Networked Feminism tells the story of how activists have used media to reconfigure what feminist politics and organizing look like in the United States. Drawing on years spent participating in grassroots communities and observing viral campaigns, Rosemary Clark-Parsons argues that feminists engage in a do-it-ourselves feminism characterized by the use of everyday media technologies. Faced with an electoral system and a history of collective organizing that have failed to address complex systems of oppression, do-it-ourselves feminists do not rely on political organizations, institutions, or authorities. Instead, they use digital networks to build movements that reflect their values and meet the challenges of the current moment, all the while juggling the advantages and limitations of their media tools. Through its practitioner-centered approach, this book sheds light on feminist media activists' shared struggles and best practices at a time when collective organizing for social justice has become more important than ever.

Networked Feminism tells the story of how activists have used media to reconfigure what feminist politics and organizing look like in the United States. Drawing on years spent participating in grassroots communities and observing viral campaigns, Rosemary Clark-Parsons argues that feminists engage in a do-it-ourselves feminism characterized by the use of everyday media technologies. Faced with an electoral system and a history of collective organizing that have failed to address complex systems of oppression, do-it-ourselves feminists do not rely on political organizations, institutions, or authorities. Instead, they use digital networks to build movements that reflect their values and meet the challenges of the current moment, all the while juggling the advantages and limitations of their media tools. Through its practitioner-centered approach, this book sheds light on feminist media activists' shared struggles and best practices at a time when collective organizing for social justice has become more important than ever.

Post-Civil War novelist Marse subverts iconic Catholic imagery in ironic sub-textual commentary on political ideology. The prize-winning novelist Juan Marse, born in Barcelona in 1933, is widely-read not only within Spain but also in translation, for his often provocative portrayals of life in post-war Barcelona. Clark's study discusses Marse's engagement with Catholic popular culture, Spanish National Catholicism and Catalan Catholic Nationalism, exploring his subversion of iconic imagery as an ironic sub-textual commentary on political ideology, by which he is able to experiment with outer reality and inner reconstructions of experience. Dr Clark shows how religious and profane visions of love are subtly intertwined, how the tales told by children and the novel form itself are interrelated, and finally how a variety of biblical topoi, ranging from the Garden of Eden to the Song of Songs, are deployed in Marse's fiction. Particular attention is paid to La oscura historia de la prima Montse, Si te dicen que caand Im genes y recuerdos. ROSEMARY CLARK lectures in the department of Spanish and Portuguese, University of Cambridge. El novelista Juan Marse, nacido en Barcelona en 1933 y ganador de varios premios internacionales, es un autor muy leido no solamente en Espana sino tambien en otros paises del mundo, a traves de traducciones, y su obra se aprecia especialmente por sus descripciones provocativas de la vida cotidiana en la Barcelona de posguerra. La monografia de Clark analiza el profundo interes que sentia Marse por la cultura popular catolica y el nacionalcatolicismo - tanto en su forma espanola como en su forma catalana. Demuestra que la manera en qrse utiliza los iconos y las proyeciones visuales del Catolicismo constituye un comentario ironico y sutil sobre la ideologia politica de la epoca franquista. Las novelas de Marse - especialmente La oscura historia de latse, Si te dicen que cai y Imagenes y recuerdos -- exploran los lindes entre la realidad objetiva y la reconstruccion sujetiva de aquella realidad en el mundo de la ficcion.

How does it feel when someone you love develops dementia? How do you cope with the shock, the stress and the grief? Can you be sure that you and your family will receive the support you need? In Telling Tales About Dementia, thirty carers from different backgrounds and in different circumstances share their experiences of caring for a parent, partner or friend with dementia. They speak from the heart about love and loss: 'I still find it hard to believe that Alzheimer's has happened to us,' writes one contributor, 'as if we were sent the wrong script.' The stories told here vividly reflect the tragedy of dementia, the gravity of loss, and instances of unsatisfactory diagnosis, treatment and care. But they contain hope and optimism too: clear indications that the quality of people's lives can be enhanced by sensitive support services, by improved understanding of the impact of dementia, by recognising the importance of valuing us all as human beings, and by embracing and sustaining the connections between us. This unique collection of personal accounts will be an engaging read for anyone affected by dementia in a personal or professional context, including relatives of people with dementia, social workers, medical practitioners and care staff.

The rise of knowledge workers has been widely heralded but there has been little research on their actual learning practices. This book provides the first systematic comparative study of the formal and informal learning of different professional groups, with a particular focus on teachers. Drawing on unique large-scale national surveys of working conditions and learning practices in Canada, teachers are compared with doctors and lawyers, nurses, engineers and computer programmers, as well as other professionals. The class positions of professionals (self-employed, employers, managers or employees) and their different collective bargaining and organizational decision-making powers are found to have significant effects on their formal learning and professional development (PD). Teachers' learning varies according to their professionally-based negotiating and school-based decision-making powers. Two further national surveys of thousands of Canadian classroom teachers as well as more in-depth case studies offer more insight into the array of teachers' formal and informal learning activities. Analyses of regular full-time teachers, occasional teachers and new teachers probe their different learning patterns. The international literature on teacher professional development and related government policies is reviewed and major barriers to job-embedded, ongoing professional learning are identified. Promising alternative forms of integrating teachers' work and their professional learning are illustrated. Teacher empowerment appears to be an effective means to ensure more integrated professional learning as well as to aid fuller realization of knowledge societies and knowledge economies.