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1000 tulosta hakusanalla Deborah Hopkinson

On Language and Sexual Politics

On Language and Sexual Politics

Deborah Cameron

Routledge
2006
sidottu
This collection of articles presents a selection of Deborah Cameron’s work on language, gender and sex in one single volume. Arranged thematically, this book covers major developments in Anglo-American feminist linguistics, and Cameron’s responses to these, spanning the last twenty years.The collection’s overarching theme is the political relationship between language and gender: four distinctly themed sections demonstrate that a variety of forces affect gender relations, and gender representations, in different times and places. Cameron examines the connections between language and the (mis)representation of reality, and the role language plays in reproducing gender inequalities. More recent articles focus on representations of men and women as communicators, as well as the impact of sexuality on gender and gender relations, an increasingly prominent area of the author’s research.This timely study brings much of Cameron’s work together for the first time, and highlights characteristics of her work with which many readers will be familiar: a combination of linguistic and feminist political orientation; and a distinct focus on conflict in gender relations. Including a new introductory essay and eleven articles, three of which are previously unpublished, with short introductions to contextualize each piece, the collection is extremely useful for students and teachers on a variety of courses including English language and linguistics, women’s studies, gender studies and communication studies.
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On Language and Sexual Politics

On Language and Sexual Politics

Deborah Cameron

Routledge
2006
nidottu
This collection of articles presents a selection of Deborah Cameron’s work on language, gender and sex in one single volume. Arranged thematically, this book covers major developments in Anglo-American feminist linguistics, and Cameron’s responses to these, spanning the last twenty years.The collection’s overarching theme is the political relationship between language and gender: four distinctly themed sections demonstrate that a variety of forces affect gender relations, and gender representations, in different times and places. Cameron examines the connections between language and the (mis)representation of reality, and the role language plays in reproducing gender inequalities. More recent articles focus on representations of men and women as communicators, as well as the impact of sexuality on gender and gender relations, an increasingly prominent area of the author’s research.This timely study brings much of Cameron’s work together for the first time, and highlights characteristics of her work with which many readers will be familiar: a combination of linguistic and feminist political orientation; and a distinct focus on conflict in gender relations. Including a new introductory essay and eleven articles, three of which are previously unpublished, with short introductions to contextualize each piece, the collection is extremely useful for students and teachers on a variety of courses including English language and linguistics, women’s studies, gender studies and communication studies.
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The Military and Negotiation

The Military and Negotiation

Deborah Goodwin

Routledge
2005
nidottu
This is an investigation of the role of the modern soldier/diplomat and the nature of military negotiation, in comparison with negotiation in other contexts. It is a detailed analysis of the role of the military in current operations as negotiators and liaison workers in the field. Very few in the academic world are writing on this specific role of the military and the nature of negotiation in this situation, and such a volatile context. This publication is a first in this context, and has a keen audience in light of the current world order. The book is breaking new ground in analysing the nature of military negotiation in relation to more generic forms of negotiation, and assessing the role of the modern soldier/diplomat in recent deployments around the world. The author is an academic working within the military environment, very few people have the same capacity and accessibility to firsthand evidence and observation. Whilst peacekeeping has grown in the last decade or so, no-one has successfully investigated the role of the military and their approach to non-violent conflict resolution on the ground as few have access to such work to make a viable detailed assessment of the nature of negotiation in a violent context, but Dr Goodwin is able to do so.
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Gaining Ground?

Gaining Ground?

Deborah James

Routledge Cavendish
2006
nidottu
Gaining Ground? Rights and Property in South African Land Reform examines how land reform policy and practice in post-apartheid South Africa have been produced and contested. Set in the province of Mpumalanga, the book gives an ethnographic account of local initiatives and conflicts, showing how the poorest sectors of the landless have defied the South African state's attempts to privatize land holdings and create a new class of African farmers. They insist that the 'rights-based' rather than the 'market-driven' version of land reform should prevail and that land restitution was intended to benefit all Africans. However their attempts to gain land access often backfire. Despite state assurances that land reform would benefit all, illegal land selling and 'brokering' are pervasive, representing one of the only feasible routes to land access by the poor.This book shows how human rights lawyers, NGOs and the state, in interaction with local communities, have tried to square these symbolic and economic claims on land.Winner of the inaugural Elliott P. Skinner Book Award of the Association of Africanist Anthropology, 2008
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Transferring your Teaching Skills into the Wider World

