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This book focuses on current policy discourse in Higher Education, with special reference to Europe. It discusses globalisation, Lifelong Learning, the EU's Higher Education discourse, this discourse's regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future. It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term 'community' itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities. It then provides an analysis of an 'on the ground project' in University community engagement, before suggesting signposts for further action at the level of policy and provision. This book is relevant to United Nations Sustainable Development Goal 4, Quality education
In 2019, Solomon Islands made international headlines when the country severed its decades-old alliance with Taiwan in exchange for a partnership with Beijing. The decision prompted international condemnation and terrified Australian security experts, who feared Australia's historical Pacific advantage would come unstuck. This development is often framed as another example of China's inevitable capture of the region - but this misrepresents how and why the decision was made, and how Solomon Islanders have skilfully leveraged global angst over China to achieve extraordinary gains. Despite Solomon Islands' importance to Australia, local readers know little about the country, a fragile island-nation stretching over a thousand islands and speaking seventy indigenous languages. In Divided Isles, Edward Cavanough explains how the switch played out on the ground and its extraordinary potential consequences. He speaks with the dissidents and politicians who shape Solomon Islands' politics, and to the ordinary people whose lives have been upended by a decision that has changed the country - and the region - forever.
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This is a study of Britain's presence in China both at its peak, and during its inter-war dissolution in the face of assertive Chinese nationalism and declining British diplomatic support. Using archival materials from China and records in Britain and the United States, the author paints a portrait of the traders, missionaries, businessmen, diplomats and settlers who constituted "Britain-in-China", challenging our understanding of British imperialism there. Bickers argues that the British presence in China was dominated by urban settlers whose primary allegiance lay not with any grand imperial design, but with their own communities and precarious livelihoods. This brought them into conflict not only with the Chinese population, but with the British imperial government. The book also analyzes the formation and maintenance of settler identities, and then investigates how the British state and its allies brought an end to the reign of freelance, settler imperialism on the China coast. At the same time, other British sectors, missionary and business, renegotiated their own relationship with their Chinese markets and the Chinese state and distanced themselves from the settler British.
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How do governing elites in the global South attempt to remake hegemony in a conjuncture of durable crisis? This is the question at the core of Southern interregnum, a comparative conjunctural analysis of hegemonic projects in Brazil, India, China, and South Africa. Working with a Gramscian notion of crisis, centred on the interregnum as an enduring period of instability and uncertainty, in which hegemonic authority erodes and competing projects for crisis resolution emerge, the book proposes a novel critical reading of the convulsions that are currently reshaping the political economy of the global South and the world-system. Mapping the variegated trajectories of elite projects to reconcile accumulation and legitimation - and probing the limits of these projects - the book breaks new ground in the study of the contemporary global South.
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This book focuses on current policy discourse in Higher Education, with special reference to Europe. It discusses globalisation, Lifelong Learning, the EU's Higher Education discourse, this discourse's regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future. It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term 'community' itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities. It then provides an analysis of an 'on the ground project' in University community engagement, before suggesting signposts for further action at the level of policy and provision.
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Most scholars believe that China's nationality policy, like that of other socialist states, imitated the Soviet nationality model, a system which has been termed an "affirmative action empire." This book offers two contributions to the literature which run counter to this convention. First, it argues that the People's Republic of China (PRC) and the Soviet Union (USSR) were different; while the PRC was aimed to build an ideal-typical nation-state, the USSR was an open union of nation-states that was only temporarily confined to a physical territory. Second, while scholars who have noted this difference attribute it to contextual factors, such as ethnic structure, geopolitical status, and Russia's intervention into the Chinese Revolution, this book contends that context shaped the Sino-Soviet difference, yet it did not determine it. Rather, there was significant leeway between the implications of the contextual factors, and what the policy-designers ultimately established. This book probes who held agency, and how these individuals bridged this gap.
