This book explores the concept of deference as used by historians and political scientists. Often confused and judged to be outdated, it shows how deference remains central to understanding British politics to the present day. This study aims to make sense of how political deference has functioned in different periods and how it has played a crucial role in legitimising British politics. It shows how deference sustained what are essentially English institutions, those which dominated the Union well into the second half of the twentieth century until the post-1997 constitutional transformations under New Labour. While many dismiss political and institutional deference as having died out, this book argues that a number of recent political decisions - including the vote in favour of Brexit in June 2016 - are the result of a deferential way of thinking that has persisted through the democratic changes of the twentieth century. Combining close readings of theoretical texts with analyses of specific legal changes and historical events, the book charts the development of deference from the eighteenth century through to the present day. Rather than offering a comprehensive history of deference, it picks out key moments that show the changing nature of deference, both as a concept and as a political force.

The Victorian era was one that teemed with multitudinous and sometimes opposing visions of polity yet rarely questioned the very existence of the State. What might be called the pragmatism of the elite gave rise to a form of democratic compromise, allowing the growth of political ideas that may still be found in contemporary political thought. Have reformist, socialist, liberal or utilitarian ideas avoided the dogmatism of twentieth century politics or paved the way to other forms of ideology? To what extent has the organization or gradual obliteration of the State been influenced by evolutionary theories, the quest for effective government and expertise or, more generally, refusal of the past? What was the impact of Victorian thinkers and ideas on the mutation of contemporary political ideas? Have we reached a post-Victorian period or are we still using a Victorian rhetoric as well as Victorian theories? Have we not, also, reached a stage in which retrieving some of those ideas might help to solve some of our contemporary political problems? The essays presented in this book all attempt to answer some of these questions and try to show how nineteenth century thought and culture have shaped British modern political debate and, for some, still continue to do so. It will prove useful to academics and the general public interested in contemporary politics as well as the history of ideas and political philosophy.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

What can schools do to eliminate sexism and racism? By the 1990's with shifting demographics, disillusionment with conventional liberal policies and new political coalitions, the politics of race and gender requires new analyses. The chapters in this book demonstrate how the politics of race and gender enter into proposals for parental choice, business involvement in schools, definitions of good leadership, special schools for minority children, curriculum debates, and debates about testing and accountability. Catherine Marshall provides the political historical context of race and gender politics in schools, and the following eighteen chapters provide a greater in-depth analysis. The chapters include work of scholars and policy analysts focusing on policy and policy implementation at all levels of school politics in the US, Australia and Israel. The book ends with critical policy analysis, raising deep theoretical questions and pulling out the chronic race and gender issues in education politics.

What can schools do to eliminate sexism and racism? By the 1990's with shifting demographics, disillusionment with conventional liberal policies and new political coalitions, the politics of race and gender requires new analyses. The chapters in this book demonstrate how the politics of race and gender enter into proposals for parental choice, business involvement in schools, definitions of good leadership, special schools for minority children, curriculum debates, and debates about testing and accountability. Catherine Marshall provides the political historical context of race and gender politics in schools, and the following eighteen chapters provide a greater in-depth analysis. The chapters include work of scholars and policy analysts focusing on policy and policy implementation at all levels of school politics in the US, Australia and Israel. The book ends with critical policy analysis, raising deep theoretical questions and pulling out the chronic race and gender issues in education politics.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

This book explores the concept of deference as used by historians and political scientists. Often confused and judged to be outdated, it shows how deference remains central to understanding British politics to the present day. This study aims to make sense of how political deference has functioned in different periods and how it has played a crucial role in legitimising British politics. It shows how deference sustained what are essentially English institutions, those which dominated the Union well into the second half of the twentieth century until the post-1997 constitutional transformations under New Labour. While many dismiss political and institutional deference as having died out, this book argues that a number of recent political decisions - including the vote in favour of Brexit in June 2016 - are the result of a deferential way of thinking that has persisted through the democratic changes of the twentieth century. Combining close readings of theoretical texts with analyses of specific legal changes and historical events, the book charts the development of deference from the eighteenth century through to the present day. Rather than offering a comprehensive history of deference, it picks out key moments that show the changing nature of deference, both as a concept and as a political force.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

