Insightful, exciting, and deeply moving, Liz Rosenberg’s distinctive portrait of the author of Little Women reveals some of her life’s more complex and daring aspects. Moody and restless, teenage Louisa longed for freedom. Faced with the expectations of her loving but hapless family, the Alcotts, and of nineteenth-century New England society, Louisa struggled to find her place. On long meandering runs through the woods behind Orchard House, she thought about a future where she could write and think and dream. Undaunted by periods of abject poverty and enriched by friendships with some of the greatest minds of her time and place, she was determined to have this future, no matter the cost. Drawing on the surviving journals and letters of Louisa and her family and friends, author and poet Liz Rosenberg reunites Louisa May Alcott with her most ardent readers. In this warm and sometimes heartbreaking biography, Rosenberg delves deep into the oftentimes secretive life of a woman who was ahead of her time, imbued with social conscience, and always moving toward her future with a determination that would bring her fame, tragedy, and the realization of her biggest dreams.
Collected together for the very first time, witty and wide-ranging essays from the celebrated author of Little Women. Louisa May Alcott (1832–1888) is, of course, best known as the author of Little Women (1868). But she was also a noted essayist who wrote on a wide range of subjects, including her father’s failed utopian commune, the benefits of an unmarried life, and her experience as a young woman sent to work in service to alleviate her family’s poverty. Her first literary success was a contemporary close-up account of the American Civil War, brilliantly depicted in Hospital Sketches, which was drawn from her own experience of serving as an army nurse near the nation’s capital. As with her famous novel, Alcott writes these essays with clear observation, unforgettable scenes, and one of the sharpest wits in American literature. Blending gentle satire with reportage and emotive autobiography, Alcott’s exquisite essays are as exceptional as the novels she is known for. Published together for the first time, this delightful selection shows us another side to one of our most celebrated writers.
This compendium of interviews with key players in the Toronto punk scene is “easily one of the best rock biographies you’ll read this year.” (Montreal Mirror) Treat Me Like Dirt captures the personalities that drove the original Toronto punk scene. This is the first book to document the histories of the Diodes, Viletones, and Teenage Head, along with other bands such as the B-Girls, Curse, Demics, Dishes, Forgotten Rebels, Johnny & the G-Rays, the Mods, the Poles, Simply Saucer, the Ugly and more. Also included are interviews from fans that brought the punk scene to life in Toronto. This book is a punk rock road map, full of chaos, betrayal, pain, disappointments, failure, success, and the pure rock ’n’ roll energy that frames this layered history of punk in Toronto and beyond. Treat Me Like Dirt is a story assembled from individual personal stories that go beyond the usual “we played here, this famous person saw us there” and into sex, drugs, murder, conspiracy, booze, criminals, biker gangs, violence, art (yes, art) and includes one of the last interviews with the late Frankie Venom, the singer of Teenage Head. Including a wealth of previously unpublished photographs, Treat Me Like Dirt is the uncensored oral history of the 1977 Toronto punk explosion. Exclusive to this edition is a selected discography of all key Toronto punk releases referenced in the book, contributed by Frank Manley, author of Smash The State, the acclaimed and pioneering discography of Canadian punk, and subsequent vinyl compilations, that activated the current international interest in Canadian punk from the ‘70s and early ‘80s.
