This is the autobiography of a working class boy in a cotton-spinning town in Lancashire who became a teacher, headmaster, schools inspector and university lecturer in England, and Australia. He also carried out commissions to enquire into teacher education and social studies curricula in England and New Zealand, and taught after retirement from Flinders University in South Australia for two years in the University of the South Pacific in Fiji. He was a guest lecturer in Canada, the United States and Poland. These are the externals of a career. Geoffrey tells a fascinating story of his childhood and school days. He became a Sunday School teacher and Baptist Lay Preacher in his teens, but at university in Bristol became a member of the Communist Party and was for several years a leading figure in communist teacher politics and in the Peace Movement. Subsequently he repudiated communism and Marxism and in Australia became a severe critic of most of the ideas, policies and practices he had advocated as a young man. This is a valuable social history and gives insights into the main ideological conflicts of the twentieth century. Since emigration to Australia in 1976 Geoffrey has had published twelve books and over a hundred articles. His academic qualifications include BA Hons and MEd from Bristol University, BSc (Soc) (Hons), Teachers Certificate and Academic Diploma of Education, and PhD from the University of Adelaide. . At 83 Geoffrey still engages between hospital bouts in Australian disputes in politics, history and education. The autobiography gains its name from his nickname at school of Geoff Party and because the Party for many years among the British Left meant the Communist Party.
Much more is known about the past that is interesting, valuable and and relevant to our problems than any one of us can ever know. Making Sense of History proposes we focus on Five Zones of Priority: Livelihoods, Protection from violence, Freedom, Relationships, and Ideas. Partington examines some perennial problems, such as Progress or Regression, Bias, Prejudice and Moral Judgment, Depth versus Breadth and the ongoing fabrication of myths, and accusations of genocide and cannibalism. Partington warns against looking to history for the certainties that physics or mathematics provide. We have free will and make decisions rather than react uniformly to external forces. Historical understanding is more like proverbial wisdom writ large than the theorems of Pythagoras or Einstein. A more serious problem is the ideological capture of much history teaching in countries like Britain, the United States, Canada, Australia and New Zealand. Partington does not advocate vainglorious national pride but defends the achievement of those countries in making a better, though imperfect, balance between freedom and security than has been made at almost every other time or place.
n this controversial book Geoffrey Partington looks at the nature and history of teacher education in England and Wales. Starting with a discussion of theories of teaching, he explores the various ideologies and the policies implemented by governments in the post-war period. In the later sections of the book he presents the results of interviews with education practitioners before concluding with a plea to government to free-up the education system as a whole and teacher education in particular.
The Australian Nation is an excellent book. Itwill make a significant impact on the debate about the meaning of AustralianNationalism." --John Playford
Much more is known about the past that is interesting, valuable and and relevant to our problems than any one of us can ever know. Making Sense of History proposes we focus on Five Zones of Priority: Livelihoods, Protection from violence, Freedom, Relationships, and Ideas. Partington examines some perennial problems, such as Progress or Regression, Bias, Prejudice and Moral Judgment, Depth versus Breadth and the ongoing fabrication of myths, and accusations of genocide and cannibalism. Partington warns against looking to history for the certainties that physics or mathematics provide. We have free will and make decisions rather than react uniformly to external forces. Historical understanding is more like proverbial wisdom writ large than the theorems of Pythagoras or Einstein. A more serious problem is the ideological capture of much history teaching in countries like Britain, the United States, Canada, Australia and New Zealand. Partington does not advocate vainglorious national pride but defends the achievement of those countries in making a better, though imperfect, balance between freedom and security than has been made at almost every other time or place.
This is the autobiography of a working class boy in a cotton-spinning town in Lancashire who became a teacher, headmaster, schools inspector and university lecturer in England, and Australia. He also carried out commissions to enquire into teacher education and social studies curricula in England and New Zealand, and taught after retirement from Flinders University in South Australia for two years in the University of the South Pacific in Fiji. He was a guest lecturer in Canada, the United States and Poland. These are the externals of a career. Geoffrey tells a fascinating story of his childhood and school days. He became a Sunday School teacher and Baptist Lay Preacher in his teens, but at university in Bristol became a member of the Communist Party and was for several years a leading figure in communist teacher politics and in the Peace Movement. Subsequently he repudiated communism and Marxism and in Australia became a severe critic of most of the ideas, policies and practices he had advocated as a young man. This is a valuable social history and gives insights into the main ideological conflicts of the twentieth century. Since emigration to Australia in 1976 Geoffrey has had published twelve books and over a hundred articles. His academic qualifications include BA Hons and MEd from Bristol University, BSc (Soc) (Hons), Teachers Certificate and Academic Diploma of Education, and PhD from the University of Adelaide. . At 83 Geoffrey still engages between hospital bouts in Australian disputes in politics, history and education. The autobiography gains its name from his nickname at school of Geoff Party and because the Party for many years among the British Left meant the Communist Party.
British chemistry has traditionally been depicted as a solely male endeavour. However, this perspective is untrue: the allure of chemistry has attracted women since the earliest times. Despite the barriers placed in their path, women studied academic chemistry from the 1880s onwards and made interesting or significant contributions to their fields, yet they are virtually absent from historical records.Comprising a unique set of biographies of 141 of the 896 known women chemists from 1880 to 1949, this work attempts to address the imbalance by showcasing the determination of these women to survive and flourish in an environment dominated by men. Individual biographical accounts interspersed with contemporary quotes describe how women overcame the barriers of secondary and tertiary education, and of admission to professional societies. Although these women are lost to historical records, they are brought together here for the first time to show that a vibrant culture of female chemists did indeed exist in Britain during the late 19th and early 20th centuries.
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