Lynn Davies

This book is quite different from existing 'Western' books on school effectiveness. It describes and analyses the way in which schools operate in developing countries and also tries to explain why they are as they are. Examining them at three levels - the macro, the meso and the micro - the authors use a theoretical framework that they have termed 'post-bureaucracy.' The book has four interlinked sections. First the authors examine the existing economic and theoretical contexts around school effectiveness, including an analysis of the causes of economic crisis and its impact on school management. In the second section the analysis of schools as bureaucratic facades is proposed. The reality of school life, from which any theory of school effectiveness must derive, is illustrated by an ethnographic account of the job of the headteacher in developing countries. The third section explores different ways to understand this reality, operating on three levels: global relationships, national and community cultures, and individual agency. In the final section Haber and Davies draw these levels and realities together.They argue for the democratization of schools as the only way forward for effective education fordevelopment.

Bringing to light the art and life of Derwent Lees (1884-1931), an Australian painter who studied and taught at the Slade School of Art in the decade preceding and including the First World War, this in-depth monograph includes a complete catalogue of the artist’s known works, in all media. A precocious talent, within a short career Lees exhibited at the Goupil, Chenil and Alpine Club Galleries, and at the 1913 New York Armory Show. Embedded within London's art world, he counted Augustus John, J.D. Innes and Ambrose McEvoy as his close friends. Tragically, his promising career was cut short when he was confined to mental asylums from 1919. This publication provides a definitive account of Lees's life and impressive body of work and will stand as a primary reference resource on the artist for many years to come.

From award-winning poet Lynn Davies comes her first collection for children. And there’s a twist: each of the poems in So Imagine Me has a secret. Readers will pore over the words and detailed illustrations looking for clues. They will delight, entertain, and challenge, leaving readers of all ages with new facts to share and an urge to get out into nature to discover more mysteries.

This new collection by Lynn Davies, her first in eight years, abounds in departures: words and communities die, trout-lilies and passengers vanish, even the King and Queen of Fairies disappear. In poem after poem, Davies's powerful imagination blends observation and fancy, passion and playfulness, producing strikingly fresh metaphors. Squirrels paddle away on twig-rafts; giant horses take to the sky. Some poems give simple weight to the details of everyday life; others evoke an imaginative world inhabited by giant beavers, elf-thugs, and the great caw-dragon. Throughout this magnificently fresh collection, the ocean, the rain, and the river suggest something big on the move in our lives even when we feel stranded. Displaying a dexterity of tone and an understated bravura, she writes of the extremities of losing and then awakening, honouring gratitude with "as many words as new leaves."

First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity.In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by:* Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education* Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity* Focusing on the direct education/war interface* Examining educational responses to conflict* Highlighting conflict resolution within the school itself.This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.

First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity.In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by:* Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education* Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity* Focusing on the direct education/war interface* Examining educational responses to conflict* Highlighting conflict resolution within the school itself.This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.