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[headline]Exposes writers' reliance on conservative language during one of the most radical periods of English history Using case studies of both familiar genres (country house poem, love lyric, epic) and understudied ones (emblem book, prose romance), Rachel Dunn Zhang demonstrates how the conservative language of 'constancy' underpinned the most pressing controversies of the English civil wars. Examining the work of John Milton, Andrew Marvell, Hester Pulter, Percy Herbert and others, Zhang exposes how writers invoked constancy to justify opposing positions in mid-seventeenth century debates over monarchical rule, ecclesiastical order, Catholicism and England's relationship to the wider world, even as they established the virtue's importance to literary tradition. Constancy was the means by which writers retained and reimagined inherited formal structures and strategies, complicating characterisations of the period as one of generic failure and fragmentation. In this important work, Zhang draws on underrepresented female and non-canonical voices to highlight cross-factional conservatism and international investment in what scholars often describe as the 'English Revolution'. [bio]Rachel Dunn Zhang is a scholar of early modern literature residing in the New York City area who has taught at Columbia University, Rutgers University, City College of New York and Touro College's Lander College for Women. Her work has been published in numerous scholarly journals, including Milton Studies, Ben Jonson Journal, Studies in Philology, Early Modern Women, The Seventeenth Century and Notes and Queries. An authority on Hester Pulter, Zhang is also a contributing editor for The Pulter Project.
Reimagining Constancy in the English Civil Wars exposes writers' reliance on conservative language during one of the most radical periods of English history. In case studies of both familiar genres (country house poem, love lyric, epic) and understudied ones (emblem book, prose romance), it shows how the conservative language of "constancy" was used to justify opposing positions in the period's most pressing controversies, including monarchical rule, ecclesiastical order, Catholicism, and England's relationship to the wider world. At the same time, writers like John Milton, Andrew Marvell, Hester Pulter, Percy Herbert, and others establish the virtue's importance to literary tradition, as they use "constancy" to retain, yet reimagine inherited formal structures and strategies. This book thus uses women's writing and non-canonical texts to highlight cross-factional conservatism and international investment in what scholars often describe as the "English Revolution".
Explores Shakespeare's representation of the failure of democracy in ancient Rome This book introduces Shakespeare as a historian of ancient Rome alongside figures such as Sallust, Cicero, St Augustine, Machiavelli, Gibbon, Hegel and Nietzsche. It considers Shakespeare's place in the history of concepts of selfhood and reflects on his sympathy for Christianity, in light of his reception of medieval Biblical drama, as well as his allusions to the New Testament. Shakespeare's critique of Romanitas anticipates concerns about secularisation, individualism and liberalism shared by philosophers such as Hannah Arendt, Alasdair MacIntyre, Charles Taylor, Michael Sandel and Patrick Deneen.
Volume 1: Theories, Methods and Ideas explores the mobility of ideas through time and space and how interdisciplinary theories and methodological approaches used in mobilities studies can be profitably utilised within the humanities and social sciences. Through a series of short chapters, mobility is employed as an elastic, inclusive and multifaceted concept across various disciplines to shed light on a geographically and chronologically broad range of issues and case studies. In doing so, the concept of mobility is positioned as a powerful catalyst for historical change and as a fruitful approach to research in the humanities and social sciences. Like its sister volume, this volume is edited and written by members of the Centre for Advanced Studies in Mobility and the Humanities (MoHu) at the Department of Historical and Geographical Sciences and The Ancient World (DiSSGeA) of the University of Padua, Italy. The structure of the book mirrors the Theories and Methods, and Ideas thematic research clusters of the Centre. Afterwords from leading scholars from other institutions synthesise and reflect upon the findings of each section. This volume, together with Volume 2: Objects, People and Texts, makes a compelling case for the use of mobility studies as a research framework in the humanities and social sciences. As such, it will be of interest to students and researchers in various disciplines.
Reimagining Public Sector Management delves into the crisis and emergency management of the pandemic, exploring the ways in which different agencies responded to the pandemic and the lessons learnt in terms of disaster planning and co-ordination.