Archaeoastronomy and archaeology are two distinct fields of study which examine the cultural aspect of societies, but from different perspectives. Archaeoastronomy seeks to discover how the impact of the skyscape is materialized in culture, by alignments to celestial events or sky-based symbolism; yet by contrast, archaeology's approach examines all aspects of culture, but rarely considers the sky. Despite this omission, archaeology is the dominant discipline while archaeoastronomy is relegated to the sidelines. The reasons for archaeoastronomys marginalized status may be found by assessing its history. For such an exploration to be useful, archaeoastronomy cannot just be investigated in a vacuum but must be contextualized by exploring other contemporaneous developments, particularly in archaeology. On the periphery of both, there are various strands of esoteric thought and pseudoscientific theories which paint an alternative view of monumental remains and these also play a part in the background. The discipline of archaeology has had an unbroken lineage from the late 19th century to the present. On the other hand, archaeoastronomy has not been consistently titled, having adopted various different names such as alignment studies, orientation theory, astro-archaeology, megalithic science, archaeotopography, archaeoastronomy and cultural astronomy: names which depict variants of its methods and theory, sometimes in tandem with those of archaeology and sometimes in opposition. Similarly, its academic status has always been unclear so to bring it closer to archaeology there was a proposal in 2015 to integrate archaeoastronomy research with that of archaeology and call it skyscape archaeology. This volume will examine how all these different variants came about and consider archaeoastronomy's often troubled relationship with archaeology and its appropriation by esotericism to shed light on its position today.
Smoking Geographies provides a research-led assessment of the impact of geographical factors on smoking. The contributors uncover how geography can show us not only why people smoke but also broader issues of tobacco control, providing deeper clarity on how smoking and tobacco is ‘governed’. The text centres on one of the most important public health issues worldwide, and a major determinant of preventable mortality and morbidity in developed and developing countries Records the outcomes of a long-term research collaboration that brings a geographical lens to smoking behaviour Uncovers how geography can play a part in understanding not only why people smoke but also broader issues of tobacco control Provides a deeper understanding of how smoking and tobacco is ‘governed’, regarding where people may smoke, but also more subtle governance as a climate is produced in which smoking becomes ‘denormalised’ Brings both quantitative and qualitative perspectives to bear on this major source of mortality and morbidity
This book takes a detailed look at the complex area of young children's play as it is understood in the early twenty-first century, and in particular at the relationships between play, learning and teaching which are enacted in early childhood settings, across countries as different as England and the USA, Sweden and the Netherlands, Australia and New Zealand. It examines contemporary thinking about the role of play in the early years from a range of perspectives, and offers new ways to understand and define the relationship between learning and play. Its contributors bring together theory, practice and research evidence to make their arguments, which are illustrated through a range of international, cross-cultural examples. Contributors: Jo Ailwood, Joy Cullen, Brian Edmiston, Marilyn Fleer, Helen Hedges, Barbara Jordan, Anna Kilderry, Annica Lofdahl, Alex Moran, Andrea Nolan, Bert van Oers, Ann Merete Otterstad, Jeannette Rhedding-Jones, Sue Rogers, Annette Sandberg, Tuula Vuorinen.
How as a society can we find ways of ensuring the people who are the most vulnerable or have little voice can avail themselves of the protection in law to improve their social, cultural, health and economic outcomes as befits civilised society? Better Law for a Better World answers this question by looking at innovative practices and developments emerging within law practice and education and shares the skills and techniques that could lead to confidence in the law and its ability to respond. Using recent research from Australia, practice initiatives and information, the book breaks down ways for law students, legal educators and law practitioners (including judicial officers, law administrators, legislators and policy makers) to enhance access to justice and improve outcomes through new approaches to lawyering. These can include: Multi-Disciplinary Practice (including health justice partnerships); integrated justice practice; restorative practice; empowerment modes (community & professional development and policy skills); client-centred approaches and collaborative interdisciplinary practice informed by practical experience. The book contains critical information on what such practice might look like and the elements that will be required in the development of the essential skills and criteria for such practice. It seeks to open up a dialogue about how we can make the law better. This includes making the community more central to the operation of the law and improving client-centred practice so that the Rule of Law can deliver on its claims to serve, protect and ensure equality before the law. It explores practical ways that emerging lawyers can be trained differently to ensure improved communication, collaboration, problem solving, partnership and interpersonal skills. The book explores the challenges of such work. It also gives suggestions on how to reduce professional barriers and variations in practice to effectively, humanely and efficiently make a difference in people’s lives. The book builds essential skills and new approaches to lawyering for law students, legal educators, new lawyers and seasoned lawyers, judicial members and law administrators to equip them to better respond to community need. It looks at the law in context by also exploring the role of the law in improving the social determinants of health and socially just outcomes.
