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In the late 1990s, Manchester was a city in upheaval. The
devastation of the IRA bomb and the closure of the infamous
Haçienda nightclub were seismic events that rocked the city’s
confidence at a time when identikit bands were flooding its clubs
and bars, fuelled on anthemic guitar rock and swagger. Stereotypes
were everywhere, while the spirit of Manchester was silently
suffocating. Mancunians: Where do we start, where do I begin? is
the story of those who didn’t fit the typecast: the musicians of
colour, the football fans alienated by rampant commercialism,
frustrated public figures, optimistic developers, and ambitious
artists. Through a mixture of memoir and interviews with well-known
Mancunians such as Guy Garvey, Tunde Babalola, Sylvia Tella, Badly
Drawn Boy, and Stan Chow, David Scott portrays the city at the turn
of the century in a way never seen before. -- .
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The Engineer And Machinist's Assistant - A Series Of Plans, Sections, And Elevations Of Stationary, Marine, And Locomotive Engines, Water Wheels, Spinning Machines, Tools, Etc., Etc., Taken From Machines Of Approved Construction. With Detailed
David Scott (Engineer )
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R955
Discovery Miles 9 550
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Ships in 12 - 17 working days
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This book offers insights into how design-based processes,
principles, and mindsets can be productively employed in diverse
P-16 educational spaces by a myriad of educational actors including
teachers, instructional leaders, and students. It addresses
concerns about the theoretical and practical implications of the
still emergent emphasis of design in education. The book begins by
examining a number of prominent design processes being used by
educators including human-centred design, designing for authentic
inquiries, and Universal Design for Learning. It then delves into
how teachers, system leaders, and students can engage in
educational design within the complex spaces of K-12 contexts.
Finally, the book takes up design in education within a maker and
making context. Each chapter includes a vignette, a series of
guiding questions, along with specific design principles that can
help address common challenges and issues educators encounter in
their practice. This book provides both theoretical and practical
elements involved in educational design and is beneficial to
scholars, graduate students, educators, and pre-service teachers.
Michel Foucault continues to be regarded as one of the most
essential thinkers of the twentieth century. A brilliantly
evocative writer and conceptual creator, his influence is clearly
discernible today across nearly every discipline-philosophy and
history, certainly, as well as literary and critical theory,
religious and social studies, and the arts. This volume exploits
Foucault's insistent blurring of the self-imposed limits formed by
the disciplines, with each author in this volume discovering in
Foucault's work a model useful for challenging not only these
divisions but developing a more fundamental interrogation of
modernism. Foucault himself saw the calling into question of
modernism to be the permanent task of his life's work, thereby
opening a path for rethinking the social. Understanding Foucault,
Understanding Modernism shows, on the one hand, that literature and
the arts play a fundamental structural role in Foucault's works,
while, on the other hand, it shifts to the foreground what it
presumes to be motivating Foucault: the interrogation of the
problem of modernism. To that end, even his most explicitly
historical or strictly epistemological and methodological enquiries
directly engage the problem of modernism through the works of
writers and artists from de Sade, Mallarme, Baudelaire to Artaud,
Manet, Borges, Roussel, and Bataille. This volume, therefore,
adopts a transdisciplinary approach, as a way to establish
connections between Foucault's thought and the aesthetic problems
that emerge out of those specific literary and artistic works,
methods, and styles designated "modern." The aim of this volume is
to provide a resource for students and scholars not only in the
fields of literature and philosophy, but as well those interested
in the intersections of art and intellectual history, religious
studies, and critical theory.
This book explores curricular, teaching and learning practices in
schools in England and in higher education institutions, and
considers the damaging effects of the Research Excellence Framework
(REF) for UK higher education institutions, international
comparative assessment systems such as the Programme for
International Student Assessment (PISA), and broadly, how
educational judgements are now made about educational matters.
