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"Teaching the Early Modern Period" is an innovative project
bringing together leading early modernists from a wide geographical
and disciplinary background. Scholars from English, History and
French Studies unite in this unique volume to examine the
challenges which the early modern period provides in the
third-level classroom. Alongside nine essays the volume is
interspersed with shorter reflections of fourteen invited
professors from Ireland, the UK, France, the Netherlands, South
Africa, Canada and the USA. The contributors provide a rare
transcontinental insight into current pedagogical praxis in a
number of Western national traditions, presenting a wide range of
case-studies of how research can inform teaching from scholars who
refuse to accept a divorce between the two.
"Teaching the Early Modern Period" is an innovative project
bringing together leading early modernists from a wide geographical
and disciplinary background. Scholars from English, History and
French Studies unite in this unique volume to examine the
challenges which the early modern period provides in the
third-level classroom. Alongside nine essays the volume is
interspersed with shorter reflections of fourteen invited
professors from Ireland, the UK, France, the Netherlands, South
Africa, Canada and the USA. The contributors provide a rare
transcontinental insight into current pedagogical praxis in a
number of Western national traditions, presenting a wide range of
case-studies of how research can inform teaching from scholars who
refuse to accept a divorce between the two.
The idea of an informal economy emerged from, and is a critique of,
the ideology of ‘economic development’. It originated from
Keith Hart’s recognition of informal economic activity in 1960s
Ghana. In the context of four colonialisms – German, British,
Australian and Dutch – this book recounts Hart’s effort in 1972
to introduce the informal ‘sector’ into development planning in
Papua New Guinea. This was problematic, because ‘the market’
was scarcely institutionalized, and traditional modes of exchange
persisted stubbornly. Rather than conforming with post-colonial
economic ideology, the subjected people pushed back against imposed
bureaucracy to practice informal and hybrid modes of economic
activity.
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