A deconstruction of gender through the voices of Siri, HAL 9000, and other computers that talk Although computer-based personal assistants like Siri are increasingly ubiquitous, few users stop to ask what it means that some assistants are gendered female, others male. Why is Star Trek’s computer coded as female, while HAL 9000 in 2001: A Space Odyssey is heard as male? By examining how gender is built into these devices, author Liz W. Faber explores contentious questions around gender: its fundamental constructedness, the rigidity of the gender binary, and culturally situated attitudes on male and female embodiment. Faber begins by considering talking spaceships like those in Star Trek, the film Dark Star, and the TV series Quark, revealing the ideologies that underlie space-age progress. She then moves on to an intrepid decade-by-decade investigation of computer voices, tracing the evolution from the masculine voices of the ’70s and ’80s to the feminine ones of the ’90s and ’00s. Faber ends her account in the present, with incisive looks at the film Her and Siri herself. Going beyond current scholarship on robots and AI to focus on voice-interactive computers, The Computer’s Voice breaks new ground in questions surrounding media, technology, and gender. It makes important contributions to conversations around the gender gap and the increasing acceptance of transgender people.
This highly topical report provides much needed evidence to inform the re-configuration of services for children and young people. Focusing on the Connexions strategy and service in England, it explores the effectiveness of inter-agency working in this area. The report is based on two years research in three contrasting Connexions Partnerships and around 300 hours of interviews with key stakeholders, young people's Personal Advisors and young people themselves. It examines the inter-agency strategies developed by the partnerships but, most importantly, what impact they have had on the interventions made with young people facing acute and complex needs. It will be of particular interest to Connexions professionals and managers, others involved in partnership working, those involved in the development and implementation of Children and Young People's Strategic Partnerships and Children's Trusts, as well as youth researchers and policy makers.
There is a rich and varied body of literature for lesbian, gay, bisexual, transgender, queer/questioning, asexual/allied and intersexed young people, which can function as a mirror for LGBTQAI+ individuals and as a window for others. This resource for librarians who work with children and teens not only surveys the best in LGBTQAI+ lit but, just as importantly, offers guidance on how to share it in ways that encourage understanding and acceptance among parents, school administrators, and the wider community. Helping to fill a gap in serving this population, this guide discusses the path to marriage equality, how LGBTQAI+ terms have changed, and reasons to share LGBTQAI+ literature with all children;presents annotated entries for a cross-section of the best LGBTQAI+ lit and nonfiction for young children, middle year students, and teens, with discussion questions and tips;offers advice on sensitive issues such as starting conversations with young people, outreach to stakeholders, and dealing with objections and censorship head on; andideas for programming and marketing. This resource gives school librarians, children’s, and YA librarians the guidance and tools they need to confidently share these books with the patrons they support.
The three archetypal representations of woman in the middle ages, as mother, as whore and as 'wise woman', are all clearly present in the writings of Julian of Norwich and Margery Kempe; in examining the ways in which both writers make use of these female categories, Dr. McAvoy establishes the extent of their success in resolving the tension between society's expectations of them and their own lived experiences as women and writers."--Jacket.
