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. -- .

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.

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.