This is a book of insight and imagination. It is a literary tour de force, where 28 Irish plays are examined and their rich cultural context exposed in a way that educates and excites. To read Anne O'Reilly's analysis leaves one longing to return to theatre and to play. While the text is utterly readable, the ideas shared are profound.
The theme 'journey' is common in every play but it is explored from different angles; we glimpse understandings of the journey in search of soul, of self, of healing, of sacred meaning, of the possible, even of transformation.
One of the captivating aspects of this book is that, while it's about plays and their stories, it also challenges the reader to rethink and re-imagine his/her own story. It is indeed a literary work of art. -Ann Louise Gilligan
This book explores the interplay of childhood and the fairy tale as they both changed character in accordance with the historical transformations of the mid-nineteenth century. While the fairy tale was instrumental in the social construction of childhood, the latter for its part played an equally crucial role in altering the narrative structure of the fairy tale. So viewed, the story of childhood is closely intertwined with the fairy tale, and both with modernity as it changed its focus with the changing direction of the civilizing process. The liberating potential of modernity emerges when a broad spectrum of the marginalized, including children, begin to assert themselves and gain recognition as independent subjects of historical inquiry.
Narrating the Portuguese Diaspora presents a variety of perspectives on the Portuguese diaspora, from literature to identity discourse to biography and autobiography. The book is divided into three parts: reading literary identities within and without borders; constructing/constructed extra-literary identities at home and abroad; and literary ethnic voices from the North American diaspora and beyond. The 22 texts presented in this volume highlight the diasporic themes and backgrounds upon which the scope of the scholarly texts - as well as the personal contributions of short stories, poetry, interviews, and autobiographical memory - can be interwoven in a narrative identity construction.
For over four decades, Basil Bernstein researched `the internal organisation and educational context of the school' specifically, and educational systems generally. In particular, he was interested in the powerful forms of knowledge transmitted through schooling systems; who gained access to these forms of knowledge; how they did so; and with what consequences. His research began by examining the differences between language and communication patterns in the institutions of the home/family and of the school, and extended to examining the structuring of pedagogic discourse from the level of the state to the classroom. This collection brings together chapters by researchers from South Africa, Portugal, the United Kingdom, United States, and Australia, to build on the theoretical concepts developed by Bernstein to explore issues of access and acquisition to school knowledge. In addition, contributors explore the strengths and limitations of Bernstein's work for understanding the structuring of educational institutions, as well as the potential of the theory for assisting educators to make a difference in the lives of students.
This book is a compilation of new scholarship in the field of global education. Previously unaddressed or barely touched upon topics include: the historical evolution of the global education movement; the development of a foundation for the formation of a philosophy of global education; an analysis of the competing orientations of global education and multicultural education; mentorship in global education pedagogy based on the master apprentice model; and the latest research of the impact of national policies in education on global teacher education practice. A unique contribution captures the complexities and geopolitical context during Russia's early hours of democracy in integrating global education in Russian education. Written by internationally acclaimed scholars, this book is at the cutting edge of new creative scholarship in global education. Visions in Global Education is a must-read for teachers in every stage of their careers, and will be useful in a variety of classrooms addressing global education.
Empire and Education in Africa brings together a rich body of scholarship on the history of education in colonial Africa. It provides a unique contribution to the historiography of education in different African countries and a useful point of entry for scholars new to the field of African colonial education. The collection includes case studies from South Africa, Ethiopia, Madagascar, French West Africa (Afrique Occidentale Française) and Tanzania (then Tanganyika). It will therefore prove invaluable for scholars in the histories of French, British and German colonialism in Africa. The book examines similarities and differences in approaches to education across a broad geographical and chronological framework, with chapters focusing on the period between 1830 and 1950. The chapters highlight some central concerns in writing histories of education that transcend geographic or imperial boundaries. The text addresses the relationship between voluntary societies' role in education provision and state education. The book also deals with `adapted' education: what kind of education was appropriate to African people or African contexts, and how did this differ across and between colonial contexts? Finally, many of the chapters deal with issues of gender in colonial education, showing how issues of gender were central to education provision in Africa.
