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.

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.

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 1993 the Tlingit tribes and clans convened a landmark conference in Haines, Alaska, which brought Native peoples from Alaska and Canada together with scholars of their language, history, and culture to exchange information and develop a collaborative agenda for future research and policy initiatives. This volume represents the fruits of that unique exchange and collaboration. It includes original contributions by Native and non-Native scholars alike on a variety of key topics, including Tlingit historiography, migrations, warfare, kinship and property tenure, language and literacy, ethnogeography and cultural resource management, subsistence, and naming.

Bridging past and future, this source book fills an important niche in the literature and is designed especially to be accessible to all students of Tlingit culture.