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The great public schools are central to any discussion of English secondary education. Founded as public endowments, they are the basis of private education. Set apart from the other grammar schools by the Clarendon Commission of 1861, their influence on the state system has been enormous. Severed from the national provision of public education, they have put prestige and ancient endowments at the service of wealth and patronage. This book, available in paperback for the first time, shows how this came to pass. How the schools' attempts at reform, reliance on fees, the defence of the Classics, public criticism of Eton, European ideas and foreign economic competition led to the Carendon Commission. How Lord Clarendon himself, in conflict with Palmerston over foreign policy, came to lead the Commission and attempt curricular reform. How the Public Schools Acts created a separate school system for the benefit of Eton and how the Lords sought to establish that system for the upper classes. How the fee-paying, class-based principles of the Commission influenced the other grammar schools and all later English education. How the Public schools Acts reduced the influence of local parents and how new governors were appointed nationally. How Shrewsbury School, an example of an endowed grammar school with strong local connections, came to be part of the public school system. It is not the conflict between state education and private schools that makes so much discussion of English education bitter and controversial. It is the loss to state education of the public schools - the original political purpose of the Acts - and the impoverishment of national education by the class divisions of Victorian legislation. ;
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The debate about the Empire dealt in idealism and morality, and both sides employed the language of feeling, and frequently argued their case in dramatic terms. This book opposes two sides of the Empire, first, as it was presented to the public in Britain, and second, as it was experienced or imagined by its subjects abroad. British imperialism was nurtured by such upper middle-class institutions as the public schools, the wardrooms and officers' messes, and the conservative press. The attitudes of 1916 can best be recovered through a reconstruction of a poetics of popular imperialism. The case-study of Rhodesia demonstrates the almost instant application of myth and sign to a contemporary imperial crisis. Rudyard Kipling was acknowledged throughout the English-speaking world not only as a wonderful teller of stories but as the 'singer of Greater Britain', or, as 'the Laureate of Empire'. In the last two decades of the nineteenth century, the Empire gained a beachhead in the classroom, particularly in the coupling of geography and history. The Island Story underlined that stories of heroic soldiers and 'fights for the flag' were easier for teachers to present to children than lessons in morality, or abstractions about liberty and responsible government. The Education Act of 1870 had created a need for standard readers in schools; readers designed to teach boys and girls to be useful citizens. The Indian Mutiny was the supreme test of the imperial conscience, a measure of the morality of the 'master-nation'.
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On 25 January 1474, Charles the Bold, duke of Burgundy, appeared before his subjects in Dijon. Robed in silk, gold and precious jewels and wearing a headpiece that gave the illusion of a crown, he made a speech in which he cryptically expressed his desire to become a king. Three years later, Charles was killed at the battle of Nancy, an event that plunged the Great Principality of Burgundy into chaos. This book, innovative and essential, not only explores Burgundian history and historiography but offers a complete synthesis about the nature of politics in this region, considered both from the north and the south. Focusing on political ideologies, a number of important issues are raised relating to the medieval state, the signification of the nation under the 'Ancien Regime', the role of warfare in the creation of political power and the impact of political loyalties in the exercise of government. In doing so, the book challenges a number of existing ideas about the Burgundian state.
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This book sets out to answer what it means to hold a formal title as one of the eight 'Arctic states'; is there such a thing as an Arctic state identity, and if so, what does this mean for state personnel? It charts the thoughtful reflections and stories of state personnel from three Arctic states: Norway, Iceland, and Canada, alongside analysis of documents and discourses. This book shows how state identities are narrated as both geographical and temporal - understood through environments, territories, pasts and futures - and that any identity is always relational and contextual. As such, demonstrating that to understand Arctic geopolitics we need to pay attention to the people whose job it is to represent the state on a daily basis. And more broadly, it offers a 'peopled' view of geopolitics, introducing the concept and framework of 'state identity'.