John Dewey: A Critical Introduction to Media and Communication Theory reintroduces John Dewey to scholars in communication studies by presenting new material and interpretations from his works, lectures, and correspondence. Dewey has been credited as being one of the giants of American philosophy, a key figure in the development of pragmatism. Going beyond Dewey's reputation in received histories in communication, this book documents his role beginning at the University of Michigan in 1884 until his death in 1952 in establishing a view of communication as the means by which associated life and adaptation to the environment is possible. Communication enables the production of collective knowledge generated through experience and reproduced across time and space, subject to change and correction as those truths are applied and yield consequences. It is also subject to manipulation and misuse. So integral is communication to his philosophy that Dewey is best seen as having a philosophy with communication, not of it. By reviewing Dewey's history of work relevant to communication, technology, and culture, previous assumptions by communication scholars are challenged. A fresh history is presented of his relations to key figures and his significance to the development of speech, rhetoric, journalism, mass communication research, and public relations. Because of his concerns about power, participation, identity, and knowledge, his work remains relevant to contemporary scholars. This book is appropriate for advanced undergraduate and graduate courses in theory, history, and philosophy of communication and is relevant to other disciplines with interests in pragmatism, feminist and race theory, technology, and cultural studies.
The second edition of «Schools of Tomorrow,» Schools of Today: Progressive Education in the 21st Century documents a new collection of child-centered progressive schools founded in the first half of the twentieth century and provides histories of some contemporary examples of progressive practices. Part I discusses six progressive schools founded in the first part of the twentieth century (City and Country; Dalton; the Weekday School at Riverside Church; The Laboratory School at the Institute of Child Study; Alabama State Teachers College Laboratory High School; and Highlander), tracing them from their beginnings. Part II examines four more contemporary schools (Central Park East 1; Central Park East Secondary; Learning Community Charter School; and KIPP TEAM Academy), showing how progressive practices gained momentum from the 1960s onward. As a volume in the History of Schools and Schooling series, this book seeks to look to the past for what it can teach us today.
Second Samuel 16:5-14 is an important text for defining the character of both King David and Yahweh, the God of Israel. In this scene, the points of view of the various speakers battle for control of the narrative, attempting in turn to align their perspective with some aspect of what has been revealed earlier about Yahweh in the larger biblical story. Shimei, relative of the dead King Saul, paints David as a murderer and under a divine curse. Shimei presents himself as God's instrument of truth and vengeance. Abishai, David's nephew, first paints Shimei as a seditionist worthy of death, and then David as a kind of moral weakling who has lost his previous vigor and resolve. Abishai presents himself as the upholder of God's Torah, the traditional family and the values that David himself used to espouse. David, when it comes his turn to speak, cuts a middle path between Shimei and Abishai, agreeing and disagreeing with both in turn. He then makes a startling theological declaration about his relationship to Yahweh that has often been taken to be a sign of faith, but which can more easily be read as a sign of his own hubris, which in turn fundamentally shapes the way in which the reader comes to think about Yahweh.
In A Quiet Revolution: Some Social and Religious Perspectives on the Nigerian Crisis, Joseph F. Mali argues that contrary to popular belief, corruption and failed leadership are not at the heart of the Nigerian crisis. Corruption and misrule, though they have done a terrible harm to the Nigerian society, are in fact byproducts of something much more sinister in the same way that smoke is the byproduct of fire. The real trouble with Nigeria, Mali puts it bluntly, is a lifestyle of profound selfishness, which the people and their leaders have in common. The nation is still bleeding because of this evil. Unless Nigerians cure this «disease», Mali maintains, no system of government is likely to succeed in Nigeria. In vain do Nigerians seek political solutions as long as selfishness remains their credo! Since Nigeria's problem is moral in nature, Mali insists, the remedy must also be ethical in character. Accordingly, he proposes «A Quiet Revolution» as a cure for Nigeria's ailment. This revolution is not a silent coup to overthrow the Nigerian government. It is not «a French-styled rebellion in which the masses on the streets, and peasants in the country put an end to centuries of absolute monarchy». Rather, the «Quiet Revolution» is an interior change; an individual transformation. As long as this change has not taken place, Mali declares, it will be difficult to repair and restore Nigeria.
