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.

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.

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.

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.

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.

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.