Transferring your Teaching Skills into the Wider World

Deborah Lewis; Hilary White

Routledge
2007
sidottu
Are you seeking to use your subject knowledge and teaching skills beyond the classroom?Many teachers don’t recognise the vast range of skills, expertise and experience they possess. Transferring your Teaching Skills into the Wider World will help you focus on how you can use your many transferable skills in a variety of contexts and settings across the educational sector and beyond.Deborah Lewis and Hilary White identify the skills developed through a teaching career and match them with the wide range of jobs open to teachers looking for a new direction. This highly practical handbook: Illustrates the diverse ways in which you can utilise your teaching skills and experience Surveys a wide variety of education related jobs and training options, using case studies to explore their advantages and disadvantages Explores the opportunities open to teachers seeking a complete career change Gives helpful advice for those wishing to develop their career within educationThe case studies are inspiring examples of individuals who have drawn on their teaching experiences to expand into other areas, describing the route they took and showing how they utilized their teaching expertise. Tips and hints show how you can follow a similar path.Transferring your Teaching Skills into the Wider World is essential reading for any teacher looking for guidance on how to change or develop their career whilst making the most of their existing skills and experience.
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Transferring your Teaching Skills into the Wider World

Transferring your Teaching Skills into the Wider World

Deborah Lewis; Hilary White

Routledge
2007
nidottu
Are you seeking to use your subject knowledge and teaching skills beyond the classroom?Many teachers don’t recognise the vast range of skills, expertise and experience they possess. Transferring your Teaching Skills into the Wider World will help you focus on how you can use your many transferable skills in a variety of contexts and settings across the educational sector and beyond.Deborah Lewis and Hilary White identify the skills developed through a teaching career and match them with the wide range of jobs open to teachers looking for a new direction. This highly practical handbook: Illustrates the diverse ways in which you can utilise your teaching skills and experience Surveys a wide variety of education related jobs and training options, using case studies to explore their advantages and disadvantages Explores the opportunities open to teachers seeking a complete career change Gives helpful advice for those wishing to develop their career within educationThe case studies are inspiring examples of individuals who have drawn on their teaching experiences to expand into other areas, describing the route they took and showing how they utilized their teaching expertise. Tips and hints show how you can follow a similar path.Transferring your Teaching Skills into the Wider World is essential reading for any teacher looking for guidance on how to change or develop their career whilst making the most of their existing skills and experience.
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School Trouble

School Trouble

Deborah Youdell

Routledge
2010
sidottu
What is the trouble with schools and why should we want to make ‘school trouble’?Schooling is implicated in the making of educational and social exclusions and inequalities as well as the making of particular sorts of students and teachers. For this reason schools are important sites of counter- or radical- politics. In this book, Deborah Youdell brings together theories of counter-politics and radical traditions in education to make sense of the politics of daily life inside schools and explores a range of resources for thinking about and enacting political practices that make ‘school trouble’.The book offers a solid introduction to the much-debated issues of ‘intersectionality’ and the limits of identity politics and the relationship between schooling and the wider policy and political context. It pieces together a series of tools and tactics that might destabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘business as usual’ of school life. Engaging with curriculum materials, teachers’ lesson plans and accounts of their pedagogy, and ethnographic observations of school practices, the book investigates a range of empirical examples of critical action in school, from overt political action pursued by educators to day-to-day pedagogic encounters between teachers and students. The book draws on the work of Michel Foucault, Judith Butler, Ernesto Laclau and Chantel Mouffe, and Gilles Deleuze and Felix Guattari to make sense of these practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us.School Trouble appears at a moment of political and economic flux and uncertainty, and when the policy moves that have promoted markets and private sector involvement in education around the globe have been subject to intense scrutiny and critique. Against this backdrop, renewed attention is being paid to the questions of how politics might be rejuvenated, how societies might be made fair, and what role education might have in pursing this. This book makes an important intervention into this terrain. By exploring a politics of discourse, an anti-identity politics, a politics of feeling, and a politics of becoming, it shows how the education assemblage can be unsettled and education can be re-imagined. The book will be of interest to advanced undergraduate and postgraduate students and scholars in the fields of education, sociology, cultural studies, and social and political science as well as to critical educators looking for new tools for thinking about their practice.
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School Trouble