As we grow up and grow old, embrace new experiences, try new roles, and adopt new technologies, our senses of time, space, connection, and identity are fundamentally explored through communication. Why, how, with whom, and to what end humans communicate reflect and shape our ever-changing life span position. And while the «life span» can be conceived as a continuum, it is also one hinged by critical junctures and bound by cultural differences that can be better understood through communication. The chapters in this collection, chosen from among the invited plenary speakers, top research papers, and ideas discussed in San Juan, explore the multiple ways communication affects, reflects, and directs our life transition. Capturing the richness and diversity of scholarship presented at the conference, chapters explore communication technologies that define a generation; communication and successful aging; stereotyping and family communication; sexual communication and physiological measurement; life span communication and the digital divide; and home-based care contexts across the world, among others.
This collection of essays provides both critical and interdisciplinary means for thinking across diasporic travels within the Portuguese experience and its intersection with other peoples and cultures. The chapters are organized into four sections and offer rich, diverse, and insightful studies that provide a conceptualization of the Portuguese diaspora with special attention to the importance of cross-cultural interferences and influences. Within this framework, and from a variety of perspectives, some of the chapters depict identity-formation paths among Portuguese Jews and Luso-Indians in Australia, as well as the historical, cultural, and literary interplay among Portuguese and other diasporas in Goa, the West Indies, and Brazil. Other chapters analyze Portuguese-American literature and poetry, whereby the intersection of memory, dual identity, and place are meticulously explored. The last section of the book addresses Portuguese writers and poets who lived through (in)voluntary exile or were dislocated to Europe and Asia, and how their diasporic conditions interface with their textualized narratives. Place and memory as means of reconstructing a fragmented existence, in the writings of exiled writers, are also explored. The volume closes with a chapter on Portuguese illegal migration to France. The studies herein open new lines of inquiry into diaspora studies.
Are we bold enough to recognize our own excellence in our schools and communities? This question drives Intentional Excellence, an audacious attempt at developing a Pedagogy of Excellence in Latina/o schools and communities as a result of observations, insights, and lessons learned from work with schools and communities across the United States. Louie F. Rodríguez argues that while there is no shortage of excellence in some of the schools and communities that struggle the most, there is a pedagogical void, or an Excellence Paradox, that has disallowed excellence from being used as a potential tool to transform the culture of education. This book offers an additive framework for committed stakeholders and outlines six key observations including the contagious nature of excellence, excellence as a responsibility, the political viability of excellence, the additive possibilities of excellence, the role of excellence as a curricular and pedagogical tool, and the role of excellence in working toward equity and social justice in education. Rodríguez discusses a series of case studies that have used Excellence Campaigns to organize, define, and recognize their own excellence. The book also discusses the possibilities of excellence beyond education and proposes a new role in education to make excellence happen: Excellence Engineers. The book concludes with a theory of action that is necessary for excellence to thrive in the twenty-first century. Our children and communities deserve to see themselves as «models of excellence» and this book proposes a pedagogy to help get us there.
This book provides an important discussion of the conceptual and practical interconnections between international public relations and public diplomacy. Written by some of the leading thinkers in both disciplines, the volume provides key lessons regarding global relationship-building and stakeholder engagement. Written from a government, corporate, and not-for-profit perspective, the book deals with such topics as mediated public diplomacy and information subsidies, international broadcasting, nation-branding, diaspora relationships, international exchanges, and soft power. A variety of international conceptual pieces and real-life case studies present an in-depth analysis of the strategic application of public relations tactics in governmental and organizational global relationship management efforts. The book is recommended for students, scholars, and practitioners in the fields of international public relations, public diplomacy, and international relations.
