David Lambert

David Lambert explores the political and cultural articulation of white creole identity in the British Caribbean colony of Barbados during the age of abolitionism (c.1780–1833), the period in which the British antislavery movement emerged, first to attack the slave trade and then the institution of chattel slavery itself. Supporters of slavery in Barbados and beyond responded with their own campaigning, resulting in a series of debates and moments of controversy, both localised and transatlantic in significance. They exposed tensions between Britain and its West Indian colonies, and raised questions about whether white slaveholders could be classed as fully 'British' and if slavery was compatible with 'English' conceptions of liberty and morality. David Lambert considers what it meant to be a white colonial subject in a place viewed as a vital and loyal part of the empire but subject to increasing metropolitan attack because of the existence of slavery.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors. Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as 'how to' books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume . There are boxes of questions, 'think abouts' , further reading, and bulleted summary lists for the reader. This book is written specifically for teachers-in-training which will clarify the 'big picture' of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field. The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.