Originally published in 1990, this title offers a range of perspectives from practitioners, administrators and researchers, examining personal experiences of disaffection in students and staff within the context of national political, social, and economic change. The transitions include moves into employment, training of continued education. Expressions of unease and disquiet are set clearly within the political context of marginalized status for minority groups, highlighting issues relating to disability, gender, class and race, in which the process of transition has been impeded through discriminating practices. The book includes reflections from practitioners, offering coping strategies and flexible approaches, and responses from administrators indicating their awareness of the need to support practitioners during the process of change.
The essays in Transitions, Environments, Translations explore the varied meanings of feminism in different political, cultural, and historical contexts. They respond to the claim that feminism is Western in origin and universalist in theory, and to the assumption that feminist goals are self-evident and the same in all contexts. Rather than assume that there is a blueprint by which to measure the strength or success of feminism in different parts of the world, these essays consider feminism to be a site of local, national and international conflict. They ask: What is at stake in various political efforts by women in different parts of the world? What meanings have women given to their efforts? What has been their relationship to feminism--as a concept and as an international movement? What happens when feminist ideas are translated from one language, one political context, to another?
Change is hard. Whether you’re changing jobs, moving from one country to another, or simply struggling to grow up in a world that is growing increasingly complex, making successful transitions can seem overwhelming. Studies have shown that, in Canada, young people are transitioning into functional adulthood much later than their counterparts from previous generations, to the detriment of their future successes in life. With a particular focus on helping young people in this transition into adulthood, Uneasy Arrival takes a look at the challenges all people face during times of change, examining and identifying some of the causes, and offering simple and quantifiable solutions, for both those who are transitioning and the people trying to help.
The satisfactory inclusion of children with disabilities in regular schools and classrooms provides a basis for debate from all corners of the world. This internationl collection looks at and analyzes the implications of policy for teachers, parents and students.; The views and experiences of exclusion and frustration are voiced by parents and students; this detail giving immediacy with theory developed in earlier chapters. Additionally, the experience of the integration of teachers is highlighted to provide examples of programmes, pedagogy and school organization, conducive to the inclusion of all students in the regular classroom.; This book is intended for use by post graduate and undergraduate students of education, teachers, researchers in special and regular education, counselling courses at student and teacher level.
First published in 1992. For disabled people and people with learning difficulties the transition from school to college, work or training can be stressful and frustrating; job choices are often restricted, and they face barriers which are beyond their control. This book is about their struggle for choice. It sets special needs in further education in a socio-political context. By exploring the concept of ‘transition to adulthood’ in terms of class, race, gender and disability differences, and relating it to social, economic and political influences, it seeks to challenge complacency and encourage dialogue and debate.
Published in 1999, this work suggests that widening participation is not just about changing learner expectations; it is also about changing institutional expectations and practices. "Higher" learning, for example, should include a broader, more inclusive range of knowledge and ways of knowing than at present and criteria for learning achievement should include assessment of "citizenship" as well as linear outcomes.
This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.
With contributions from a range of distinguished Irish and British scholars, this collection of essays provides the first full treatment of the historical relationship between the Labour Party and Ireland in the last century, from Keir Hardie to Tony Blair.
This collection of essays and interviews is the first book about the drama of American playwright Terrence McNally; it examines his career to date (30-plus years), focusing particularly on the two plays for which McNally won Tony Awards for Best Play of 1995, Love! Valour! Compassion!, and Best Play of 1996, Master Class. Toby Zinman, a distinguished scholar and critic, has invited none respected authorities to write about McNally's work, and has included records of the long conversations she had with the playwright about his work, his love of opera, his ideas about acting and education, and life in general. Also included are two interviews she conducted with two of his leading actors: one with the legendary Zoe Caldwell, who played the even more legendary Maria Callas in Master Class, a performance that earned her the Tony Award for Best Actress in 1996, a role McNally wrote for her, and another with the great American comic actor, Nathan Lane, whom McNally considers his foremost interpreter. The collection moves chronologically, beginning with Howard Stein's essay on the promise of the plays of the first decade, through to Cary Mazer's essay on the diva in Master Class, a play about Maria Callas' master classes at Juilliard; that essay is preceded by an essay on those famous master classes by John Ardoin, the world's foremost authority on Maria Callas. In between there are two essays debating McNally's position as a gay playwright, one by John Clum and one by Steven Drukman, both centering on the firestorm of controversy generated by Love! Valour! Compassion! In addition, there is an essay on The Lisbon Traviata by Sam Abel which discusses the play's much-revised conclusion (to murder or not to murder) and another on McNally's screenplays of Frankie and Johnny in the Clair de Lune, and The Ritz, by Helen Buttel, a film critic. This is followed by Stephen Watt's examination of McNally as a postmodernist, using Lips Together, Teeth Apart as his focus, and Benilde Montgomery's essay on Indian myth as it informs McNally's play (soon to be a film) A Perfect Ganesh The volume also includes in its introduction the latest information on McNally's newest projects, an extensive bibliography, and a chronology of the playwright's career.
In Beyond the Legacy of the Missionaries and East Indians, Jerome Teelucksingh offers a revisionist perspective of the role of the Presbyterian Church in Trinidad. He is particularly interested in social mobility as regards the Indo-Caribbean diaspora in the era following the First World War. He argues that the Presbyterian Church in the Caribbean was particularly interested in women’s rights. As such, he examines the dynamic between local expertise and Canadian missionary work in such social uplift processes.