The language of frames suggests the need to rethink self and other in fostering ethical relationships as a foundation for peaceful existence. Educational writers and practitioners from many parts of the world, including New York, Denver, Minneapolis, South Africa, Zimbabwe, Israel, and Canada offer their perspectives on peace as an aim of curriculum. Possibilities for learning about peace conceived in terms of Jonathan Lear's (2006) notion of «radical hope» are illustrated in the contexts of diverse settings and challenges: the aftermath of apartheid in South Africa, re-imagining post-colonial history curricula in Zimbabwe, exploring the meanings of truth and reconciliation and restorative justice in Canada, examining the quality of pedagogic relationships in elementary school classrooms, attending to experiences of gay and lesbian students in schools, experiences of marginalized students, children's experiences of civic engagement, Islamophobia in high schools and teacher education classes, fraught relationships between Palestinian and Jewish students in a teachers' college in Israel, and the inclusion of First Nations culture and knowledge in Canadian teacher education classes. As whole and in each of its parts, Framing Peace encourages us to think about peace as an urgent and fundamental responsibility of curriculum at all levels of education.
Communication is at the heart of any complete understanding of the end of life. While it is true that individuals physically die as a single entity, the process of ending an individual life is located within a complex system of relationships and roles connected and constructed through communicative processes. In this volume, top scholars from numerous disciplines showcase the latest empirical investigations and theoretical advances that focus on communication at the end of life. This multi-contextual approach serves to integrate current findings, expand our theoretical understanding of the end of life, prioritize the significance of competent communication for scholars and practitioners, and provide a solid foundation upon which to build pragmatic interventions to assist individuals at the end of life as well as those who care for and grieve for those who are dying. This book is suitable for undergraduate and graduate courses in Death and Dying, Communication and Aging, Health Communication, Life Span Development, Life Span Communication, Long term care, Palliative care and Social Work.
The Handbook of Lifespan Communication is the foundational scholarly text that offers readers a state of the art view of the varied and rich areas of lifespan communication research. The fundamental assumptions of lifespan communication are that the very nature of human communication is developmental, and, to truly understand communication, change across time must be incorporated into existing theory and research. Beginning with chapters on lifespan communication theory and methodologies, chapters are then organized into the various phases of life: early childhood, adolescence, emerging adulthood, middle adulthood, and older adulthood. Top scholars across several disciplines have contributed to chapters within their domains of expertise, highlighting significant horizons that will guide researchers for years to come.
Herbert Zipper was born in 1904 in Hapsburg, Vienna. He was educated in the finest academies, studying under Richard Strauss and Maurice Ravel, among others, and became a conductor-composer in Germany in the early 1930s. When Hitler became Chancellor, he hastened back to Vienna, composing music for underground cabarets. In 1938, after the Anschluss, he was sent to Dachau and transferred to Buchenwald (1939). In Dachau, he organized clandestine concerts in an abandoned latrine. He and prisonmate Jura Soyfer also composed a song, «The Dachau Lied», which was to have an extraordinary history. He was released from Buchenwald and journeyed to Manila to marry the love of his life and to conduct the Manila Symphony Orchestra. When the Japanese invaded (1942), he was put in prison again. A few weeks after the liberation of Manila, out of the rubble of the city he created an extraordinary concert. After the war he came to America, was responsible for the founding of over a dozen community arts schools, and has been an internationally effective educator. Throughout his remarkable journey, Zipper maintained a spirit of hope and achievement. This is a story of the triumph of human will and spirit.
The social values of honor and shame, which have attracted much research from cultural anthropology and New Testament studies for the past five decades, is the main focus of the book. This book proposes the need to combine major contributions of narrative, rhetorical, and cultural anthropological approaches to trace the development of the twofold honor-shame concept throughout the Marcan narrative-with special attention to family relations. Though adequate social-scientific and socio-rhetorical studies in Mark's Gospel (even in relation to honor and shame) have been conducted, there are still few scholarly monographs that trace the honor-shame motifs from the start to the end of the narrative through the use of helpful insights from literary methods and heuristic models (e.g., challenge-riposte; patron-client relation). Thus, this book seeks to undertake this kind of research. It argues further that Mark intends to reverse the content of the honor-shame value system of his audience by means of narrative reversal and family relativization. Such dramatic redefinition basically turns this value system upside-down, especially in relation to the natural family and the new fictive family of Jesus. Finally, the book unpacks how Mark persuades his readers to reverse their value system-what they consider as shameful must now be valued as honorable, and what they view as honorable must now be seen as dishonorable. NT scholars, seminary professors, and graduate students will benefit from reading this book, which offers a fresh integrated honor-shame approach in studying Mark's Gospel from start to finish.