School Trouble

Deborah Youdell

Routledge
2010
nidottu
What is the trouble with schools and why should we want to make ‘school trouble’?Schooling is implicated in the making of educational and social exclusions and inequalities as well as the making of particular sorts of students and teachers. For this reason schools are important sites of counter- or radical- politics. In this book, Deborah Youdell brings together theories of counter-politics and radical traditions in education to make sense of the politics of daily life inside schools and explores a range of resources for thinking about and enacting political practices that make ‘school trouble’.The book offers a solid introduction to the much-debated issues of ‘intersectionality’ and the limits of identity politics and the relationship between schooling and the wider policy and political context. It pieces together a series of tools and tactics that might destabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘business as usual’ of school life. Engaging with curriculum materials, teachers’ lesson plans and accounts of their pedagogy, and ethnographic observations of school practices, the book investigates a range of empirical examples of critical action in school, from overt political action pursued by educators to day-to-day pedagogic encounters between teachers and students. The book draws on the work of Michel Foucault, Judith Butler, Ernesto Laclau and Chantel Mouffe, and Gilles Deleuze and Felix Guattari to make sense of these practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us.School Trouble appears at a moment of political and economic flux and uncertainty, and when the policy moves that have promoted markets and private sector involvement in education around the globe have been subject to intense scrutiny and critique. Against this backdrop, renewed attention is being paid to the questions of how politics might be rejuvenated, how societies might be made fair, and what role education might have in pursing this. This book makes an important intervention into this terrain. By exploring a politics of discourse, an anti-identity politics, a politics of feeling, and a politics of becoming, it shows how the education assemblage can be unsettled and education can be re-imagined. The book will be of interest to advanced undergraduate and postgraduate students and scholars in the fields of education, sociology, cultural studies, and social and political science as well as to critical educators looking for new tools for thinking about their practice.
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Pictorial Narrative in the Nazi Period

Pictorial Narrative in the Nazi Period

Deborah Schultz; Edward Timms

Routledge
2009
sidottu
This book investigates creative responses to the Nazi period in the work of three artists, Felix Nussbaum, Charlotte Salomon and Arnold Daghani, focusing on their use of pictorial narrative. It analyses their contrasting aesthetic strategies and their innovative forms of artistic production. In contrast with the autonomous, modernist art object, their works were explicitly linked with the historical conditions under which they were produced – the pressures of persecution and exile. Conditions in the slave labour camps and ghettos in the Ukraine, which shaped the paintings and drawings of Daghani, are contrasted with the experiences of exile in Belgium and France, which inspired Nussbaum and Salomon. In defiance of conventional artistic practice, they produced word-image combinations that can be read as narrative sequences, incorporating specific references to political events. While there has been a wealth of literary, philosophical and historical studies relating to the Holocaust, aesthetic debate has developed less extensively. This is the first comparative study of three artists who are only belatedly achieving recognition and the recent reception of their work is evaluated. By identifying the aesthetic principles and narrative strategies underlying their work, the book reassesses their achievement in creating new forms of modernism with an unmistakable political momentum.This book was published as a special issue of Word & Image.
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Making Language Matter

Making Language Matter

Deborah J. Vause; Julie S. Amberg

Routledge
2012
sidottu
Now adopted by over 40 states, the Common Core State Standards provide a clear and consistent framework for public school systems as they develop student learning goals that define the path to readiness for college, careers, and informed citizenship. While each state is developing its own procedures for adoption of the Standards, individual teachers will continue to hold the ultimate responsibility for devising lesson plans and tailoring instruction to meet these benchmarks. Making Language Matter will help prospective and practicing teachers develop lessons to meet the benchmarks enumerated in the Standards for the English Language Arts categories: language, speaking and listening, writing, and reading. A timely text for literacy education courses, it explores language topics within these categories and suggests pedagogical approaches and activities for use in 9-12 language arts classrooms. Using a linguistics approach to unify the study of all the language arts, it engages readers in learning how to help students make purposeful language choices essential for both academic and workplace success.
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Making Language Matter

