|
Showing 1 - 23 of
23 matches in All Departments
Diversity and inclusion (D&I) isn't just an HR exercise - it
can make a real different to your team performance too. By making
everyone in your team feel like they belong, you'll be able to
boost motivation and productivity. Everyone Included helps you make
inclusion, belonging and wellbeing central to your team. By helping
everyone feel that they belong, your team will foster genuine
inclusion and be ready to adapt and evolve in the future. With a
step-by-step plan to design and implement a diversity and inclusion
plan that brings results: Where are you now? - Understand your team
profile now by conducting a belonging Audit to identify your how
inclusive your team is. What do I do next? - Design a D&I plan,
including a business case to win support, and identify key metrics
to measure its effectiveness How do I keep going? - Ensure your
programme continually improves and remains relevant by creating
measurements and feedback loops Everyone Included is your
comprehensive, step-by-step guide to creating a diversity and
inclusion strategy that delivers results for your team.
This book considers the diffusion and transfer of educational ideas
through local and transcontinental networks within and across five
socio-political spaces. The authors examine the social, political,
and historical preconditions for the transfer of "new education"
theory and practices in each period, place, and school, along with
the networks of ideas and experts that supported this. The authors
use historical methods to examine the schools and to pursue the
story of the circulation of new ideas in education. In particular,
chapters investigate how educational ideas develop within contexts,
travel across boundaries, and are adapted in new contexts.
Taking up a little-known story of education, schooling, and
missionary endeavor, Helen May, Baljit Kaur, and Larry Prochner
focus on the experiences of very young 'native' children in three
British colonies. In missionary settlements across the northern
part of the North Island of New Zealand, Upper Canada, and
British-controlled India, experimental British ventures for placing
young children of the poor in infant schools were simultaneously
transported to and adopted for all three colonies. From the 1820s
to the 1850s, this transplantation of Britain's infant schools to
its distant colonies was deemed a radical and enlightened tool that
was meant to hasten the conversion of 'heathen' peoples by
missionaries to Christianity and to European modes of civilization.
The intertwined legacies of European exploration, enlightenment
ideals, education, and empire building, the authors argue, provided
a springboard for British colonial and missionary activity across
the globe during the nineteenth century. Informed by archival
research and focused on the shared as well as unique aspects of the
infant schools' colonial experience, Empire, Education, and
Indigenous Childhoods illuminates both the pervasiveness of
missionary education and the diverse contexts in which its
attendant ideals were applied.
|
Catstrawe (Paperback)
Helen May Williams
|
R274
R246
Discovery Miles 2 460
Save R28 (10%)
|
Ships in 12 - 17 working days
|
Growing from a year-long commitment to write one haiku a day,
Catstrawe ranges through family history and female relationships,
the stimulation of travel and the inspiration to found in the
immediate environment, politics and the world situation, but
always, at its heart, the experience of living with cancer. Quickly
outgrowing the limitations of seventeen syllables to explorer more
extended forms, this is a book about living life to the full in the
face of the inevitability of death.
Taking up a little-known story of education, schooling, and
missionary endeavor, Helen May, Baljit Kaur, and Larry Prochner
focus on the experiences of very young 'native' children in three
British colonies. In missionary settlements across the northern
part of the North Island of New Zealand, Upper Canada, and
British-controlled India, experimental British ventures for placing
young children of the poor in infant schools were simultaneously
transported to and adopted for all three colonies. From the 1820s
to the 1850s, this transplantation of Britain's infant schools to
its distant colonies was deemed a radical and enlightened tool that
was meant to hasten the conversion of 'heathen' peoples by
missionaries to Christianity and to European modes of civilization.
The intertwined legacies of European exploration, enlightenment
ideals, education, and empire building, the authors argue, provided
a springboard for British colonial and missionary activity across
the globe during the nineteenth century. Informed by archival
research and focused on the shared as well as unique aspects of the
infant schools' colonial experience, Empire, Education, and
Indigenous Childhoods illuminates both the pervasiveness of
missionary education and the diverse contexts in which its
attendant ideals were applied.
Native American Literature underwent a Renaissance around 1968,
and the current canon of novels written in the late twentieth
century in American English by Native American or mixed-blood
authors is diverse, exciting and flourishing. Despite this, very
few such novels are accepted as part of the broader American
literary canon.
