A NEW COMPANION TO VICTORIAN LITERATURE AND CULTURE The Victorian period was a time of rapid cultural change, which resulted in a huge and varied literary output. A New Companion to Victorian Literature and Culture offers experienced guidance to the literature of nineteenth-century Britain and its social and historical context. This revised and expanded edition comprises contributions from over 30 leading scholars who, approaching the Victorian epoch from different positions and traditions, delve into the unruly complexities of the Victorian imagination. Divided into five parts, this new Companion surveys seven decades of history before examining the key phases in a Victorian life, the leading professions and walks of life, the major literary genres, the way Victorians defined their persons, homes, and national identity, and how recent “neo-Victorian” developments in contemporary culture reconfigure the sense we make of the past today. Important topics such as sexuality, denominational faith, social class, and global empire inform each chapter’s approach. Each chapter provides a comprehensive bibliography of established and emerging scholarship.

A Legacy of Learning examines the principal periods in the history of European and American education, beginning in ancient Greece and ending in twentieth-century America. It is a superior textbook for courses in the history of western education, tightly organized to cover the territory while developing a strong central theme addressing the continuities of western educational experience. Special attention is given to philosophies of knowledge, the content of instruction, cultural evolution, and educational policy. The history of education can be construed so broadly as to be unmanageable. Power's thoughtful organization and clear story-telling prose delineates and brings to life the watershed epochs in educational history.

Men Teaching Children 3-11 provides a comprehensive exploration of work experiences of men who teach young children. The authors draw on their own research as well as international studies to provide realistic strategies to help to remove barriers in order to develop a more gender-balanced teacher workforce. Burn and Pratt-Adams, former primary school teachers who have both experienced these unfair gender practices, also trace the historical roots of the gender barriers that have now become embedded within the occupational culture. Throughout Men Teaching Children 3-11, the authors argue that primary school teachers should be judged by their teaching talents, rather than by the application of biased gender stereotypes; and that male and female teachers need to work together to remove these stereotypes from the occupation.

This book repositions thinking about rhythm, meter and versification during the “Mechanical Age.” Cutting across disciplinary boundaries, the book examines the rhythmical workings of poems alongside not only Victorian theories of prosody and poetics but also contemporary thinking about labor practices, pedagogical procedures, scientific experiments, and technological innovations. By offering an exploded definition of meter—one that extends beyond conventional foot-based scansion—this book explicates the conceptual and, at times, material exchanges between poetic meter and machine culture. The machines of meter include mid-century theories of abstraction and technologies of smoothness and even spacing; a deeply influential, though rarely credited, system of metrical manufacture; verse produced by a Victorian automaton; the mechanics of the human body and mind and the meters that issued from them; and the promise of scientific machines to resolve metrical dilemmas once and for all.

This invaluable handbook is designed for more experienced teachers in FE who have mastered the basics and are ready to re-visit their professional skills in the classroom. Written by two experienced teacher trainers with over 35 years of experience of FE between them, this practical guide is divided into three key areas: teaching and learning, working with learners and managing the learning process. Ros Clow and Trevor Dawn tackle key issues such as gaining learner interest, using role play, working with the individual learner, managing disruptive behavior, juggling a busy workload, lesson preparation and team-teaching.

Originally published in 1986. This book's focus is on English secondary schooling in the late 19th and 20th Centuries, during which the definition of a general ‘secondary’ education was itself negotiated and consolidated before the development of secondary modern and then comprehensive schools. In each chapter, a specialist contributor considers the changing ideology, shape and status of one of the seven traditional academic subjects, namely Classics, Modern Languages, English, History, Geography, Mathematics and Science. These seven school subjects have dominated the academic school curriculum since the nineteenth century and continue to exert a powerful influence upon the contemporary school curriculum today despite the emergence of various rivals and the growing status of ‘practical' subjects.

Law Wing Sang provides an alternative lens for looking into Hong Kong's history by breaking away for the usual colonial and nationalist interpretations. Drawing on both English and Chinese sources, he argues that, from the early colonial era, colonial power has been extensively shared between colonizers and the Chinese who chose to work with them. This exploration of the form of colonial power includes critical discussions of various cultural and institutional aspects, looking into such issues as education, language use, political ideologies and other cultural and political concerns. These considerations permit the author to shed new light from a historical perspective on the complex and hotly debated question of Hong Kong identity. But it is not written just out of an interest in things of the past. Rather, the arguments of this book shed new light on some current issues of major relevance to post-colonial Hong Kong. In making critical use of post-colonial approaches, this book not only makes an original and important contribution to Hong Kong studies, but also makes evident that Hong Kong is an important case for all interested in examining the colonial experience in East Asia. This book is of interest to all with an interest in Hong Kong's history and current issues, but also more widely to those who study the phenomenon of colonialism in the Asian region.