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The Simons of Manchester revives the history of one of Manchester's most influential families, the Simons. The book investigates the lives and public work of Henry and Emily Simon, and Ernest and Shena Simon. Through philanthropy and work in social reform, the two generations of the Simons greatly enriched Manchester's cultural and civic institutions, worked to improve the lives of its citizens, and helped to spearhead profound national reforms in health, housing, planning and education. While many people in Manchester are familiar with the Simon name through Shena Simon College, Simonsway, and the Simon Building at the University of Manchester, there is scant public knowledge of who the Simons were and their legacy. As such, this edited volume of collected essays aims to illuminate their fascinating lives and public service to rehabilitate the Simons and examine their local and national significance.
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This book explores the ways in which the two leading sensation authors of the 1860s, Mary Elizabeth Braddon and Wilkie Collins, engaged with nineteenth-century ideas about personality formation and the extent to which it can be influenced either by the subject or by others. Innovative readings of seven sensation novels explore how they employ and challenge Victorian theories of heredity, degeneration, inherent constitution, education, upbringing and social circumstance. Far from presenting a reductive depiction of 'nature' versus 'nurture', Braddon and Collins show the creation of character to be a complex interplay of internal and external factors. Drawing on material ranging from medical textbooks, to sociological treatises, to popular periodicals, Creating character shows how sensation authors situated themselves at the intersections of established and developing, conservative and radical, learned and sensationalist thought about how identity could be made and modified.
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This topical and innovative study is the first book on Algerian cinema to be published in English since the 1970s. At a time when North African and Islamic cultures are of increasing political significance, Algerian National Cinema presents a dynamic, detailed and up to date analysis of how film has represented this often misunderstood nation. Algerian National Cinema explores key films from The Battle of Algiers (1966) to Mascarades (2007). Introductions to Algerian history and to the national film industry are followed by chapters on the essential genres and themes of filmmaking in Algeria, including films of anti-colonial struggle, representations of gender, Berber cinema, and filming the 'black decade' of the 1990s. This thoughtful and timely book will appeal to all interested in world cinemas, in North African and Islamic cultures, and in the role of cinema as a vehicle for the expression of contested identities. By the author of the critically-acclaimed Contemporary French Cinema.
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This topical and innovative study is the first book on Algerian cinema to be published in English since the 1970s. At a time when North African and Islamic cultures are of increasing political significance, Algerian National Cinema presents a dynamic, detailed and up to date analysis of how film has represented this often misunderstood nation. Algerian National Cinema explores key films from The Battle of Algiers (1966) to Mascarades (2007). Introductions to Algerian history and to the national film industry are followed by chapters on the essential genres and themes of filmmaking in Algeria, including films of anti-colonial struggle, representations of gender, Berber cinema, and filming the 'black decade' of the 1990s. This thoughtful and timely book will appeal to all interested in world cinemas, in North African and Islamic cultures, and in the role of cinema as a vehicle for the expression of contested identities. By the author of the critically-acclaimed Contemporary French Cinema.
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The Irish tower house examines the social role of castles in late-medieval and early modern Ireland. It uses a multidisciplinary methodology to uncover the lived experience of this historic culture, demonstrating the interconnectedness of society, economics and the environment. Of particular interest is the revelation of how concerned pre-modern people were with participation in the economy and the exploitation of the natural environment for economic gain. Material culture can shed light on how individuals shaped spaces around themselves, and tower houses, thanks to their pervasiveness in medieval and modern landscapes, represent a unique resource. Castles are the definitive building of the European Middle Ages, meaning that this book will be of great interest to scholars of both history and archaeology.
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Nicht nur wird in Bleak House die Hohlheit einer Adelsgesellschaft kritisiert, sondern, wie könnte dies bei Dickens fehlen, der Blick des Lesers auch auf Großstadtnot, Wohnungselend und Vernachlässigung gerichtet, breit geschildert und in dem verkommenen Gassenjungen Jo zum Leben erweckt.
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