This book examines the experiences and interconnections of the Reformations, principally in Denmark-Norway and Britain and Ireland (but with an eye to the broader Scandinavian landscape as well), and also discusses instances of similarities between the Reformations in both realms. The volume features a comprehensive introduction, and provides a broad survey of the beginnings and progress of the Catholic and Protestant Reformations in Northern Europe, while also highlighting themes of comparison that are common to all of the bloc under consideration, which will be of interest to Reformation scholars across this geographical region.

In 1598, the first English convent to be founded since the dissolution of the monasteries was established in Brussels, followed by a further twenty-one foundations, which all self-identified as English institutions in Catholic Europe. Around four thousand women entered these religious houses over the following two centuries. This book highlights the significance of the English convents as part of, and contributors to, national and European Catholic culture. Covering the whole exile period and making extensive use of rarely consulted archive material, James E. Kelly situates the English Catholic experience within the wider context of the Catholic Reformation and Catholic Europe. He thus transforms our understanding of the convents, stressing that they were not isolated but were, in fact, an integral part of the transnational Church which transcended national boundaries. The original and immersive structure takes the reader through the experience of being a nun, from entry into the convent, to day-to-day life in enclosure, how the enterprise was funded, as well as their wider place within the Catholic world.

Demonstrates how, far from being peripheral, the stable communities of conventual religious in mainland Europe acted as important centres of religious and secular activity in the aftermath of the Protestant Reformation. This collection aims to explore new perspectives on the British and Irish conventual, mendicant and monastic movements in mainland Europe and rediscover their roles and wider impact within early modern European Catholicism. Building on recent scholarship, the book addresses a historiographical imbalance, which has led to an over-emphasis being placed on the role of the Society of Jesus in the development of British and Irish Catholicism following the Protestant Reformation. The stable communities of religious in mainland Europe also acted as important centres of religious and secular activity. This volume explores the ways in which British and Irish conventuals and monastics, both men and women, engaged with the seismic religious and philosophical developments of the early modern period, such as the Catholic Reformation and the Enlightenment in mainland Europe, as well as important political developments at 'home', exploring the connections between centres and peripheries. Building on recent movements within the field to 'decentralise' the Catholic Reformation and recognize the international nature of Catholicism, the volume aims to change the perception that the activities of British and Irish religious were 'peripheral', bringing the islands' experience in line with work on their European confreres and the broader global network of the religious orders.

In 1598, the first English convent was established in Brussels and was to be followed by a further 21 enclosed convents across Flanders and France with more than 4,000 women entering them over a 200-year period. In theory they were cut off from the outside world; however, in practice the nuns were not isolated and their contacts and networks spread widely, and their communal culture was sophisticated. Not only were the nuns influenced by continental intellectual culture but they in turn contributed to a developing English Catholic identity moulded by their experience in exile. During this time, these nuns and the Mary Ward sisters found outlets for female expression often unavailable to their secular counterparts, until the French Revolution and its associated violence forced the convents back to England. This interdisciplinary collection demonstrates the cultural importance of the English convents in exile from 1600 to 1800 and is the first collection to focus solely on the English convents.

Between 1600 and 1800 around 4,000 Catholic women left England for a life of exile in the convents of France, Flanders, Portugal and America. These closed communities offered religious contemplation and safety, but also provided an environment of concentrated female intellectualism. The nuns' writings from this time form a unique resource.

Between 1600 and 1800 around 4,000 Catholic women left England for a life of exile in the convents of France, Flanders, Portugal and America. These closed communities offered religious contemplation and safety, but also provided an environment of concentrated female intellectualism. The nuns' writings from this time form a unique resource.

Between 1600 and 1800 around 4,000 Catholic women left England for a life of exile in the convents of France, Flanders, Portugal and America. These closed communities offered religious contemplation and safety, but also provided an environment of concentrated female intellectualism. The nuns' writings from this time form a unique resource.

This book examines the experiences and interconnections of the Reformations, principally in Denmark-Norway and Britain and Ireland (but with an eye to the broader Scandinavian landscape as well), and also discusses instances of similarities between the Reformations in both realms. The volume features a comprehensive introduction, and provides a broad survey of the beginnings and progress of the Catholic and Protestant Reformations in Northern Europe, while also highlighting themes of comparison that are common to all of the bloc under consideration, which will be of interest to Reformation scholars across this geographical region.

In 1598, the first English convent to be founded since the dissolution of the monasteries was established in Brussels, followed by a further twenty-one foundations, which all self-identified as English institutions in Catholic Europe. Around four thousand women entered these religious houses over the following two centuries. This book highlights the significance of the English convents as part of, and contributors to, national and European Catholic culture. Covering the whole exile period and making extensive use of rarely consulted archive material, James E. Kelly situates the English Catholic experience within the wider context of the Catholic Reformation and Catholic Europe. He thus transforms our understanding of the convents, stressing that they were not isolated but were, in fact, an integral part of the transnational Church which transcended national boundaries. The original and immersive structure takes the reader through the experience of being a nun, from entry into the convent, to day-to-day life in enclosure, how the enterprise was funded, as well as their wider place within the Catholic world.

The first volume of The Oxford History of British & Irish Catholicism explores the period 1530-1640, from Henry VIII's break with Rome to the outbreak of the civil wars in Britain and Ireland. It analyses the efforts to create Catholic communities after the officially implemented change in religion, as well as the start of initiatives that would set the course of British and Irish Catholicism, including the beginning of the missionary enterprise and the formation of a network of exile religious institutions such as colleges and convents. This work explores every aspect of life for Catholics in both islands as they came to grips with the constant changes in religious policies that characterised this 110-year period. Accordingly, there are chapters on music, on literature in the vernaculars, on violence and martyrdom, and on the specifics of the female experience. Anxiety and the challenges of living in religiously mixed societies gave rise to new forms of creativity in religious life which made the Catholic experience much more than either plain continuity or endless endurance. Antipopery, or the extent to which Catholics became a symbolic antitype for Protestants, became in many respects a kind of philosophy about which political life in England, Scotland, and colonised Ireland began to revolve. At the same time the legal frameworks across both Britain and Ireland which sought to restrict, fine, or exclude Catholics from public life are given close attention throughout, as they were the daily exigencies which shaped identity just as much as devotions, liturgy, and directives emanating from the Catholic Reformation then ongoing in continental Europe.

This book is comprised of seven chapters about the experiences of teachers and principals in the public education system. Chapter One investigates teachers' and principals' perspectives on the issue of students' risky online behaviours as well as the role of their resilience in their perspectives on this topic. Chapter Two assesses the extent to which English Language Learner status was related to the reading achievement of Texas Grade 4 boys and girls in special education. Chapter Three studies the degree to which differences were present between experienced, moderately experienced, and new school principals in terms of what they emphasized and how they spent their work time at their campuses. Chapter Four examines the reading, mathematics, and science performance of elementary school students based on the years of experience of their school principal. Chapter Five presents the results of a study that was conducted to examine the relationship between the number of school counsellors employed at the elementary, middle, and high school levels and the percentage of students determined to be at risk during the 2018-2019 school year in Texas. Chapter Six examines the effect of bilingual education programs on the reading performance of Grade 5 students in Texas during the 2018-2019 school year. Finally, Chapter Seven studies the degree to which differences were present in the percentages of all students who enrolled in a dual-credit mathematics course in Texas public high schools by their economic status.