of
London and York. Contributors: Tamara Atkin, Alan Coates, Thomas
Betteridge, Julia Boffey, James Clark, A.S.G. Edwards, Martha W.
Driver, Mary Erler, Alexandra Gillespie, Vincent Gillespie, Andrew
Hope, Brenda Hosington, Susan Powell, Pamela Robinson, AnneF.
Sutton, Daniel Wakelin, James Willoughby, Lucy Wooding
The scale and speed with which the internet has entered schools in
recent years is striking. Alongside claims regarding the
revolutionary potential of this technology has been a constant
concern about online dangers such as pornography, chat-lines,
hate-sites, drug/bomb making websites, copyright violation and
network security. Addressing these issues this book reviews school
e-safety documentation before drawing on empirical research
undertaken in eight UK schools in the primary, secondary and
post-16 education sectors. The nature of risk, the problematic
interpretation of online material, student risk taking, attempts to
control internet use and subsequent resistance strategies are
examined from a sociological perspective. This work will be of
interest to both undergraduates and postgraduates in sociology,
applied anthropology, social policy or education studies, intrigued
by issues of risk, surveillance or social control in schools.
Furthermore, this book provides useful insights for
educationalists, experienced teachers and classroom trainees who
are interested in delving into the issues surrounding child
e-safety in a critical manner.
Schools under Surveillance gathers together some of the very best
researchers studying surveillance and discipline in contemporary
public schools. Surveillance is not simply about monitoring or
tracking individuals and their data - it is about the structuring
of power relations through human, technical, or hybrid control
mechanisms. Essays cover a broad range of topics including police
and military recruiters on campus, testing and accountability
regimes such as No Child Left Behind, and efforts by students and
teachers to circumvent the most egregious forms of surveillance in
public education. Each contributor is committed to the continued
critique of the disparity and inequality in the use of surveillance
to target and sort students along lines of race, class, and gender.
Special topics covered in this title include: security systems;
police officers; audit cultures; standardized tests; marketing
research; and, military recruiters.
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