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An essay is presented which discusses the relationship between the theft of paper, the use of paper as a food wrapper for cheese and London, England's book industry from 1750 through 1799. An overview of the theft of paper from London printers and booksellers and its sale to cheese shops is provided.

UK social care policy has "traditionally" sought to minimise organisational and sector boundaries through cooperation and partnership. This discussion paper argues that there is a case for a social care system based openly on separation of powers to address the conflicts of interest that inevitably exist between the actors--notably local authorities and service providers. Such systems, with "guardrails" to separate the actors, and "checks and balances" to keep them stable, have been developed over centuries in other spheres. Furthermore, if disabled people are to be considered as participants with rights, rather than mere recipients, they should be recognised as the third main actor in the system, also with powers that are protected and constrained. This paper takes a 50-year retrospective view of these issues in terms of policy affecting people with learning disabilities, focusing on three policy episodes in the UK. First, the 1970s, with a system unbalanced by powerful medical professions, and an absence of self-advocacy. Second, care management in the 1990s, which ducked the spirit of Sir Roy Griffiths' vision of a lively provider market. Third, the adoption and degradation of Personal Budgets. The learning from UK and international individualised funding programmes is too complex to be certain which ingredients are the keys to success. However, there are strong arguments, and substantial evidence, to suggest that Personal Budgets will not truly succeed until they are built on a structure that determines not only what councils and providers can and should do but also where they must not interfere.

Experiential knowledge of government business among clerks in the Treasury's paper room stimulated new logs to control transit of records and classified indexes to expand recall of business beyond personal memory. Despite a flowering of expertise in records matters before the First World War, effective changes were compromised by the volume of paper work, inherent limitations of format, and the increased speed of business. Additional staff was the favoured option for keeping up because it did not imply re-thinking the format of records, optimum linking of their physical and intellectual control, or changed operations of the paper room and re-assignment of staff. Classified indexes, a Victorian achievement in the Treasury, held the central service together until the restrictions of format and space for files and for registration notes and for paper room operations led to a new system of registration and classification in 1920. The Victorian separation of initial registration from ultimate classification was replaced by the union of the two processes at the beginning; the principle of file formation changed from one letter, one file, to one subject, one file. [ABSTRACT FROM AUTHOR]

For almost 25 years between 1797 and 1821, the gold standard in Britain was suspended in order to finance the Napoleonic Wars, creating a paper pound or a fiat currency. Suspension was accompanied by substantial inflation and the accumulation of public debt. By identifying shifts in the spot exchange rate of paper pounds for gold, I document how contemporaries' expectations of how debt would be stabilized in the future shaped the pound's internal value. Thus, it is argued that during the “paper pound” period, fiscal prospects provided a third mechanism, beyond monetary and real factors, affecting the price level. [ABSTRACT FROM AUTHOR]

Stacy Boldrick is a Lecturer in Art Museum and Gallery Studies at the University of Leicester, where she conducts research in iconoclasm and its significance for social groups and institutions. She is the author of "Iconoclasm and the Museum" (Routledge, 2020). In 2013, she collaborated with Tabitha Barber to curate Art Under Attack: Histories of British Iconoclasm, an exhibition at Tate Britain. The present interview took place in the aftermath of George Floyd's murder and against the background of the ensuing worldwide anti-racism movement and protests when many debates on what should happen to monuments linked to the Confederacy, slavery and colonialism were put in the spotlight. The interview explores the historical and social consequences of iconoclasm, with a particular focus on the role of monuments within the current anti-racism movement. Lily Jean is studying Politics and International Studies at the University of Warwick.

