Interpreting Difficult History at Museums and Historic Sites is framed by educational psychoanalytic theory and positions museum workers, public historians, and museum visitors as learners. Through this lens, museum workers and public historians can develop compelling and ethical representations of historical individuals, communities, and populations who have suffered. It includes various examples of difficult knowledge, detailed examples of specific interpretation methods, and will give readers an in-depth explanation of the psychoanalytic educational theories behind the methodologies. Audiences can more responsibly and productively engage in learning histories of oppression and trauma when they are in measured and sensitive museum learning environments and public history venues. To learn more, check out the website here: http://interpretingdifficulthistory.com/

Minimum M5 F2 with doubling. Various simple settings Nicholas Nickleby is newly employed as a teacher at Dotheboys' Hall in Yorkshire thanks to his manipulative and avaricious uncle Ralph, a businessman. There he witnesses the cruel treatment of boys at the hands of despotic headmaster Wackford Squeers and his wife. In coming to the defence of one boy, Smike, Nicholas assaults Squeers. Thinking he has killed him, he escapes with Smike to London and on to Portsmouth where the pair join the Crummles Theatre Company. Ralph uses Nicholas's sister Kate as bait further to ensnare a young and wealthy lord who is already in his debt. Learning of the abuse Kate has been exposed to, Nicholas goes to London and her aid, but even greater dangers lurk around the corner. With flexible casting requirements, this stunning adaptation of Charles Dickens's third novel toured the UK in 2001 and 2002 in a production by Red Shift Theatre Company.

Out of work, out of luck, and out of favour with his wife, architect Jack Webb retreats to a cottage in Wales to concentrate on a new design project for a friend's business. With the deadline imminent, Jack takes the overnight train from Haverfordwest back to London to deliver his drawings. On the otherwise deserted train Jack encounters first an unusually friendly guard and then an aloof and otherworldly woman, Hope Cairns, who has just abandoned a planned rendezvous in Milford with a lover, also named Jack. When Hope suddenly disappears, and the guard reveals her story, we discover that Jack's journey is not all it seems. The Railway Siding is a stunningly crafted, highly atmospheric play in one act.

Victor Hugo's passionate and epic tale of social injustice, class conflict, love and revolt in nineteenth-century France is brought to exciting theatrical life in this intense adaptation. Using conventions of "Poor Theatre" - small cast; simple, flexible settings; clear, uncluttered storytelling and a strong political sensibility - the play follows its many vividly-drawn characters through a story spanning several years with pace and economy.3 women, 6 men

Interpreting Difficult History at Museums and Historic Sites is framed by educational psychoanalytic theory and positions museum workers, public historians, and museum visitors as learners. Through this lens, museum workers and public historians can develop compelling and ethical representations of historical individuals, communities, and populations who have suffered. It includes various examples of difficult knowledge, detailed examples of specific interpretation methods, and will give readers an in-depth explanation of the psychoanalytic educational theories behind the methodologies. Audiences can more responsibly and productively engage in learning histories of oppression and trauma when they are in measured and sensitive museum learning environments and public history venues. To learn more, check out the website here: http://interpretingdifficulthistory.com/

Black Scholars on the Line: Race, Social Science, and American Thought in the Twentieth Century explores the development of American social science by highlighting the contributions of those scholars who were both students and objects of a segregated society. The book asks how segregation has influenced, and continues to influence, the development of American social thought and social science scholarship. Jonathan Scott Holloway and Ben Keppel present the work of thirty-one black social scientists whose work was published between the rise of the Tuskegee model of higher education and the end of the Black Power Era. Even though they had to fashion their careers outside of their respective fields' mainstream, the intellectuals featured here produced scholarship that helped define the contours of the social sciences as they evolved over the course of the twentieth century. Theirs was the work of pioneers, now for the first time gathered in one anthology. After a comprehensive introduction and survey of the selections to follow, Holloway and Keppel present the founding parents of African American social science, including excerpts from Alexander Crummell, Anna Julia Cooper, and others. They then examine contributions from the first real generation of professionally trained black scholars such as W. E. B. Du Bois. The interactions between cultural production and social scientific knowledge are examined through the work of various scholars, including Alain Locke and Zora Neale Hurston. The volume then explores the scholarship produced by the leading progressive social scientists of the day on issues of race and class and examines social scientific scholarship that put African American struggles in an international context. The book concludes by presenting the scholarship of, among others, Hylan Lewis, Joyce Ladner, and William Julius Wilson, which most effectively highlights the complex state of "raced" social science thought during the age of desegregation in academia.

Black Scholars on the Line: Race, Social Science, and American Thought in the Twentieth Century explores the development of American social science by highlighting the contributions of those scholars who were both students and objects of a segregated society. The book asks how segregation has influenced, and continues to influence, the development of American social thought and social science scholarship. Jonathan Scott Holloway and Ben Keppel present the work of thirty-one black social scientists whose work was published between the rise of the Tuskegee model of higher education and the end of the Black Power Era. Even though they had to fashion their careers outside of their respective fields' mainstream, the intellectuals featured here produced scholarship that helped define the contours of the social sciences as they evolved over the course of the twentieth century. Theirs was the work of pioneers, now for the first time gathered in one anthology. After a comprehensive introduction and survey of the selections to follow, Holloway and Keppel present the founding parents of African American social science, including excerpts from Alexander Crummell, Anna Julia Cooper, and others. They then examine contributions from the first real generation of professionally trained black scholars such as W. E. B. Du Bois. The interactions between cultural production and social scientific knowledge are examined through the work of various scholars, including Alain Locke and Zora Neale Hurston. The volume then explores the scholarship produced by the leading progressive social scientists of the day on issues of race and class and examines social scientific scholarship that put African American struggles in an international context. The book concludes by presenting the scholarship of, among others, Hylan Lewis, Joyce Ladner, and William Julius Wilson, which most effectively highlights the complex state of "raced" social science thought during the age of desegregation in academia.