The book provides an advanced, accessible text for childhood studies, which is suitable and challenging for those coming from practice, different parts of the world and from a range of disciplines. Key ideas within childhood studies are introduced, from agency to intersectionality to children's rights. Addressing children and young people under the age of 18, the book combines concepts from seminal texts with challenging, critical views and alternatives, to stimulate readers to develop their own analysis and apply the results to their own interests. It reveals how childhood studies draws on a rich and diverse range of perspectives from child development, educational studies, history, human rights, media studies, philosophy, public health, race and ethnicity studies, to social anthropology. The book is organised around five sections: Foundations of Childhood Studies Childhood Studies Meets Other Disciplines Childhood Studies Meets Children's Rights Studies Intersectional Perspectives on Childhood Childhood Studies in Practice Each section includes commentaries from international experts based in Australia (Amanda Third), Brazil (Irene Rizzini), the UK (Erica Burman), the USA (Sarada Balagopalan) and Zimbabwe (Tendai Charity Nhenga). The book has a range of pedagogical features including guiding questions and challenge tasks, quotes from students and other experts, and a glossary of terms. The book has a companion website with videos from authors, students and those working in practice and policy, interactive tasks and other resources.
Histories of Everyday Life is a study of the production and consumption of popular social history in mid-twentieth century Britain. It explores how non-academic historians, many of them women, developed a new breed of social history after the First World War, identified as the 'history of everyday life'. The 'history of everyday life' was a pedagogical construct based on the perceived educational needs of the new, mass democracy that emerged after 1918. It was popularized to ordinary people in educational settings, through books, in classrooms and museums, and on BBC radio. After tracing its development and dissemination between the 1920s and the 1960s, this book argues that 'history of everyday life' declined in the 1970s not because academics invented an alternative 'new' social history, but because bottom-up social change rendered this form of popular social history untenable in the changing context of mass education. Histories of Everyday Life ultimately uses the subject of history to demonstrate how profoundly the advent of mass education shaped popular culture in Britain after 1918, arguing that we should see the twentieth century as Britain's educational century.
A Progressive Education? argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book shows that by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. It has been suggested that the dominance of ‘progressive’ education after 1945 led to a backlash against permissive attitudes to pupils in both Western Europe and the United States. But British child-centred education, in alliance with developmental psychology, actually shaped a more restrictive and pessimistic image of childhood. Drawing on an extensive range of sources that illuminate teaching practice, from school logbooks to oral histories, this book will be crucial not only for historians and sociologists of modern Britain, but for education professionals and policy-makers.
The book provides an advanced, accessible text for childhood studies, which is suitable and challenging for those coming from practice, different parts of the world and from a range of disciplines. Key ideas within childhood studies are introduced, from agency to intersectionality to children's rights. Addressing children and young people under the age of 18, the book combines concepts from seminal texts with challenging, critical views and alternatives, to stimulate readers to develop their own analysis and apply the results to their own interests. It reveals how childhood studies draws on a rich and diverse range of perspectives from child development, educational studies, history, human rights, media studies, philosophy, public health, race and ethnicity studies, to social anthropology. The book is organised around five sections: Foundations of Childhood Studies Childhood Studies Meets Other Disciplines Childhood Studies Meets Children's Rights Studies Intersectional Perspectives on Childhood Childhood Studies in Practice Each section includes commentaries from international experts based in Australia (Amanda Third), Brazil (Irene Rizzini), the UK (Erica Burman), the USA (Sarada Balagopalan) and Zimbabwe (Tendai Charity Nhenga). The book has a range of pedagogical features including guiding questions and challenge tasks, quotes from students and other experts, and a glossary of terms. The book has a companion website with videos from authors, students and those working in practice and policy, interactive tasks and other resources.
