This book highlights the important role youth can play in processes of peacebuilding by examining music as a tool for engaging youth in such activities. As Lesley J. Pruitt discusses throughout the book, music—as expression, as creation, as inspiration—can provide many unique insights into transforming conflicts, altering our understandings, and achieving change. She offers detailed empirical work on two youth peacebuilding programs in Australia and Northern Ireland, countries that appear overtly peaceful, but where youth still face structural violence and related direct violence at the community level. She also pays careful attention to the ways in which gender norms might influence young people's participation in music-based peacebuilding activities. Ultimately, the book defines a new research area linking youth cultures and music with peacebuilding practice and policy.
This book, originally published in 1988, is designed for two types of reader: teachers trying out active learning methods and those with responsibilities for curriculum coordination and staff development. Its view of PSHE, and of the balance between personal and social values, is argued in relation to theoretical and practical questions which teachers can explore through a variety of exercises as they read. The authors offer four models of PSHE and a technique to help teachers identify these different approaches in practice. A framework is suggested for distinguishing PSHE form other areas, including the Pastoral Curriculum, Health Education, Moral Education and Careers Education, and a procedure, using grids, is described to help identify which elements of PSHE are being taught and by whom. Given their commitment to a holistic view of health, in which both individuality and collaboration have a place, the authors argue for active teaching methods and include examples of a wide range of PSHE exercises and evaluation techniques for use in schools. The book also discusses the importance of ‘healthy’ whole school organisation and suggests strategies for staff development.
Images of the golden age of wireless and family life before the age of television have widespread currency. Their dominance raises fundamental questions about the extent to which people’s memories of early radio and everyday pre-war life are shaped and mediated by these public histories. For geographical reasons radio has played an unusually important part in twentieth-century Australian life and culture. Australian radio must therefore stand as a major example in the study of the medium. This book, first published in 1988, examines the early history of Australian radio, looking at the beginnings of radio itself and at the ways in which cultural tasks were determined for it. This is a detailed analysis of radio discourse and the construction of audiences, drawing on a range of theoretical material to examine questions about the production and dynamics of popular culture, the relationship between politics and everyday life, and the changes brought about in women’s lives.
Strange Harvest illuminates the wondrous yet disquieting medical realm of organ transplantation by drawing on the voices of those most deeply involved: transplant recipients, clinical specialists, and the surviving kin of deceased organ donors. In this rich and deeply engaging ethnographic study, anthropologist Lesley Sharp explores how these parties think about death, loss, and mourning, especially in light of medical taboos surrounding donor anonymity. As Sharp argues, new forms of embodied intimacy arise in response, and the riveting insights gleaned from her interviews, observations, and descriptions of donor memorials and other transplant events expose how patients and donor families make sense of the transfer of body parts from the dead to the living. For instance, all must grapple with complex yet contradictory clinical assertions of death as easily detectable and absolute; nevertheless, transplants are regularly celebrated as forms of rebirth, and donors as living on in others' bodies. New forms of sociality arise, too: recipients and donors' relatives may defy sanctions against communication, and through personal encounters strangers are transformed into kin. Sharp also considers current experimental research efforts to develop alternative sources for human parts, with prototypes ranging from genetically altered animals to sophisticated mechanical devices. These future trajectories generate intriguing responses among both scientists and transplant recipients as they consider how such alternatives might reshape established—yet unusual—forms of embodied intimacy.
There is now a vast literature on HIV and AIDS but much of it is based on traditional biomedical or epidemiological approaches. Hence it tells us very little about the experiences of the millions of people whose living and dying constitute the reality of this devastating pandemic. Doyal brings together findings from a wide range of empirical studies spanning the social sciences to explore experiences of HIV positive people across the world. This will illustrate how the disease is physically manifested and psychologically internalised by individuals in diverse ways depending on the biological, social, cultural and economic circumstances in which they find themselves. A proper understanding of these commonalities and differences will be essential if future strategies are to be effective in mitigating the effects of HIV and AIDS. Doyal shows that such initiatives will also require a better appreciation of the needs and rights of those affected within the wider context of global inequalities and injustices. Finally, she outlines approaches to address these challenges. This book will appeal to everyone involved in struggles to improve the well-being of those with HIV and AIDS. While academically rigorous, it is written in an accessible manner that transcends specific disciplines and, through its extensive bibliography, provides diverse source material for future teaching, learning and research.
Robin Hood is one of the most enduring and well-known figures of English folklore. Yet who was he really? In this intriguing book, Lesley Coote reexamines the early tales about Robin in light of the stories, both English and French, that have grown up around them—stories with which they shared many elements of form and meaning. In the process, she returns to questions such as where did Robin come from, and what did these stories mean? The Robin who reveals himself is as spiritual as he is secular, and as much an insider as he is an outlaw. And in the context of current debates about national identity and Britain’s relationship with the wider world, Robin emerges to be as European as he is English—or perhaps, as Coote suggests, that is precisely the quality which made him fundamentally English all along.
This book examines how children’s and young adult literature addresses and interrogates the legacies of American school desegregation. Such literature narrates not only the famous battles to implement desegregation in the South, in places like Little Rock, Arkansas, but also more insidious and less visible legacies, such as re-segregation within schools through the mechanism of disability diagnosis. Novelizations of children’s experiences with school desegregation comment upon the politics of getting African-American children access to white schools; but more than this, as school stories, they also comment upon how structural racism operates in the classroom and mutates, over the course of decades, through the pedagogical practices depicted in literature for young readers. Lesley combines approaches from critical race theory, disability studies, and educational philosophy in order to investigate how the educational market simultaneously constrains how racism in schools can be presented to young readers and also provides channels for radical critiques of pedagogy and visions of alternative systems. The volume examines a range of titles, from novels that directly engage the Brown v. Board of Education decision, such as Sharon Draper’s Fire From the Rock and Dorothy Sterling’s Mary Jane, to novels that engage less obvious legacies of desegregation, such as Cynthia Voigt’s Dicey’s Song, Sharon Flake’s Pinned, Virginia Hamilton’s The Planet of Junior Brown, and Louis Sachar’s Holes. This book will be of interest to scholars of American studies, children’s literature, and educational philosophy and history.
Twentieth-Century Pattern Design combines photographs - including many newly published images - with soundly researched text, creating an essential resource for enthusiasts and historians of modern design. The book also serves as a creative sourcebook for students and designers, inspiring new flights of fancy in pattern design."--Jacket.
Westward Bound debunks the myth of Canada’s peaceful West and the masculine conceptions of law and violence upon which it rests by shifting the focus from Mounties and whisky traders to criminal cases involving women between 1886 and 1940. Erickson’s analysis of these cases shows that, rather than a desire to protect, official responses to the most intimate or violent acts betrayed an impulse to shore up the liberal order by maintaining boundaries between men and women, Native people and newcomers, and capital and labour. Victims and accused could only hope to harness entrenched ideas about masculinity, femininity, race, and class in their favour. This fascinating exploration of hegemony and resistance in key contact zones draws prairie Canada into larger debates about law, colonialism, and nation building.
Talking Texts is a guide for teachers to the steps and strategies of implementing text clubs in many forms— fiction and nonfiction book clubs, textbook clubs, article clubs, and even poetry clubs—in the classroom. All strategies presented are applicable to any discipline so that text clubs can be employed across the curriculum in any grade level.
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