This volume, covering the period 1666–1800, considers the archaeology of the port of London on a wide scale, from the City down the Thames to Deptford. During this period, with the waterfront at its centre, London became the hub of the new British empire, contributing to the exploitation of people from other lands known as slavery.
This book presents and celebrates the mile-long Thames Street in the City of London and the land south of it to the River Thames as an archaeological asset. Four Museum of London excavations of 1974–84 are presented: Swan Lane, Seal House, New Fresh Wharf and Billingsgate Lorry Park. Here the findings of the period 1100–1666 are presented.
American Trails Revisited follows in the proverbial footsteps of the many explorers and pioneers who traveled across the American West. Based on the works of the Federal Writers Project in the 1940's, this book organizes, updates, and enhances the original material to provide an easy-to-follow historical travel guide to the Western United States. Along with the history of the people and places you will find along the way, this book also includes information for local, state, and national parks. A portion of the proceeds from this book will be used to support local historical organizations, so that the history that you rediscover in your travels will remain for those who follow in your footsteps.
Indonesia’s wealth of natural resources is being exploited at breakneck speed, and environmental awareness and knowledge among the populace is limited. This book examines how young people learn about the environment to see how education can help to develop environmental awareness and avert vast environmental destruction, not only in Indonesia, but also in the Global South more generally. Based on in-depth studies conducted in the cities of Yogyakarta and Surabaya, complemented with surveys of students in secondary schools, Environmental Education in Indonesia examines educational curricula, pedagogy and "green" activities to reveal what is currently being done in schools to educate children about the environment. The book investigates the shortcomings in environment education, including underqualified teachers, the civil service mentality, the still-pervasive chalk-and-talk pedagogy and the effect of the examination system. It also analyses the role of local government in supporting (or not) environmental education, and the contribution of environmental NGOs. The book establishes that young people are not currently being exposed to effective environmental education, and the authors propose that the best and most culturally appropriate way forward in Indonesia is to frame pro-environment behaviour and responsibility as a form of citizenship, and specifically that environmental education should be taught as a separate subject. This book will be of great interest to students and scholars of contemporary Indonesia and Southeast Asia, education for sustainability and environmental education, as well as sustainability and sustainable development more generally. The Open Access version of this book, available at http://www.tandfebooks.com/doi/view/10.4324/9780429397981, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
From the homes of the first settlers in Middle Tennessee to Gallatin's public square and everywhere in between, there is not a more haunted county in America. The Winchesters' unique and architecturally impressive Cragfont had mysterious occurrences from its very beginnings in the late 1700s. Gallatin's public square, its courthouse, loft apartments and places of business have hauntings that seem to specifically point to restless spirits still unsettled from the oppressive days of Civil War occupation by a brutal commanding officer of the Union army. Even the modern subdivisions are not immune to the supernatural, hosting everything from flying cryptids to tormented spirit-remnants of the bloody conflict between settlers and Native Americans. Author Donna Lyn Hartley details the spooky side of Sumner County.
How might educational leaders and teachers improve literacy achievement in schools serving communities experiencing high levels of poverty? This question is the focus of this book. Drawing on long-term case studies of four primary schools located in these communities, this book describes the difference between what is commonly practiced and those practices that have a greater chance of supporting young people’s literacy learning. In this multi-layered analysis of the effects of policy on practice, the authors: discuss global concerns with literacy policy and testing in view of the growing gaps between rich and poor; examine the effects of the intensification of inequality and entrenched poverty, and the implications for schools; illustrate how deficit discourses pertaining to communities living in poverty are contested in schools; and describe the complexities of sustaining pedagogical and curriculum change to address the problem of unequal educational outcomes in literacy. This book grapples with some of the most debated questions regarding educational disadvantage, school change, leadership and literacy pedagogy that face educational researchers, policy-makers and practitioners internationally. As well as providing a critique of the risks of current policy rationales, it conveys some hopeful accounts of practice that provide leads for further development.
Written by a multi-professional team of contributors and grounded by their experience in interprofessional work, this book relates to the rhetoric of interprofessionalism to discussions and examples of practice."--Cover.
There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?
What do people think when they imagine themselves as part of a nation? Nation and Commemoration answers this question in an exploration of the creation and recreation of national identities through commemorative activities. Extending recent work in cultural sociology and history, Lyn Spillman compares centennial and bicentennial celebrations in the United States and Australia to show how national identities can emerge from processes of 'cultural production'. She systematically analyses the symbols and meanings of national identity in these two 'new nations', identifying changes and continuities, similarities and differences in how visions of history, place in the world, politics, land, and diversity have been used to express nationhood. The result is a deeper understanding, not only of American and Australian national identities, but also of the global process of nation-formation.
“a powerful, well informed argument for the importance of pluralism… This book will tell young researchers what they need to know about doing educational research; it will encourage experienced researchers to see their own practice in context. It is a profound book that everyone should read." – Professor Jane Gaskell, Dean, OISE, University of Toronto “This brilliant guide to judging educational research examines the most basic questions about research practice that most people think are settled, and reveals them as problematic… Humorous, sharp, and thoughtful, this readable inquisition explores from differing perspectives ‘what does good education research look like’ in multiple forms including dissertations, journal articles, and grant proposals.” – Sari Knopp Biklen, Laura and Douglas Meredith Professor, Syracuse University, USA This book explains and critically examines some key debates about the quality and value of education research, and shows how it must meet different demands in different places, times and conditions. A major part of the book provides detailed analyses and guidance to different areas in which education research is judged: from academic theses to the press; from highest level competition for prestigious grants to collaborative work with practitioners. Lyn Yates asks probing questions in six education research arenas – the thesis, the research grant application, the journal article, the consultancy application, book publishing, and the press: Who are the judges here? What expectations and networks do they bring to the task? What are the explicit and implicit criteria for good research in that area? What are the common failings? What does good research look like? The book is an indispensable companion to existing textbooks on research methodology. It provides a clear and provocative discourse about the banalities and disorderliness in which education researchers have to operate.
Syllables of Recorded Time is a lively look at the development over the last six decades of a national authors' association, with all its problems and foibles. Personalities such as Bliss Carman, Nellie McClung, Stephen Leacock, B.K. Sandwell, W.A. Deacon, Mazo de la Roche, John Murray Gibbon, Helen Chreighton, Watson Kirkconnell, Charles G.D. Roberts and Duncan Campbell Scott figure prominently in the amusing anecdotes of the early days, and Hugh MacLennan, Pierre Berton, Dorothy Livesay and Arthur Hailey in the later years. Syllables of Recorded Time highlights the discussions and legalities regarding issues of copyright, contracts, women's role, cultural domination by Britain and the U.S.A., government funding and markets for writers. It tells why there was a spinoff of specialized interests including the Canadian Writers' Foundation, the League of Poets, the Governor General's Awards, the Canadian Copyright Institute, the Canadian Society of Children's Authors, Illustrators and Performers and the Writers' Union of Canada. Harrington vividly portrays all facets of the organization in this valuable resource book.
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