A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

A Cultural History of Education in the Renaissance presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories. Education was the fuel for the communication and knowledge society of the Renaissance. This period saw increasing investments in educational institutions to meet the growing demand for literacy in the context of a religiously divided Europe with growing cities and emerging central governments. An essential resource for researchers, scholars, and students in history, literature, culture, and education.

The Renaissance was a period of significant cultural transformation in Europe: women were both agents and objects of this historical process. The period witnessed revolutions in nearly every cultural domain, including the controversies of the Reformation, the rise of nascent capitalism, the influence of Humanism, advances in science and medicine, and shifts in the boundaries between public and private life, all of which profoundly affected women's lives. A Cultural History of Women in the Renaissance covers the period 1400-1650, giving an overview of how changes in social, educational, economic, scientific, religious and artistic paradigms affected cultural constructions of gender and the lived experiences of women in the period. Each chapter draws on a wide range of sources to chart the complex and often contradictory cultural logics of gender in Renaissance culture.

When it was released in 2004, Harlem Stomp! was the first trade book to bring the Harlem Renaissance alive for young adults! Meticulously researched and lavishly illustrated, the book is a veritable time capsule packed with poetry, prose, photographs, full-color paintings, and reproductions of historical documents. Now, after more than three years in hardcover, three starred reviews and a National Book Award nomination, Harlem Stomp! is being released in paperback.

In Renaissance humanism, difference was understood through a variety of paradigms that rendered particular kinds of bodies and minds disabled. A Cultural History of Disability in the Renaissance, covering the period from 1450 to 1650, explores evidence of the possibilities for disability that existed in the European Renaissance, observable in the literary and medicinal texts, and the family, corporate, and legal records discussed in the chapters of this volume. These chapters provide an interdisciplinary overview of the configurations of bodies, minds and collectives that have left evidence of some of the ways that normativity and its challengers interacted in the Renaissance. An essential resource for researchers, scholars and students of history, literature, culture and education, A Cultural History of Disability in the Renaissance explores such themes and topics as: atypical bodies; mobility impairment; chronic pain and illness; blindness; deafness; speech; learning difficulties; and mental health.

Based on the study of over 500 surviving manuscript school books, this comprehensive 2001 study of the curriculum of school education in medieval and Renaissance Italy contains some surprising conclusions. Robert Black's analysis finds that continuity and conservatism, not innovation, characterize medieval and Renaissance teaching. The study of classical texts in medieval Italian schools reached its height in the twelfth century; this was followed by a collapse in the thirteenth century, an effect on school teaching of the growth of university education. This collapse was only gradually reversed in the two centuries that followed: it was not until the later 1400s that humanists began to have a significant impact on education. Scholars of European history, of Renaissance studies, and of the history of education will find that this deeply researched and broad-ranging book challenges much inherited wisdom about education, humanism and the history of ideas.

We know the Renaissance as a key period in the history of Europe. It saw the development of court and urban cultures, witnessed the first global voyages of discovery and gave rise to the Reformation and Counter Reformation. It also started with the 'invention' of oil painting, linear perspective and moveable type, all visual technologies. Does that mean, as has been suggested, that the Renaissance stands for the 'ascendancy of the eye'? If so, then what happened to the sensory extremes which the famous Dutch historian Johan Huizinga still perceived in the 15th century? Did they simply disappear? Or is there another history to be told, a history of a surprising continuity, not only of the sense of hearing but also of the 'lower' senses – those of taste, smell and touch? And was the Renaissance not first and foremost a time of deep sensory anxiety? This volume, assembling nine outstanding specialists, seeks to answer these questions while offering a lively and 'sensational' portrait of the period. A Cultural History of the Senses in the Renaissance presents essays on the following topics: the social life of the senses; urban sensations; the senses in the marketplace; the senses in religion; the senses in philosophy and science; medicine and the senses; the senses in literature; art and the senses; and sensory media.