Making Language Matter

Deborah J. Vause; Julie S. Amberg

Routledge
2012
nidottu
Now adopted by over 40 states, the Common Core State Standards provide a clear and consistent framework for public school systems as they develop student learning goals that define the path to readiness for college, careers, and informed citizenship. While each state is developing its own procedures for adoption of the Standards, individual teachers will continue to hold the ultimate responsibility for devising lesson plans and tailoring instruction to meet these benchmarks. Making Language Matter will help prospective and practicing teachers develop lessons to meet the benchmarks enumerated in the Standards for the English Language Arts categories: language, speaking and listening, writing, and reading. A timely text for literacy education courses, it explores language topics within these categories and suggests pedagogical approaches and activities for use in 9-12 language arts classrooms. Using a linguistics approach to unify the study of all the language arts, it engages readers in learning how to help students make purposeful language choices essential for both academic and workplace success.
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Cities of Culture

Cities of Culture

Deborah Stevenson

Routledge
2013
sidottu
Culture now has a prominent place on the urban policy and re-profiling agendas of cities around the world. City-based cultural planning emphasising creativity in all its guises has emerged as a significant local policy initiative, while the notion of the ‘creative city’ has become an urban imaging cliché. The proliferation of local blueprints for cultural planning/creative cities has been remarkable, while supra-state bodies such as the European Union and UNESCO are also fostering the use of culture in strategies to revive cities and urban economies and to brand places as ‘different’. Cities of Culture highlights significant trends in cultural planning since its inception, revealing and analysing key discourses and influential (globally-circulating) manifestos and processes, as well as their interpretation and implementation in specific places. With reference to examples drawn from Europe, Australia, Asia and North America, Cities of Culture provides insights into the application of urban cultural strategies in different local, national and international contexts, highlighting regularities, tensions and intersections as well as core underpinning assumptions. This book explores the now-pervasive expectation that cultural planning is capable of achieving a wide range of social, economic, urban and creative outcomes. It will be of interest for students and scholars of urban sociology, urban studies, cultural policy studies and human geography.
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Adorno, Habermas and the Search for a Rational Society

Adorno, Habermas and the Search for a Rational Society

Deborah Cook

Routledge
2012
nidottu
Theodor W. Adorno and Jnrgen Habermas both champion the goal of a rational society. However, they differ significantly about what this society should look like and how best to achieve it. Exploring the premises shared by both critical theorists, along with their profound disagreements about social conditions today, this book defends Adorno against Habermas' influential criticisms of his account of Western society and prospects for achieving reasonable conditions of human life. The book begins with an overview of these critical theories of Western society. Both Adorno and Habermas follow Georg Lukacs when they argue that domination consists in the reifying extension of a calculating, rationalizing form of thought to all areas of human life. Their views about reification are discussed in the second chapter. In chapter three the author explores their conflicting accounts of the historical emergence and development of the type of rationality now prevalent in the West. Since Adorno and Habermas claim to have a critical purchase on reified social life, the critical leverage of their theories is assessed in chapter four. The final chapter deals with their opposing views about what a rational society would look like, as well as their claims about the prospects for establishing such a society. Adorno, Habermas and the Search for a Rational Society will be essential reading for students and researchers of critical theory, political theory and the work of Adorno and Habermas.
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The Victorian Girl and the Feminine Ideal

