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Provides the first full study of the predecessor church of St Peter's Basilica in Rome, from late antique construction to Renaissance destruction.
Anthropology and Anthropologists provides an entertaining and provocative account of British social anthropology from the foundations of the discipline, through the glory years of the mid-twentieth century and on to the transformation in recent decades. The book shocked the anthropological establishment on first publication in 1973 but soon established itself as one of the introductions for students of anthropology. Forty years later, this now classic work has been radically revised. Adam Kuper situates the leading actors in their historical and institutional context, probes their rivalries, revisits their debates, and reviews their key ethnographies. Drawing on recent scholarship he shows how the discipline was shaped by the colonial setting and by developments in the social sciences.
The British School of Sculpture, c. 1760-1832 represents the first edited collection exploring one of the most significant moments in British art history, returning to centre stage a wide range of sculpture considered for the first time by some of the most important scholars in the field. Following a historical and historiographical introduction by the editors, situating British sculpture in relation to key events and developments in the period, and the broader scholarship on British art more generally in the period and beyond, the book contains nine wide-ranging case studies that consider the place of antique and modern sculpture in British country houses in the period, monuments to heroes of commerce and the Napoleonic Wars, the key debates fought around ideal sculpture at the Royal Academy, the reception of British sculpture across Europe, the reception of Hindu sculpture deriving from India in Britain, and the relationship of sculpture to emerging industrial markets, both at home and abroad. Challenging characterisations of the period as 'neoclassical', the volume reveals British sculpture to be a much more eclectic and various field of endeavour, both in service of the state and challenging it, and open to sources ranging from the newly arrived Parthenon Frieze to contemporary print culture.
50th Anniversary Expanded 5th edition: "Back in 1971 when this booklet was first published, the principal Weapons of Mass Suppression, or WMS, of Black Caribbean children's educational and life prospects were the ESN school, ESN streams and 'Remedial' classes in regular schools. New versions of WMS appeared over the ensuing decades, as the original model, and each replacement, met with Black Caribbean resistance and even open protest. In each case, the objective of these 'new' iterations was not to concentrate more resources and more experienced and skilled teachers to meet the needs of the children designated as 'in Special Educational Need (SEN)', but rather to assign less of these resources, and less experienced teachers to their care. It was a dustbin solution, not a lifting-the-child-up operation. It was a life sentence, not a life-line to greater opportunities. The last 50 years has taught us not to rely on pleas to or the goodwill of those running the system to effect the changes our children need. Just as we did a half-century ago and since, we have to accept that future progress for our children on all fronts depends on our actions, our initiatives..." - Bernard Coard (Extract from the Preface) This Edition also includes: INTRODUCTION by Paul Mackney, Former General Secretary, University & Colleges Union (UK) FOREWORD by Jeremy Corbyn, MP, former Leader of the Opposition, Britain Parliament PART TWO: Republished article written by the Author in 2004 on "Why I Wrote the 'ESN Book' 30 Years On" - PART THREE: "50 Years On" Essay by Hubert Devonish, Emeritus Professor of Linguistics, The University of The West Indies, Mona, Jamaica Bernard Coard taught at his secondary school in Grenada on leaving at 18 and at Brandeis University's 'Upward Bound' Summer Programme at 20 and 21. He studied at Brandeis University (Massachusetts, USA) and then Sussex University (UK). During the late 1960s and early '70s, Bernard ran youth clubs in Southeast London for children attending seven so-called ESN schools and taught at two others in East London. He subsequently taught at The University of The West Indies and at the Institute of Higher Studies, Netherlands Antilles. For 20 years, Coard set up and ran the Richmond Hill Prison Education Programme, Grenada (basic literacy to London University postgraduate degrees). He continues to teach at university level as a guest lecturer, in person and online.
Through close textual and contextual analysis of British films spanning a century, this book explores how pupils, teachers and secondary education in general have been represented on the British screen. The author addresses a number of topics including the nature of public (fee-paying) and state schooling; the values of special, single-sex and co-education; the role of male and female teachers; and the nature of childhood and adolescence itself. From the silents of Hitchcock to the sorcery of Harry Potter, British cinema’s continued explorations of school life highlights its importance in the nation’s everyday experience and imaginary landscape. Beyond this, the school film, varying in scope from low-budget exploitation to Hollywood-financed blockbusters, serves both as a prism through which one can trace major shifts in the British film industry and as a barometer of the social and cultural concerns of the cinema-going public. This applies especially for gender, race and, in all senses, class.
The National Gallery's collection of British paintings is small, but contains some of the most famous and best-loved paintings in the country. This readable catalogue includes the results of fresh examination of each work by the Gallery's Conservation and Scientific Departments.
The British School of Osteopathy is the oldest and largest teaching institution of osteopathy in the UK. To mark the one hundred years of its history, the book traces its chequered history and the characters involved from when it was simply providing vocational training and awarding its own diploma to it becoming a mature, higher education institution with Taught Degree Awarding Powers. It is a story of incredible achievement despite sometimes almost insurmountable obstacles to its progress.
"At the close of the Victorian era, two generations of intrepid women abandoned Grand Tour travel for the rigors of archaeological expeditions, shining the light of scientific exploration on Old World antiquity. Breaking Ground highlights the remarkable careers of twelve pioneers---a compelling narrative of personal, social, intellectual, and historical achievement." -Claire Lyons, The Getty Museum "Behind these pioneering women lie a wide range of fascinating and inspiring life stories. Though each of their tales is unique, they were all formidable scholars whose important contributions changed the field of archaeology. Kudos to the authors for making their stories and accomplishments known to us all!" -Jodi Magness, University of North Carolina, Chapel Hill This book presents twelve fascinating women whose contributions to the development and progress of Old World archaeology---in an area ranging from Italy to Mesopotamia---have been immeasurable. Each essay in this collection examines the life of a pioneer archaeologist in the early days of the discipline, tracing her path from education in the classics to travel and exploration and eventual international recognition in the field of archaeology. The lives of these women may serve as models both for those interested in gender studies and the history of archaeology because in fact, they broke ground both as women and as archaeologists. The interest inherent in these biographies will reach well beyond defined disciplines and subdisciplines, for the life of each of these exciting and accomplished individuals is an adventure story in itself
Under its first headmaster, W.B. Adams, Fleet Road Board School was an outstanding success, described by a contemporary journal as the finest elementary school in Europe.' This study explains the school's success using contemporary sources, and newspapers and the oral evidence of ex-pupils.