Communication is central to how we understand international affairs. Political leaders, diplomats, and citizens recognize that communication shapes global politics. This has only been amplified in a new media environment characterized by Internet access to information, social media, and the transformation of who can communicate and how. Soft power, public diplomacy 2.0, network power – scholars and policymakers are concerned with understanding what is happening. This book is the first to develop a systematic framework to understand how political actors seek to shape order through narrative projection in this new environment. To explain the changing world order – the rise of the BRICS, the dilemmas of climate change, poverty and terrorism, the intractability of conflict – the authors explore how actors form and project narratives and how third parties interpret and interact with these narratives. The concept of strategic narrative draws together the most salient of international relations concepts, including the links between power and ideas; international and domestic; and state and non-state actors. The book is anchored around four themes: order, actors, uncertainty, and contestation. Through these, Strategic Narratives shows both the possibilities and the limits of communication and power, and makes an important contribution to theorizing and studying empirically contemporary international relations. International Studies Association: International Communication Best Book Award
Imagining the Witch explores emotions, gender, and selfhood through the lens of witch-trials in early modern Germany. Witch-trials were clearly a gendered phenomenon, but witchcraft was not a uniquely female crime. While women constituted approximately three quarters of those tried for witchcraft in the Holy Roman Empire, a significant minority were men. Witchcraft was also a crime of unbridled passion: it centred on the notion that one person's emotions could have tangible and deadly physical consequences. Yet it is also true that not all suspicions of witchcraft led to a formal accusation, and not all witch-trials led to the stake. Indeed, just over half the total number put on trial for witchcraft in early modern Europe were executed. In order to understand how early modern people imagined the witch, we must first begin to understand how people understood themselves and each other; this can help us to understand how the witch could be a member of the community, living alongside their accusers, yet inspire such visceral fear. Through an examination of case studies of witch-trials that took place in the early modern Lutheran duchy of Württemberg in southwestern Germany, Laura Kounine examines how the community, church, and the agents of the law sought to identify the witch, and the ways in which ordinary men and women fought for their lives in an attempt to avoid the stake. The study further explores the visual and intellectual imagination of witchcraft in this period in order to piece together why witchcraft could be aligned with such strong female stereotypes on the one hand, but also be imagined as a crime that could be committed by any human, whether young or old, male or female. By moving beyond stereotypes of the witch, Imagining the Witch argues that understandings of what constituted witchcraft and the 'witch' appear far more contested and unstable than has previously been suggested. It also suggests new ways of thinking about early modern selfhood which moves beyond teleological arguments about the development of the 'modern' self. Indeed, it is the trial process itself that created the conditions for a diverse range of people to reflect on, and give meaning, to emotions, gender, and the self in early modern Lutheran Germany.
The articles in this volume shed light on some of the major tensions in the field of children‘s rights (such as the ways in which children‘s best interests and respect for their autonomy can be reconciled), challenges (such as how the CRC can be made a reality in the lives of children in the face of ignorance, apathy or outright opposition) and critiques (whether children‘s rights are a Western imposition or a successful global consensus). Along the way, the writing covers a myriad of issues, encompassing the opposition to the CRC in the US; gay parenting: Dr Seuss‘s take on children‘s autonomy; the voice of neonates on their health care; the role of NGO in supporting child labourers in India, and young people in detention and more.
Forging the World brings together leading scholars in International Relations (IR) and Communication Studies to investigate how, when, and why strategic narratives shape the structure, politics, and policies of the global system. Put simply, strategic narratives are tools that political actors employ to promote their interests, values, and aspirations for the international order by managing expectations and altering the discursive environment. These narratives define “who we are” and “what kind of world order we want.”
In the aftermath of a terrorist attack political stakes are high: legislators fear being seen as lenient or indifferent and often grant the executive broader authorities without thorough debate. The judiciary's role, too, is restricted: constitutional structure and cultural norms narrow the courts' ability to check the executive at all but the margins. The dominant 'Security or Freedom' framework for evaluating counterterrorist law thus fails to capture an important characteristic: increased executive power that shifts the balance between branches of government. This book re-calculates the cost of counterterrorist law to the United Kingdom and the United States, arguing that the damage caused is significantly greater than first appears. Donohue warns that the proliferation of biological and nuclear materials, together with willingness on the part of extremists to sacrifice themselves, may drive each country to take increasingly drastic measures with a resultant shift in the basic structure of both states.
In neighbourhoods and public spaces across Britain, young working people walked out together, congregated in the streets, and paraded up and down on the ‘monkey parades’. The beginnings of a distinct youth culture can be traced to the late nineteenth century, and the street and neighbourhood provided its forum. Dangerous amusements explores these sites of leisure and courtship, examining how young working-class men and women engaged with their environment. Drawing on an extensive range of sources, from newspapers and institutional records to oral histories and autobiography, this book traces the movements of young people across space. Exploring the relationship between the leisure lives of the young working class and urban space, this book offers a sensitive reappraisal of working-class youth and will be essential reading for historians of modern Britain.
Exam Board: AQA Level: AS/A-level Subject: Sociology First Teaching: September 2015 First Exam: June 2016 Build students' understanding with this concept-driven approach to the 2015 AQA A-level Sociology specification, written by a team of leading subject authors and approved by AQA. - Develop the knowledge required to master Year 1 topics with clear and accessible content coverage - Build confidence in the evaluative skills needed to assess sociological theories and research - Strengthen learning and revision with a wealth of practice and extension questions and activities
Tells how you can make contact with Nature's Life Line thur plants. Which juices are best for you and which to avoid. How to discover your deficiencies. A valuable book to anyone with a juicer.
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