The Metaphysical Society was founded in 1869 at the instigation of James Knowles (editor of the Contemporary Review and then of the Nineteenth Century) with a view to 'collect, arrange, and diffuse Knowledge (whether objective or subjective) of mental and moral phenomena' (first resolution of the society in April 1869). The Society was a private dining and debate club that gathered together a latter-day clerisy. Building on the tradition of the Cambridge Apostles, they elected talented members from across the Victorian intellectual spectrum: Bishops, one Cardinal, philosophers, men of science, literary figures, and politicians. The Society included in its 62 members prominent figures such as T. H. Huxley, William Gladstone, Walter Bagehot, Henry Edward Manning, John Ruskin, and Alfred Lord Tennyson. The Metaphysical Society (1869-1880) moves beyond Alan Willard Brown's 1947 pioneering study of the Metaphysical Society by offering a more detailed analysis of its inner dynamics and its larger impact outside the dining room at the Grosvenor Hotel. The contributors shed light on many of the colourful figures that joined the Society as well as the alliances that they formed with fellow members. The collection also examines the major concepts that informed the papers presented at Society meetings. By discussing groups, important individuals, and underlying concepts, the volume contributes to a rich, new picture of Victorian intellectual life during the 1870's, a period when intellectuals were wondering how, and what, to believe in a time of social change, spiritual crisis, and scientific progress.

Richard and Michael, both three years sober, have just decided to celebrate their love by moving in together when Richard—driven by the desire to do the right thing for his ten-year-old-daughter, Brady, whom he has never met—impulsively calls his former father-in-law to connect with her. With that phone call, he jeopardizes the one good thing he has—his relationship with Michael—and also threatens the world of the fundamentalist Christian grandparents who love Brady and see her as payback from God for the alcohol-related death of her mother. Unable to reach an agreement, the two parties hire lawyers who have agendas far beyond the interests of the families—and Brady is initially trusted into Richard and Michael’s care. But when the judge learns that the young girl was present when a questionable act took place while in their custody, she returns Brady to her grandparents. Ultimately, it’s not until further tragedy strikes that both families are finally motivated to actually act in the “best interests of the child.”

Offering clear, easy-to-understand guidance on designing qualitative research, this fully updated Seventh Edition of Marshall and Rossman's bestselling text retains the useful examples, tools, and vignettes that makes it such an outstanding resource. The book takes students from selecting a research genre through building a conceptual framework, data collection and interpretation, and arguing the merits of the proposal. Now featuring a new co-author, Gerardo L. Blanco, this edition includes more on the history and new emerging genres of qualitative inquiry, as well as a more sustained and deeper focus on social media and other digital applications in conducting qualitative research. New application activities provide opportunities for students to try out ideas, while timely vignettes illustrate the methodological challenges posed by the intellectual, ethical, political, and technological advances affecting society. PowerPoints to accompany this text are available on an instructor site at: https://edge.sagepub.com/marshall7e

Developments over the last twenty years have fueled considerable speculation about the future of the book and of reading itself. This book begins with a gloss over the history of electronic books, including the social and technical forces that have shaped their development. The focus then shifts to reading and how we interact with what we read: basic issues such as legibility, annotation, and navigation are examined as aspects of reading that ebooks inherit from their print legacy. Because reading is fundamentally communicative, I also take a closer look at the sociality of reading: how we read in a group and how we share what we read. Studies of reading and ebook use are integrated throughout the book, but Chapter 5 "goes meta" to explore how a researcher might go about designing his or her own reading-related studies. No book about ebooks is complete without an explicit discussion of content preparation, i.e., how the electronic book is written. Hence, Chapter 6 delves into the underlying representation of ebooks and efforts to create and apply markup standards to them. This chapter also examines how print genres have made the journey to digital and how some emerging digital genres might be realized as ebooks. Finally, Chapter 7 discusses some beyond-the-book functionality: how can ebook platforms be transformed into portable personal libraries? In the end, my hope is that by the time the reader reaches the end of this book, he or she will feel equipped to perform the next set of studies, write the next set of articles, invent new ebook functionality, or simply engage in a heated argument with the stranger in seat 17C about the future of reading. Table of Contents: Preface / Figure Credits / Introduction / Reading / Interaction / Reading as a Social Activity / Studying Reading / Beyond the Book / References / Author Biography