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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 . . .
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.
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.
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
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.
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.
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.
The Cultural Production of the Educated Person
Eleven historical-ethnographic case studies examine the social and cultural projects of modern schools, and the contestations, dramatic and not, that emerge in and around and against them. These case studies, ranging from Taiwan to South Texas, build upon an original joining of anthropology, critical education theory, and cultural studies. The studies advance the concept of cultural production as a way of understanding the dynamics of power and identity formation underlying different forms of "education." Using the concept of the "educated person" as a culture-specific construct, the authors examine conflicts and points of convergence between cultural practices and knowledges that are produced in and out of schools.
The North East of England on Film and Television
This book analyses the representation of North-East England in film and television. It is a response to the way a number of important British films and programmes—for example, Get Carter (1971), Whatever Happened to the Likely Lads (1973-74), Our Friends in the North (1996) and Billy Elliot (2000)—have used this particular setting to explore questions of class, identity and history. It argues for the significance and coherence of a North-East corpus of film and television through a series of case studies relating to specific eras or types of representation. These include regional writers working for television in the 1970s, the achievements of the workshop movement in the 1980s and works produced within the genres of documentary, crime drama, comedy, period drama and reality television. The book discusses how the communities and landscapes of the region have been used to explore processes of cultural change, and legacies of de-industrialisation.
Social Realism, Knowledge and the Sociology of Education
This volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters also directly address the nature of sociology of education itself.The realist position developed in the book challenges two major currents of thought that have for a long time been prominent and influential in sociology and education: postmodernism and progressivism/constructivism. This well-edited collection of papers is provocative and original in that it represents a sustained, collective critique that offers a genuine alternative to these current orthodoxies.