David Scott criticizes the implementation of neo-liberal policies
and practices in education systems round the world, management and
control system approaches, and empiricist/positivist research
agendas. The book offers an account of a new education model, which
is directly in opposition to agendas currently supported by the
right of the political spectrum. It will be of interest to teachers
and students of education, the education research community,
practising and trainee teachers, and education policy makers.
This book is open access under a CC BY 4.0 license. This open
access book examines the modern role of the European School system
within the European Union, at a time when the global economy
demands a new vision for contemporary education. The European
schools are currently in a state of crisis: their 60-year-old
tradition of bilingual and multilingual education is being strained
by rapid EU expansion and the removal of English speaking teachers
as a result of Brexit. Their tried and tested model of mathematics
and science education has rapidly been overtaken by new
developments in pedagogy and assessment research, while recruitment
and retention of students and teachers has become increasingly
fraught as European member states review what they are, and what
they are not, prepared to fund. The authors draw on original and
empirical research to assess the European Schools' place in a new
Europe where the entire post-war European Project is potentially at
risk. This well-researched volume will be of interest to
practitioners working in European schools as well as students and
scholars of EU politics and international education.
This book examines the philosophical, historical, political and
social contexts of research and the implications of these for the
collection and analysis of data. "Researching Education" looks at
the theory and practice of researching education and examines the
philosophical, historical, political and social contexts of
research and the implications of these for the collection and
analysis of data. Scott and Usher argue that while power is ever
present in the construction of research texts, this is inevitable
as research imposes a closure of the world through representations
and thus is always and inevitably involved with and implicated in
the operation of power. The authors provide a theoretical framework
against previously compiled research can be judged to stimulates
further study and consider key questions: What is legitimate
knowledge? What is the relationship between the collection and
analysis of data? How does the researcher's presence in the field
impact on their data? This new edition has been completely revised
to reflect new insights into education research and educational
research methodology and the impact of recent political
initiatives. "Researching Education" is invaluable reading for
educational and social researchers as well as postgraduate and
doctoral students.
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Pulse (Hardcover)
David Scott
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R1,063
Discovery Miles 10 630
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Ships in 12 - 17 working days
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Forget everything you've heard about Manchester - Madchester,
Gunchester - and read what it was like to live there at the turn of
the century from those that know it best. Mancunians: Where do we
start, where do I begin? is the story of those who didn't fit the
typecast: the musicians of colour, the football fans alienated by
rampant commercialism, the northerners who didn't wear parkas, the
frustrated police figures, the optimistic developers, the ambitious
artists, the drinkers, dealers, street sweepers, and a young author
trying to negotiate his way amongst the chaos. Through a mixture of
memoir and interviews with well-known Mancunians such as Guy
Garvey, Tunde Babalola, Sylvia Tella, Badly Drawn Boy and Stan
Chow, combined with the unheard voices of the population, David
Scott portrays the city in a way never seen before. Mancunians:
Where do we start, where do I begin? is the authentic account of
Manchester on the brink of the Millennium. -- .
In this groundbreaking work, author David Scott Diffrient explores
largely understudied facets of cinematic horror, from the various
odors permeating classic and contemporary films to the wetness,
sliminess, and stickiness of these productions, which, he argues,
practically scream out for a tactile mode of textural analysis as
much as they call for more traditional forms of textual analysis.
Dating back to Carol Clover’s and Linda Williams’s pioneering
work on horror cinema, film scholars have long conceptualized this
once-disreputable category of cultural production as a "body
genre." However, despite the growing recognition that horror serves
important biological and social functions in our lives, scholars
have only scratched the surface of this genre with regard to its
affective, corporeal, and sensorial appeals. Diffrient anatomizes
horror films in much the same way that a mad scientist might handle
the body, separating and recombining constitutive parts into a new
analytical whole. Further, he challenges the tendency of scholars
to privilege human over nonhuman beings and calls into question
ableist assumptions about the centrality to horror films of sight
and sound to the near exclusion of other forms of sense experience.
