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A Man Against a Background of Flames
Ideas are dangerous . . . James Appleby's career as a social historian is drifting into mediocrity until the phone call that changes his life forever. Appleby uncovers a dangerous secret hidden deep in a chest of 400-year-old documents. To his horror, its discovery ignites a global firestorm that threatens to engulf all that he loves. Expertise in Elizabethan country life wasn't supposed to be controversial. But when Appleby and his Dutch colleague Van Stumpe find evidence about the suppression of a heretical cult, they arouse the ire not just of Machiavellian academics, but a worldwide swathe of religious fundamentalists. As the discoveries inspire thousands of followers, their enemies begin a murderous hunt from Amsterdam, to Washington, New York, and all over England. And Appleby discovers just how dangerous ideas can be . . .
The Media Studies Book
Introducing media criticism as well as teaching about the media, in inter-disciplinary and 'across the curriculum' teaching, this is the first critical reference book on the important curriculum initiatives taking place in media education. The core of the book is a collection of essays on key concepts from media studies, including 'language', 'narrative', 'institution', 'audience', 'representation', and 'the production process'. Written by teachers for teachers, these essays organise ideas through classroom activities, with a full listing of teaching materials , resources, agencies, and publications in media education. Contributors: Tim Blanchard, Gill Branston, David Buckingham, Jenny Grahame, Karen Manzi and Allan Rowe, Ben Moore, Gillian Swanson, Adrian Tilley, and Tana Wollen.
The Cultural Production of the Educated Person
Examines the ways in which cultural practices and knowledges are produced in and out of schools around the world.
Class, Culture and the Curriculum
It is often argued that education is concerned with the transmission of middle-class values and that this explains the relative educational failure of the working class. Consequently, distinctive culture needs a different kind of education. This volume examines this claim and the wider question of culture in British society. It analyses cultural differences from a social historical viewpoint and considers the views of those applying the sociology of knowledge to educational problems. The author recognizes the pervasive sub-cultural differences in British society but maintains that education should ideally transmit knowledge which is relatively class-free. Curriculum is defined as a selection from the culture of a society and this selection should be appropriate for all children. The proposed solution is a common culture curriculum and the author discusses three schools which are attempting to put the theory of such curriculum into practice. This study is an incisive analysis of the relationships between class, education and culture and also a clear exposition of the issues and pressures in developing a common culture curriculum.
Principles and Practice of Informal Education
This new and exciting text is aimed at informal educators involved in youth work, community work and adult education and health promotion. The contributors explore the principles and practice of informal education and focus, in particular, on the notion of 'working with' which is central to practice, in this sector. The book argues for an approach which is relevant to a number of professional fields and which focuses on a way of working rather than upon a specific target group. The book looks at the role of an educator in informal education and youth work settings. Comprehensive and analytical, it looks at social, cultural and political contexts of education. The authors discuss the practical side of teaching from the setting, programme planning and communication to activity-based work, one-to-one case work, formal group work and managing the work load. Finally the book analyses developing professional practice, the use of line management and supervision, and evaluation of work.
Social Identities
Social Identities argues that we have a collection of social selves and that our identities are influenced by such things as class, gender, sexuality, race, nationality, religious views and by the media.
Richard Hoggart
This is the first biography of Richard Hoggart which seeks to tie together in a single narrative his life and work, to settle Hoggart in the great happiness of a fulfilled family life and in the astonishing achievements of his public and professional career, considering each of his books in detail, and following him through the long and hard labours of his different public and academic offices. It is a tale of a good man with which to edify the present, and to teach us of all that now threatens our best national (and international) forms of expression: our art, our culture, ourselves.
Screening the Mafia
The "post-classic" era of American gangster films began in 1967 with the release of Bonnie and Clyde, achieving a milestone five years later with the popular and highly influential The Godfather. This historical study explores the structure, myths and intertextual narratives found in the gangster films produced since The Godfather. The intense relationship between masculinity and ethnicity in the gangster film, especially within the movie-generated mythology of the Mafia, is carefully analyzed, and the book tracks the trends in the genre up to and including the landmark HBO television series The Sopranos (1999-2007). A selected filmography is included. Instructors considering this book for use in a course may request an examination copy here.
Theorizing the Dynamics of Social Processes
Intends to assemble a set of essays that invent, develop, and/or demonstrate strategies for theorizing one or several dynamic processes, so as to identify, illustrate by example, and analyze specific problems as well as connect theorizations of process across different disciplines of inquiry.
Understanding Richard Hoggart
Awarded 2013 PROSE Honorable Mention in Media & Cultural Studies With the resurgent interest in his work today, this is a timely reevaluation of this foundational figure in Cultural Studies, a critical but friendly review of both Hoggart's work and reputation. Re-examines the reputation of one of the ‘inventors’ of Cultural Studies Uses new archival sources to critically evaluate Hoggart's contribution and influence, set his work in context, and determine its current relevance Addresses detractors and their positions of Hoggart, delineating long-term ideological battles within academia Brings cultural studies, literary criticism, and social history to bear on this figure whose interests spread across disciplines, to create a text which blends many threads into a coherent whole
