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7 matches in All Departments
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.
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Les Miserables (Paperback)
Victor Hugo; Volume editing by Jonathan Holloway
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R379
Discovery Miles 3 790
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Ships in 12 - 17 working days
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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.
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