Recent scholarship on archival research has raised questions concerning the character and impact of 'the archive' on how the traces of the past are researched, the use and analysis of different kinds of archived data, methodological approaches to the practicalities involved, and what kind of theory is drawn on and contributed to by such research. The Archive Project: Archival Research in the Social Sciences builds on these questions, exploring key methodological ideas and debates and engaging in detail with a wide range of archival projects and practices, in order to put to use important theoretical ideas that shed light on the methods involved. Offering an overview of the current 'state of the field' and written by four authors with extensive experience in conducting research in and creating archives around the world, it demonstrates the different ways in which archival methodology, practice and theory can be employed. It also shows how the ideas and approaches detailed in the book can be put into practice by other researchers, working on different kinds of archives and collections. The volume engages with crucial questions, including: What is 'an archive' and how does it come into existence? Why do archival research and how is it done? How can sense be made of the scale and scope of collections and archives? What are the best ways to analyse the traces of the past that remain? What are helpful criteria for evaluating the knowledge claims produced by archival research? What is the importance of community archives? How has the digital turn changed the way in which archival research is carried out? What role is played by the questions that researchers bring into an archive? How do we deal with unexpected encounters in the archive? A rigorous and accessible examination of the methods and choices that shape research 'on the ground' and the ways in which theory, practice and methodology inform one another, this book will appeal to scholars across the social sciences and humanities with interests in archival and documentary research.
Life with Laura'....well, what can I say? Who hasn't had a lively, mischievous daughter? But mine was hell-bent from day one to stamp her mark and wreak havoc on our world wherever she went. She constantly embarrassed us in public with her extrovert behaviour playing to the masses and wrecked shops causing chaos and leaving turmoil in her wake. Everyone said she could make a pig laugh with her antics. This compelling biography is large in content, has 35 captivating 'caught in action' photos and is based on my diaries, pictures and videos. It is driven by my love and fuelled by humour, my own emotions and by interactions with family and friends, and depicts two parents trying desperately to cope. 'Life with Laura' - enjoy the ride! 'We enter Superdrug and I pause momentarily in a small bay by the door to check my list. Big mistake! Laura leans forward from her buggy and pulls on a three-sided, picture-frame style moulding on the wall that displays an advertisement. Oh my, she is demolishing it... and I am on the wrong side to stop her. It is about 3' long with two 18" side struts. She struggles to hold the frame up above her head then bangs one side onto the floor...CRASH!! I am rooted to the spot. All goes deathly quiet and in a loud and clear voice of authority Laura turns round and tells everyone. "It's broken to pieces!" Horrified I take the rest off her and intend to place the two remaining joined pieces on the floor. No such luck...one crashes down...oops! The manager appears scowling and I limply hand him the last bit. "Sorry it's not childproof" is all I can say in her defence. Laura's captive audience is spell-bound. I hear some giggling..........
This book investigates the strategies and identities of colonials who have learned the languages of colonised people, using the context of isiXhosa in South Africa. While power in language learning research has traditionally focused on the powerful native speaker and the relatively disempowered learner, this book studies the inverse, where elites are the language learners. The author analyses the life histories of four white South Africans who acquired isiXhosa during the apartheid years. The book offers insights into relationships between language, power, race, identity and change in their stories and in the broader context of apartheid and post-apartheid South Africa, with its conflicted history and disparities. This book should appeal to researchers interested in studies of language acquisition, narrative and identity, as well as those more broadly interested in South African history, multilingualism and race studies.
Shortlisted for the NASEN/TES 2007 Book Award Increased partnership between professionals, particularly through the integration of services, indicates a major opportunity for child and parent participation, but one that seems in danger of being side-stepped. Drawing on substantial research evidence, this book looks at reasons for this situation; what is happening now, what developments and initiatives have been tried and what can be done to develop a culture of participation? Some of the main threats to participation are discussed in this book including: Has ‘partnership’ ever been? Who is excluded from 'partnership'? Which discourses have made participation illusive and what are the implications – theoretical and practical - for how we move forward? Partnerships for Inclusive Education includes a helpful framework map which guides critical thinking towards the development of a culture of collaboration and presents original and stimulating ideas to open up the complex processes that can frustrate participative practice. Combining socio-cultural ideas with post-structural thinking gives this book a strong yet accessible theoretical basis, making it a valuable resource to both an academic and a professional educational audience.