This book offers a valuable and original approach to
contemporary Native American literature. Dennis's contemplation of
space and spatialized aesthetics is compelling and persuasive.
Considering Native American literature within a modernist
framework, and comparing it with writers such as Woolf, Stein, T.S
Eliot and Proust results in a valuable and enriching context for
the selected texts.
Vital reading for scholars of Native American Literature, this
book will also provide good grounding in the subject for those with
an interest in American and twentieth century literature more
generally.
Native American Literature underwent a Renaissance around 1968,
and the current canon of novels written in the late twentieth
century in American English by Native American or mixed-blood
authors is diverse, exciting and flourishing. Despite this, very
few such novels are accepted as part of the broader American
literary canon.
This book offers a valuable and original approach to
contemporary Native American literature. Dennis 's contemplation of
space and spatialized aesthetics is compelling and persuasive.
Considering Native American literature within a modernist
framework, and comparing it with writers such as Woolf, Stein, T.S
Eliot and Proust results in a valuable and enriching context for
the selected texts.
Vital reading for scholars of Native American Literature, this
book will also provide good grounding in the subject for those with
an interest in American and twentieth century literature more
generally.
This book considers the diffusion and transfer of educational ideas
through local and transcontinental networks within and across five
socio-political spaces. The authors examine the social, political,
and historical preconditions for the transfer of "new education"
theory and practices in each period, place, and school, along with
the networks of ideas and experts that supported this. The authors
use historical methods to examine the schools and to pursue the
story of the circulation of new ideas in education. In particular,
chapters investigate how educational ideas develop within contexts,
travel across boundaries, and are adapted in new contexts.
Lucid, linguistically dextrous, and woven through with Welsh
phrases, and words and passages in French, this exquisitely
observed sequence of haiku and haibun was written during lockdown,
though only refers to Covid elliptically. There is nothing obvious
here-instead there are connections-with nature, with relationships,
with what is lost and what is saved.
|
June (Paperback)
Helen May Williams
|
R261
Discovery Miles 2 610
|
Ships in 12 - 17 working days
|
Based in part on the author's mother's handwritten memoirs, this
novel is an act of bricolage in which the narrator keeps finding
gaps in the materials. We desire to regain the past, but every time
we attempt it we fabricate it anew. Through various narrative
voices, the author discovers a different sense of her mother than
she held during her lifetime. This is a type of biographical
revisionism. We cannot know the past, especially that of our
mothers, but we can re-member them. Meticulously researched, this
book constitutes an extended meditation on memory, the strength of
memory and its fallibility.
Kindergarten Narratives on Froebelian Education showcases the
latest scholarship and historical understandings concerning the
casting of the kindergarten idea abroad: across cultures,
continents and centuries. Each chapter reveals previously unknown
narratives of intrepid endeavour, political pragmatism and
pedagogical innovation that collectively provide insight into the
transformation of Froebel's ideas on early education into a global
phenomenon. Across global contexts, each chapter presents a case
study of the ideas scattering abroad, illustrative of the movement
of ideas, curricula and pedagogical change; in effect taking the
kindergarten beyond the geographies and pedagogies of its German
beginnings and borders. Chapters draw on historical examples of
Froebelian education from The Netherlands, New Zealand, Japan,
Sweden, the UK and the USA. In the journal History of Education in
2006, Froebelian history scholar Professor Kevin J. Brehony
(1948-2013) lamented the 'relative neglect' of the history of early
years education at the same time there was a heightened global
social and political interest in educating the young child. In this
book, an international team of contributors respond to Brehony's
suggestion that historical perspectives can play a role in current
debates and suggest ways historical narratives might inform
policies and practices in twenty-first century early childhood
education, care settings and contexts. Reconnecting past lessons
and insights with present and future concerns for early education,
young children and their place in society, this important
collection also includes an historical timeline charting the spread
of Froebelian education ideas and kindergartens across the world.
This is an EXACT reproduction of a book published before 1923. This
IS NOT an OCR'd book with strange characters, introduced
typographical errors, and jumbled words. This book may have
occasional imperfections such as missing or blurred pages, poor
pictures, errant marks, etc. that were either part of the original
artifact, or were introduced by the scanning process. We believe
this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing
commitment to the preservation of printed works worldwide. We
appreciate your understanding of the imperfections in the
preservation process, and hope you enjoy this valuable book.