Modern liberalism begins in the forgetting of the English Revolution. Anatomy of Failure seeks to right that wrong by exploring the concept of political action, playing its history against its philosophy. The 1640s are a period of institutional failure and political disaster: the country plunges into civil war, every agent is naked. Established procedures are thrown aside and the very grounds for action are fiercely debated and recast. Five queries emerge in the experience of the New Model Army, five queries that outline an anatomy of failure, isolating the points at which actors disagree, conflict flares up, and alliances dissolve: Who can act? On what grounds? Who is right about what is to be done? Why do we succeed or fail? If you and I split, were we ever united, and to what end? The application of these questions to the Leveller-agitator writings, and then to Thomas Hobbes and John Locke's philosophies, generates models of political action. No mere philosophical abstractions, the Hobbesian and Lockean models of sovereign and contractual action have dominated the very practice of politics for centuries. Today it is time to recuperate the Leveller-agitator model of joint action, a model unique in its adequacy to the threat of failure and in its vocation for building the common-wealth. Anatomy of Failure is ideal for upper-level undergraduates and postgraduates taking courses in Contemporary Political Philosophy, Continental Philosophy, Modern European Philosophy, Contemporary French Philosophy, Critical Theory and Radical Political Thought.
From the author of the forthcoming Building the Great Society (February 2018), an intimate look into Lincoln’s White House and the aftermath of his death, via the lives of his two closest aides In this timely look into Abraham Lincoln’s White House, and the aftermath of his death, noted historian and political advisor Joshua Zeitz presents a fresh perspective on the sixteenth U.S. president—as seen through the eyes of Lincoln’s two closest aides and confidants, John Hay and John Nicolay. Lincoln’s official secretaries, Hay and Nicolay enjoyed more access, witnessed more history, and knew Lincoln better than anyone outside of the president’s immediate family. They were the gatekeepers of Lincoln’s legacy. Drawing on letters, diaries, and memoirs, Lincoln’s Boys is part political drama and part coming-of-age tale—a fascinating story of friendship, politics, war, and the contest over history and remembrance.
Explores Shakespeare's plays in their most immediate context: the hundreds of plays known to original audiences, but lost to us.
Students and staff from KCL’s Social Sciences BA programme turn the research lens back on their own world and together explore the many challenges of ‘trying to do things differently’ in Higher Education. In doing so, they grapple with fundamental questions in education such as: how to meaningfully foreground democracy, partnership, and emotional care; the role and limits of free speech; and how to deconstruct enduring inequality and marginalisation. In a period of considerable change and challenge for education, there is surely no better time to be critically analysing the principles guiding our universities through the lens of real-life practice. "In a period when university arrangements are being rethought in the wake of COVID-19 and the resurgence of Black Lives Matter, this compelling text is both timely and forward looking. ‘We’re trying to do things differently’ successfully brings together first year undergraduates and lecturers to research, analyse and document how students and staff co-create meaningful educational experiences. The authors offer a nuanced picture of the centrality of relationships and recognition to the degree course. It shows how the students foreground love, kindness and social justice, rather than curriculum and outcomes, while being alert to the politics of difference and absence in higher education classrooms. The book draws on well-worn and innovative writing styles to produce analyses and arguments that are eye-opening, persuasive and raise difficult questions for future educational practices. This book is a must for anyone interested in championing excellence and social justice in higher education." Ann Phoenix, Professor of Psychosocial Studies, UCL Institute of Education "This is a book with a difference. It is based on critical scholarship and draws on reflexive analysis but – and this is the important and unique part - it is a book written mainly by university students about how to enact meaningful relationships in the academy. It takes as its substantive focus one new undergraduate programme but the agenda is about change, social justice and the hard work of real inclusion. This book stands as a wake-up call to all of us who care deeply about socially just education and democracy in our institutions of higher education. It is also a wonderful example of how to write something that really matters!" - Meg Maguire, Professor of Sociology of Education, King’s College London
Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.