Focusing on the significance of travel in Joseph Conrad, E.M. Forster, D.H. Lawrence, Henry James, and Edith Wharton, Robert Burden shows how travel enabled a new consciousness of mobility and borders during the modernist period. For these authors, Burden suggests, travel becomes a narrative paradigm and dominant trope by which they explore questions of identity and otherness related to deep-seated concerns with the crisis of national cultural identity. He pays particular attention to the important distinction between travel and tourism, at the same time that he attends to the slippage between seeing and sightseeing, between the local character and the stereotype, between art and kitsch, and between older and newer ways of storytelling in the representational crisis of modernism. Burden argues that the greater awareness of cultural difference that characterizes both the travel writing and fiction of these expatriate writers became a defining feature of literary modernism, resulting in a consciousness of cultural difference that challenged the ethnographic project of empire.

This book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum.
The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together.

This book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum.
The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together.

Focusing on the significance of travel in Joseph Conrad, E.M. Forster, D.H. Lawrence, Henry James, and Edith Wharton, Robert Burden shows how travel enabled a new consciousness of mobility and borders during the modernist period. For these authors, Burden suggests, travel becomes a narrative paradigm and dominant trope by which they explore questions of identity and otherness related to deep-seated concerns with the crisis of national cultural identity. He pays particular attention to the important distinction between travel and tourism, at the same time that he attends to the slippage between seeing and sightseeing, between the local character and the stereotype, between art and kitsch, and between older and newer ways of storytelling in the representational crisis of modernism. Burden argues that the greater awareness of cultural difference that characterizes both the travel writing and fiction of these expatriate writers became a defining feature of literary modernism, resulting in a consciousness of cultural difference that challenged the ethnographic project of empire.

In this study of D.H.Lawrence and critical theory, Robert Burden pays particular attention to the critical formations that underpin the reception history of the main novels, including the much maligned "leadership" novels, because strong readings have always contested the meaning and significance of Lawrence, and because there has been a persistent reluctance to approach his writing through post-structuralist theory. This study demonstrates in some detail that once Lawrence's texts are the objects of the newer critical paradigms, their principles of coherence are understood differently; and that older notions of textual unity are displaced by aesthetic structures of degrees of generic and linguistic destabilization. This enables a radicalizing of Lawrence's fiction by drawing out its deconstructive effects on his myth-making and essentialist notions of the self. The sexual identities represented in the fiction are read as experiments, or "thought adventures", as Lawrence himself characterized his work. The different approaches to Lawrence's writing in this study lead to a radical reassessment of his relationship to Modernism, especially in the light of the more elastic concept of Modernism in recent discussion, and one which traditional Lawrence scholars have ignored. What emerges is a more self-deconstructive Lawrence, with some surprising results.

The past is a foreign country, a place of stories and secrets. James Stares has heard his English father talk about how the Great War affected the lives of his own father, mother and brother a lot; about how he met James' mother in Cairo; about defending the Empire in Egypt at a time of rising unrest in the 1950s. But these stories are not all they seem. More than anything, James wonders why his mother's Armenian culture plays so little part in his upbringing. Looking into his mother's origins, James reaches out to his Armenian relatives in Canada, researching the circumstances of his maternal grandparents leaving Anatolia in a hurry in 1915... Yet much is left unsaid. We follow James as he digs deeply into his family's past, the English and the Armenian, and in the process comes to a better understanding of himself...