This book is the first extensive study of the role of the family in the work of Seneca. It offers a new way of reading philosophy that combines philosophical analysis with social, cultural and historical factors to bring out the ways in which Stoicism presents itself as in tune with the universe. The family serves a central role in an individual's moral development - both the family as conventionally understood, and the wider conceptual family which Stoicism constructs. Innovative readings of Seneca's work bring out the importance of the family to his thought and how it interacts with other Stoic doctrines. We learn how to be virtuous from observing and imitating our family, who can be biological relatives or people we choose as our intellectual ancestors. The Ethics of the Family in Seneca will be of particular interest to researchers in Roman Stoicism, imperial culture and the history of the family.
At the heart of Portland’s red-hot food scene is Toro Bravo, a Spanish-inspired restaurant whose small plates have attracted a fiercely loyal fan base. But to call Toro Bravo a Spanish restaurant doesn’t begin to tell the whole story. For chef John Gorham, each dish reflects a time, a place, a moment. For Gorham, food is more than mere sustenance. The Toro Bravo cookbook is an honest look behind the scenes: from Gorham’s birth to a teenage mother who struggled with drug addiction, to time spent in his grandfather’s crab-shack dance club, to formative visits to Spain, to becoming a father and opening a restaurant. Toro Bravo also includes 95 of the restaurant’s recipes, from simple salads to homemade chorizo, along with an array of techniques that will appeal to both the home cook and the most seasoned, forearm-burned chef.
Research Methods for Social Justice and Equity in Education offers researchers a full understanding of very important concepts, showing how they can be used a means to develop practical strategies for undertaking research that makes a difference to the lives of marginalised and disadvantaged learners. It explores different conceptualisations of social justice and equity, and leads the reader through a discussion of what their implications are for undertaking educational research that is both moral and ethical and how it can be enacted in the context of their chosen research method and a variety of others, both well-known and more innovative. The authors draw on real, practical examples from a range of educational contexts, including early childhood, special and inclusive education and adult education, and cultures located in both western and developing nations in order to exemplify how researchers can use methods which contribute to the creation of more equitable education systems. In this way, the authors provide a global perspective of the contrasting and creative ways in which researchers reflect on and integrate principles of social justice in their methods and their methodological decision making. It encourages the reader to think critically about their own research by asking key questions, such as: what contribution can research for equity and social justice make to new and emerging methods and methodologies? And how can researchers implement socially just research methods from a position of power? This book concludes by proposing a range of methods and methodologies which researchers can use to challenge inequality and work towards social justice, offering a springboard from which they can further their own studies.
Drawing on international comparative research, this book explores the access and success of under-represented groups in tertiary education through the lens of 'first generation entrants'. It considers the participation and success of targeted equity groups in higher education internationally.
This accessible and practical book is a perfect quick guide for postgraduate researchers in education. Looking at the interdependence of teaching and research, the authors show that a critical and analytical exploration of policies and practices is a necessary part of what we mean by being a ′professional′ in education. Drawing on the authors′ substantial experience of teaching research skills at postgraduate level, as well as on their own experiences as active researchers, the book will guide you through: - discourse analysis - visual methods - textual research - data collection and analysis This co-authored book is structured around a range of methods applicable to educational research and appropriate for use by practitioners at all stages of their professional development. It takes recognisable, ′real life′ scenarios as its starting point for each discussion of method, so that readers are able to start from the known and familiar. As well as exploring theoretical aspects of research method, each chapter provides practical tasks and points for discussion and reflection. These approaches, taken together, are designed to build confidence and encourage reader engagement and enjoyment. Liz Atkins is a lecturer and researcher in education at the University of Huddersfield. Susan Wallace is Professor of Continuing Education at Nottingham Trent University. Research Methods in Education series: Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher. Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge. All titles in the series are written for Master′s-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas. Other books in the series: - Using Case Study in Education Research, Hamilton and Corbett-Whittier - Action Research in Education, McAteer - Ethnography in Education, Mills and Morton
This book examines the construction of national, regional, and group identities in the football journalism of five European countries: England, France, Germany, Italy and Spain. Notions of the respective national stereotypes are explored in each of the countries studied.
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