In addition to examining the role that animals—living or dead,
real or fake—play in human-centered fictions, this volume asks
what it means for audiences to consume motion pictures in which
actors, stunt performers, and other creative personnel have put
their own bodies and lives at risk for our amusement. Historically
grounded and theoretically expansive, Body Genre: Anatomy of the
Horror Film moves the study of cinematic horror into previously
unchartered waters and breathes life into a subject that, not
coincidentally, is intimately connected to breathing as our most
cherished dividing line between life and death.
Life has never been normal for young Stephunos. There's his hyper
little brother, the fact that he is a young nobleman, a warrior,
and a mage. If his best friend, Chara, isn't beating him senseless,
his little brother is playing practical jokes on him. Even though
he is twelve, he is already the best swordsman around. Well at
least in practice, since he has never had to really fight anyone.
Stephunos' already unusual life is about to get even stranger, as
he and his friend set out on a grand trading adventure. Stephunos
and his brother must keep their magical powers hidden, even from
their friends, for these are very dangerous times for anyone with
such powers. This isn't easy when there is a vampire around and you
are being hunted by an evil mage. Then there is a strange island,
far to the North, where there are very intelligent dragons,
unicorns, and many more mystical creatures waiting to be
rediscovered. While Stephunos is away, Stephunos' parents must
defend their home county from an invading army, since their Dukes
many enemies are attacking If they can all survive to return home,
will there be a home to return to?
A volume in the series International Perspectives on Curriculum
Series Editor David Scott, Lincoln University - UK This proposal is
for a book about pedagogical leadership that draws upon an
extensive literature base as well as empirical research by the
author in order to examine forms of leadership and management that
promote and instill education for learning and social justice. Its
starting points are to restore and elevate social and moral purpose
in leadership as first-order constructs that have theoretical and
practical implications for existing and potential leader educators.
This is not necessarily an easy thing to do. Asking educators and
researchers of education leadership to define what they consider to
be the core moral values underpinning leadership in educational
settings usually results in some fairly bland, if fundamentally
important statements about putting learners at the heart of
leadership praxis, especially that which occurs in educational
settings. In practice, numerous organisational mission statements
attest to this rhetorical conviction. Yet, it is current policy
contexts that place relations between leaders, teachers, and
learners in contradictory 'moral' positions. Drives to improve
student performance through increased competition in the
market-place, intensified procedures for monitoring and evaluation,
and frenetic commitments to 'change' as overarching leadership
mantras have relegated Sergiovanni's (1998) definition of
pedagogical leadership 'that invests in capacity building by
developing social and academic capital for students and
intellectual capital for teachers' as second, even third order
constructs. This book intends to reverse the process and in doing
so, it will relegate to second order, and by lively debate and
illustrative vignettes, many, though not all of the hegemonic
constructs that are prevalent in current 'managerial' times. This
book will therefore define and challenge a paradox; as governments
express commitment to an educational settlement that minimises
exclusion, widens participation, and promotes 'active' citizenship,
the much heralded vanguards of that settlement - leaders and
managers - are being enjoined to reduce their thinking and action
to technicist 'manoeuvres' (Grace, 2000:236) in which aspirations
towards social justice can become more distant, strangely exotic
even in their expression. As importantly, such technical
manoeuvring is not accompanied by a reduction in leadership and
management tasks and responsibilities. As more is demanded of
organizations and their leaders in terms of responsibilities for
learning in areas of health, sexuality, drug awareness, physical
exercise and nutrition, citizenship, work experience, race
equality, and skills in familial and social caring, questions arise
about the extent to which 'social justice' constitutes a wide
umbrella under which such interests might 'shelter' or whether
social justice is to be considered 'separately' with attendant
dangers to be seen as add-on and therefore potentially marginalized
or distinct from the total enterprise that constitutes education
and learning.
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