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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.
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.
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
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
ART AND ARCHITECTURE OF IRELAND is an authoritative and fully
illustrated survey that encompasses the period from the early
Middle Ages to the end of the 20th century. The five volumes
explore all aspects of Irish art - from high crosses to
installation art, from illuminated manuscripts to Georgian houses
and Modernist churches, from tapestries and sculptures to oil
paintings, photographs and video art. This monumental project
provides new insights into every facet of the strength, depth and
variety of Ireland's artistic and architectural heritage. TWENTIETH
CENTURY An examination of the works of art created in
twentieth-century Ireland and the critical contexts from which they
came. Focusing on painting, photography and new media, rather than
on sculpture, this volume considers the work of conceptual and
digital artists as well as those who have used more traditional
approaches. Definitive biographies of many of the key artist of the
era are included, and the volume also addresses the main political
and social issues that lay behind twentieth century Irish art.
Through its many fine illustrations, it recreates the vibrancy of
the art world of the period. Published for the Paul Mellon Centre
for Studies in British Art in association with the Royal Irish
Academy
Irish Art 1920-2020: Perspectives on change by Catherine Marshall
and Yvonne Scott, is a generously-illustrated book in which eleven
authors examine different aspects of Irish art through the hundred
years or so since independence. During this time, art in Ireland
has borne witness to unprecedented social and political
transformation, and this book of essays considers how some of the
established perspectives in Irish visual culture were challenged
and represented during this time. Art in Ireland has been shaped by
a range of factors - the country's geographic position,
post-colonial history, political upheaval, religious environment -
and of course the complex interconnections both within and beyond
the country, prompted by shifting patterns within society -
identities, migration, technology, for example - as well as the
artists' evolving engagement with the wider world. This is not a
linear story; each chapter explores a particular aspect of art, how
it reflected the interests of artists, the environments in which
they worked both in Ireland and abroad, and how subjects and
methods changed over time. The extensive richness of the last
century or so, as well as the diversity, creativity and originality
of the artists means that no single text can ever be comprehensive,
and this one makes no such claims. Rather, his book, however, is a
kind of map; it does not pretend to fully represent the entire
narrative but may provide some useful clues to negotiating parts of
it, or at least the basis for further exploration and debate.
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Catherine Marshall; Adapted by C. Archer
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