The twentieth century was a time of great change in early years
education. As the century opened, the use of Froebel's kindergarten
methods infiltrated more infant classrooms. The emergence of
psychology as a discipline, and especially its work on child
development, was beginning to influence thinking about how infants
learn through play. While there were many teachers who maintained
Victorian approaches in their classrooms, some others experimented,
were widely read and a few even travelled to the US and Europe and
brought new ideas home. As well, there was increasing political
support for new approaches to the "new education" ideas at the turn
of the century. All was not plain sailing, however, and this book
charts both the progress made and the obstacles overcome in the
course of the century, as the nation battled its way through world
wars and depressions. It's an interesting story as the author
discusses changes in school buildings, teaching practice and
teacher education, the teaching of reading and other curriculum
areas, Maori education and the emergence of kohanga reo and the
teaching of Maori language in primary schools. Along the way we
meet a range of individuals, including C.E. Beeby, Sylvia
Ashton-Warner, Gwen Somerset, Don Holdaway, Elwyn Richardson, Marie
Bell and Marie Clay and the many less well-known but significant
people who worked in or influenced early years education. We also
meet many well-known New Zealanders who have recounted their first
days at school. This is a fascinating account of a rich history
that has involved us all. And yes, school milk gets a mention.
Kindergarten Narratives on Froebelian Education showcases the
latest scholarship and historical understandings concerning the
casting of the kindergarten idea abroad: across cultures,
continents and centuries. Each chapter reveals previously unknown
narratives of intrepid endeavour, political pragmatism and
pedagogical innovation that collectively provide insight into the
transformation of Froebel's ideas on early education into a global
phenomenon. Across global contexts, each chapter presents a case
study of the ideas scattering abroad, illustrative of the movement
of ideas, curricula and pedagogical change; in effect taking the
kindergarten beyond the geographies and pedagogies of its German
beginnings and borders. Chapters draw on historical examples of
Froebelian education from The Netherlands, New Zealand, Japan,
Sweden, the UK and the USA. In the journal History of Education in
2006, Froebelian history scholar Professor Kevin J. Brehony
(1948-2013) lamented the 'relative neglect' of the history of early
years education at the same time there was a heightened global
social and political interest in educating the young child. In this
book, an international team of contributors respond to Brehony's
suggestion that historical perspectives can play a role in current
debates and suggest ways historical narratives might inform
policies and practices in twenty-first century early childhood
education, care settings and contexts. Reconnecting past lessons
and insights with present and future concerns for early education,
young children and their place in society, this important
collection also includes an historical timeline charting the spread
of Froebelian education ideas and kindergartens across the world.
Diane Glancy is one of the outstanding Native American authors of
modern times. Working in multiple genres - poetry, novel, theatre
and nonfiction - she has created a vast, ceaselessly provocative
oeuvre (more than 35 volumes) and an instantly recognizable voice.
Her subject matter is astonishingly diverse, encompassing
everything from the Cherokee Trail of Tears to the New Testament
character of Dorcas, from the lives of small-town Midwestern women
to the joys of classic automobiles, from grade school maskmaking to
the recuperation of personal heritage in the archives.The essays in
this groundbreaking volume represent the first attempt to
systematically survey this challenging writer. Ten outstanding
scholars approach her work, mapping out controversies and providing
readers of Glancy with various contexts and comparisons through
which to understand her ideas. These chapters take a variety of
ideological and methodological positions (feminist, Christian,
postcolonial, literary-nationalist and more), the better to draw
out the complexities of a writer whose work never lets the reader
come to easy conclusions. Also included are an original interview
with Glancy herself, a survey of previous criticism and a
bibliography of her writings. This volume will therefore serve
equally well as an introduction to Glancy for newcomers and as an
in-depth survey for people already familiar with her work.The Salt
Companion to Diane Glancy is part of a unique series of companion
volumes to Native American poets. Previous subjects include Carter
Revard and Jim Barnes.
|
You may like...
24K Magic
Bruno Mars
CD
(1)
R185
Discovery Miles 1 850
|