In recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively. These new findings have stimulated new theoretical perspectives that are more centered on explaining learning as a complex dynamic interaction between the child and her environment. This book is the first attempt to bring some of these new perspectives together in one place. It is a collection of essays written by a group of researchers who all take an approach centered on child-environment interaction, and all of whom have been influenced by the work of Elena Lieven, to whom this collection is dedicated.

International Perspectives on Theorizing Aspirations offers new insights and guidance for those looking to use Bourdieu's tools in an educational context, with a focus on how the tools can be applied to issues of aspiration. Written by contributors from the UK, USA, Australia, Nigeria, Jamaica and Spain, the book explores how Bourdieu's tools have been applied in recent cutting-edge educational research on a range of topics, including widening participation, migration, ethnicity, and class. The contributors consider how aspirations are theorized in sociology, as well as exploring the structure/agency debates, before recapitulating Bourdieu's tools and their applicability in educational contexts. A key question running through the chapters is: how does social theory shape research? Including recommended readings, this is essential reading for anyone looking to use Bourdieu in their research and for those studying aspiration in an educational research setting.

This book provides a forensic and collective examination of pre-existing understandings of structural inequalities in Higher Education Institutions. Going beyond the current understandings of causal factors that promote inequality, the editors and contributors illuminate the dynamic interplay between historical events and discourse and more sophisticate and racialized acts of violence. In doing so, the book crystallises myriad contemporary manifestations of structural racism in higher education. Amidst an upsurge in racialized violence, civil unrest, and barriers to attainment, progression and success for students and staff of colour, doing equity and diversity for success in higher education has become both politically urgent and morally imperative. This book calls for a redistribution of power across intersectional and racial lines as a means of decentering whiteness and redressing structural inequalities in the academy. It is essential reading for scholars of sociology and education, as well as those interested in equality and social justice.

The beginning graduate student in homotopy theory is confronted with a vast literature on spectra that is scattered across books, articles and decades. There is much folklore but very few easy entry points. This comprehensive introduction to stable homotopy theory changes that. It presents the foundations of the subject together in one place for the first time, from the motivating phenomena to the modern theory, at a level suitable for those with only a first course in algebraic topology. Starting from stable homotopy groups and (co)homology theories, the authors study the most important categories of spectra and the stable homotopy category, before moving on to computational aspects and more advanced topics such as monoidal structures, localisations and chromatic homotopy theory. The appendix containing essential facts on model categories, the numerous examples and the suggestions for further reading make this a friendly introduction to an often daunting subject.

Are theoretical tools nothing but political weapons? How can the two be distinguished from each other? What is the ideological role of theories like liberalism, neoliberalism or democratic theory? And how can we study the theories of actors from outside the academic world? This book examines these and related questions at the nexus of theory and ideology in International Relations. The current crisis of politics made it abundantly clear that theory is not merely an impartial and neutral academic tool, but instead is implicated in political struggles. However, it is also clear that it is insufficient to view theory merely as a political weapon. This book brings together contributions from a number of different scholarly perspectives to engage with these problems. The contributors, drawn from various fields of International Relations and Political Science, cast new light on the ever-problematic relationship between theory and ideology. They analyse the ideological underpinnings of existing academic theories and examine the theories of non-academic actors such as staff members of international organisations, Ecovillagers and liberal politicians. This edited volume is a must-read for all those interested in the contemporary political crisis and its relation to theories of International Relations.

During the First World War approximately 200,000 Irish men and 5,000 Irish women served in the British armed forces. All were volunteers and a very high proportion were from Catholic and Nationalist communities. This book is the first comprehensive analysis of Irish recruitment between 1914 and 1918 for the island of Ireland as a whole. It makes extensive use of previously neglected internal British army recruiting returns held at The National Archives, Kew, along with other valuable archival and newspaper sources. There has been a tendency to discount the importance of political factors in Irish recruitment, but this book demonstrates that recruitment campaigns organised under the auspices of the Irish National Volunteers and Ulster Volunteer Force were the earliest and some of the most effective campaigns run throughout the war. The British government conspicuously failed to create an effective recruiting organisation or to mobilise civic society in Ireland. While the military mobilisation which occurred between 1914 and 1918 was the largest in Irish history, British officials persistently characterised it as inadequate, threatening to introduce conscription in 1918. This book also reflects on the disparity of sacrifice between North-East Ulster and the rest of Ireland, urban and rural Ireland, and Ireland and Great Britain.

This volume asks how Woolf conceptualized peace by exploring various experimental forms she created in response to violence and crisis. Across fifteen chapters written by an international array of scholars, this book draws out theoretical dimensions of Woolf’s aesthetics and deepens our understanding of her writing about war, ethics, feminism and European culture.