The Victorian Girl and the Feminine Ideal

Deborah Gorham

Routledge
2012
sidottu
In Victorian England, the perception of girlhood arose not in isolation, but as one manifestation of the prevailing conception of femininity. Examining the assumptions that underlay the education and upbringing of middle-class girls, this book is also a study of the learning of gender roles in theory and reality. It was originally published in 1982.The first two sections examine the image of women in the Victorian family, and the advice offered in printed sources on the rearing of daughters during the Victorian period. To illustrate the effect and evolution of feminine ideals over the Victorian period, the book’s final section presents the actual experiences of several middle-class Victorian women who represent three generations and range, socioeconomically, from lower-middle class through upper-middle class.
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Negotiating Adult-Child Relationships in Early Childhood Research

Negotiating Adult-Child Relationships in Early Childhood Research

Deborah Albon; Rachel Rosen

Routledge
2013
sidottu
Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process?Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility.This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.
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Negotiating Adult-Child Relationships in Early Childhood Research

Negotiating Adult-Child Relationships in Early Childhood Research

Deborah Albon; Rachel Rosen

Routledge
2013
nidottu
Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process?Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility.This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.
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Living Wage Movements

Living Wage Movements

Deborah M. Figart

Routledge
2012
nidottu
Living wage activism has spanned time and space, reaching across decades and national boundaries. Conditions generating living wage movements early in the twentieth century have resurfaced in the twenty-first century, only on a global scale: 'sweated' labour, macroeconomic instability, and job insecurity. Upon reviewing the empirical evidence, the book's contributors make strong cases both for and against living wage activism. The effective blend of historical, contemporary, and global perspectives provides opportunities for teachers, scholars, and activists to evaluate how we can address low pay at the organizational and macroeconomic levels.
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Economics and HIV

Economics and HIV

Deborah Johnston

Routledge
2013
sidottu
This book explains how, and why, economics has been applied to a terrible pandemic, using a range of examples mostly drawn from the region most affected, sub-Saharan Africa. Part I shows that microeconomic approaches have found fertile ground in a public health approach that ‘blames’ individual choices for HIV transmission. Despite their attractiveness, however, these approaches fail to explain contemporary patterns of HIV prevalence, illustrating the importance of factors that are excluded from the standard micro-economic approach. Part II of the book looks at our problems in understanding the economic impact of AIDS, and explains why economists cannot agree if epidemic disease is a good or bad thing for economic development. In both sections of the book, the potential for alternative approaches is shown, and the book ends by arguing that a political economy approach can bring meaningful insights to our understanding of the spread and impact of HIV/AIDS.
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Gender in the European Town

Gender in the European Town

Deborah Simonton

Routledge
2022
sidottu
Moving from the mid-seventeenth century to the near present, this book marks physical and conceptual changes across European towns and examines how gender was implicated and imbricated in those changes. As places which fostered and disseminated key social, economic, political and cultural developments, towns were central to the creation of gendered identities and the transmission of ideas across local, national and transnational boundaries. From 1650 to 2000, towns grew rapidly and responded to the needs for new infrastructures, physical reconfiguration and ideas of citizenship. Gender relations vary over space and time and are continually altering; such variation underlines the need for a thorough non- or even anti-essentialism. Drawing primarily on three themes of economy, civic identity and uses of space, the volume shows that urban development, and responses to it, is not gender neutral and thus argues for the fundamental importance of a gendered perspective.Gender in the European Town is a useful resource for all students and scholars interested in urban history and its interaction with gender from 1650 to the present.
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Gender in the European Town

Gender in the European Town

Deborah Simonton

Routledge
2022
nidottu
Moving from the mid-seventeenth century to the near present, this book marks physical and conceptual changes across European towns and examines how gender was implicated and imbricated in those changes. As places which fostered and disseminated key social, economic, political and cultural developments, towns were central to the creation of gendered identities and the transmission of ideas across local, national and transnational boundaries. From 1650 to 2000, towns grew rapidly and responded to the needs for new infrastructures, physical reconfiguration and ideas of citizenship. Gender relations vary over space and time and are continually altering; such variation underlines the need for a thorough non- or even anti-essentialism. Drawing primarily on three themes of economy, civic identity and uses of space, the volume shows that urban development, and responses to it, is not gender neutral and thus argues for the fundamental importance of a gendered perspective.Gender in the European Town is a useful resource for all students and scholars interested in urban history and its interaction with gender from 1650 to the present.
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