Tracking the intermingled intellectual and moral response of elites and masses to the loss of empire in the years following the end of the Second World War, this book explores how the elite in Britain sought to fashion a new identity for itself, how this was promulgated amongst the wider population and how ordinary people responded. These responses can be uncovered in elite designs including policies, plans, declarations; high art such as novels, theatre, fine arts and art-house films as well as through the medium of popular culture like radio, film, television, newspapers and magazines. These layers of meanings can be found in the slow development of the public sphere, as events produced reactions that laid down ideas that run into the present. The collective upshot has been the creation of a shifting, contested and finally unsustainable idea of what it is to be 'British'.

The shift to the modern world in East Asia was accomplished in part via the experience of colonial rule in the late nineteenth century. Following imperial crisis in the 1930s and 1940s, independent nation states formed from which the political structure of East Asia is based today.

'Peter Preston has written and made thoroughly accessible to its readers a book which no-one working on Lawrence can now afford to have far from their work-table. How ever did we live without it? It has become, at a stroke, indispensable.' - John Worthen, D H Lawrence Society's Newsletter 'It creates a most absorbing chronological sequence out of materials brought together from an extremely wide variety of sources, in a very effective and professional way.' - Nicola Ceramella This volume traces the progress of Lawrence's life from its beginnings in the English Midlands through his world-wide travelling until his death in 1930. Details of the composition of his works in many forms and of the controversies that often followed their publication are included. Drawing on information from recent scholarly editions of his letters and works, it also offers details of his wide reading, and his relationships with figures as varied as E.M. Forster, Bertrand Russell, Katherine Mansfield, Lady Ottoline Morell and Aldous Huxley.

Intellectual trajectory is not organized in advance, we do not begin by surveying the intellectual ground before deciding upon a line of enquiry, rather we fall into conversation, our starting points are accidental, our early moves untutored - they are not informed by a systematic knowledge of the available territory, rather they flow from curiosity, we read what strikesus as interesting and discard that which seems dull.This personal idosyncratic aspect to scholarly enquiry is part and parcel of 'doing' social science, not something to be regretted, denied or avoided. Exploring the philosophy of social science, where claims about the nature, intellectual value and utility of social theorizing are routinely disputed, this book argues that social theorizing comprises a wide diversity of situation-bound attempts to make practical sense of shifting circumstances. Placing theorists within the social world this study shows how theorizing is both bounded and creative, how imagination and creativity builds upon the resources of tradition and how such an awareness is the basis of dialogue with other traditions, cultures and ways of making sense of the world.

Through compelling analysis of popular culture, high culture and elite designs in the years following the end of the Second World War, this book explores how Britain and its people have come to terms with the loss of prestige stemming from the decline of the British Empire. The result is a volume that offers new ideas on what it is to be 'British'.

The shift to the modern world in East Asia was accomplished in part via the experience of colonial rule in the late nineteenth century. Following imperial crisis in the 1930s and 1940s, independent nation states formed from which the political structure of East Asia is based today.

Researched utilizing a qualitative approach, this exploration into rural and urban teaching captures the experiences of eight Canadian teachers and their personal views concerning rural and urban schools. The groundwork preceding this study is described, the results of the study are presented, and a theoretical analysis of the research findings is discussed incorporating concepts of teacher identity, Deweyian philosophy, and socio-cultural ideologies. Via teachers' personal narratives, comparable and contrasting characteristics of rural and urban education are exposed. The information herein highlights the importance of community context when educators and educational stakeholders contemplate teacher and student behaviors. While expanding upon existing Canadian and international research conducted on the topic of rural and urban education, this study not only adds breadth to the subject matter, but a rich Western Canadian perspective. This contextualized study should be especially relevant to professionals within the field of education and readers with an interest in rural and urban education.