Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives. Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of 'development' itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.

Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives. Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of 'development' itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.

Witty new Scottish poet writes powerfully of love, and hilariously of love's pitfalls. On display are wit, wordplay and an exhilarating flexibility of rhyme and rhythm. Alongside a barmaid's address to 'the Lads' is a succulent celebration of a wedding-cake. Jaundiced Sirens laconically slide closing couplets in, like rapiers. A subtly sustained and cunningly crafted sonnet sequence, assessing an affair, comprises the last rites it abjures.... Mistress of the telling phrase, Eleanor Brown seems as joyously drawn to her themes, and their expression, 'as music draws a dancer.' -- Stewart Conn.

Eleanor Brown's first collection, Maiden Speech, published by Bloodaxe in 1996, included her much anthologised "girlfriend's revenge" poem 'Bitcherel' along with a widely praised sequence of fifty love and end-of-love sonnets written during her 20s. Her second collection, White Ink Stains, appearing three decades later, draws on the lives of women of all ages. Taking her title from the idea that when a woman writes about her experience as a woman, 'she writes in white ink' (Helene Cixous), Eleanor Brown wanted to inscribe, among other things, the unseen labour of endowing infants with their mother tongue, their birthright of speech and language skills - the babbling, cooing, phonic repetition, echolalia, chanting of nonsense-words, singing of lullabies, nursery rhymes, counting rhymes, clapping songs, and telling of bedtime stories that is often the invisible and unrecorded work of women with pre-school-age children. A number of these poems were written in response to interviews made for the Reading Sheffield oral history project. Eleanor Brown spent over a year listening to recordings before starting to write these poems, some of which stay very faithful to the speaker's own words, while others travel further into an imaginative or active, poetic listening; these are the poems she heard not in what was said, but in pauses, intonations, emphasis, whispers, asides, digressions and deflections.

This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are - their values, virtues, dispositions and competencies - as well as their timely use of change and improvement strategies.

"Successful School Leadership" provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors: Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schools' improvement journeys Provide illustrative case studies of primary and secondary schools that highlight context sensitive strategies Provide a contemporary overview of international research and thinking about successful school leadership Recognize similar and distinguishing features between schools in different socio-economic groups This book is valuable reading for...school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership.

Policymakers, civic leaders, and scholars have increasingly focused their attention over the last decade-and-a-half on the importance of voluntary participation in civil society. From George H. W. Bush's Thousand Points of Light to Bill Clinton's AmeriCorps to George W. Bush's faith-based initiatives, it is undeniable that communities are looking to increase their levels of charity and voluntarism in the provision of public goods and services. What mobilizes giving and volunteering? What are the characteristics of communities that are engaged, and those that are not? What can policymakers and nonprofit managers do to change the current landscape in places with low levels of participation? These are the questions this edited collection addresses. It is the first book specifically dedicated to community giving and volunteering efforts with a best practices element. Published in cooperation with the Alan K. Campbell Public Affairs Institute at Syracuse University.

This is a new release of the original 1944 edition.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!