On 1 January 1930 the Communist Party of Great Britain's (CPGB) new daily newspaper, theDaily Worker, was published for the first time. It was heralded by the CPGB as a maturing of the British Communist movement, and an opportunity for the Party to spread its message to a much wider audience than previous weekly newspapers would allow. With leading Party members in control of the paper, theDaily Workerwas very much a Party newspaper; however, the CPGB wanted it to be much more than an internal bulletin. This paper examines the attempts by the CPGB to create a newspaper that spoke both for and with the voice of the working-classes, whilst also spreading the Party's message. It will ultimately conclude that the CPGB's depiction of it as a paper ‘by the working-classes, for the working-classes’ reflected the Party's efforts at locating its own place within the working-class movement. [ABSTRACT FROM PUBLISHER]

By 1989, fascism had long been defeated in Europe, and reforms in the Soviet Union appeared to signify the collapse of communist ideology, prompting Francis Fukuyama to famously declare the 'end of history'. Since then, neoliberalism has been rolled out globally. This paper argues that, with regard to higher education, Fukuyama's claim that the pursuit of knowledge will be replaced by the 'satisfaction of sophisticated consumer demands' is prescient. What, then, prompted Fukuyama to qualify his predictions in 2018? Citing both the turmoil of Brexit and the election of Donald Trump, Fukuyama blames identity politics for the breakdown of consensus over what the nation is, or should be, and suggests that the promotion of creedal identity might rescue Western democracy from populism. This paper disagrees: using the examples of Brexit and the promotion of Fundamental British Values in schools, it argues that creedal identity has become another expression of populism. Rejecting the claim that identity politics are the ultimate source of populism, it argues that populism is the predictable outcome of recession in the market economy.

Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures.

The many permutations of spoken English have called for an interrogation into the notions of 'standard English' and 'native accents'. Despite their problematic nature, these terms remain commonly used, and familiarity with 'standard', inner-circle varieties of English is typical among L2 English speakers, differences in education and language policy notwithstanding. This paper inquires into student language attitudes in Alsace, a region with a long and complex language tradition. A mixed-methods model was used to gather seven students' reactions towards four inner-circle Englishes (Received Pronunciation, Standard American English, Glaswegian English, African American English). Findings revealed student preference for the two American speakers as well as preferential ratings linked to comprehensibility of speakers and a range of past experiences. Other findings favour those of previous language attitude studies in which RP and SAE outperform other samples in areas of education and prestige. GE and AAE samples were associated with both positive human characteristics and a lack of education. Overall, results indicate the need for future empirical research of this population as well as the necessity for linguists, researchers and teachers to make room for the spectrum of speakers and Englishes that lie outside of traditional reference accents.

In this paper, we report data from the first national survey of secondary Shakespeare teaching in the UK, conducted online in 2017-18 with a sample of 211 teachers distributed throughout Wales, England, Northern Ireland, and Scotland. In this article, we outline the pedagogical practices which are dominant. Specifically, we examine the group of pedagogies known as 'Active Methods' and consider their popularity in secondary classrooms, and why teachers say they do or do not use them. The most popular activities for teaching Shakespeare plays in the UK across the key stages are as follows: reading with parts around the groups; creating scene summaries; watching a film; and historical context activities.

British mandated Palestine has attracted scholarly attention for its role in the development of the Israeli–Palestinian conflict. Some aspects of the time period, however, remain somewhat overlooked, and one prominent example is the reversal of the Passfield White Paper in 1931. Following extremely violent anti-Jewish riots in Palestine in 1929, the British Government in Westminster utilized two commissions of enquiry – the Shaw Commission and the Hope-Simpson Commission – to justify a change in policy. Rather than adhere to Britain’s original Zionist commitments, articulated in the Balfour Declaration and official mandate, the government decided to limit Jewish immigration and land purchase in Palestine, articulated in the Passfield White Paper, before reversing the policy months later. Subsequent explanations of this decision have been sparse and focused almost solely on the efficacy of Zionist lobbying. Why the British Government was susceptible to pressure and how this process took place has remained largely unexplored. In order to provide a more thorough analysis of why the Passfield White Paper was reversed, this article reassesses several assumptions within the literature and places the decision within the context of a Labour Government’s need to maintain internal unity, as well as cross-party support, on foreign and particularly India policy. [ABSTRACT FROM AUTHOR]

Background: The immediate post-world war II era was a critical turning point in the history of learning disability in the United Kingdom and much of the global north. Most notably the gradual move away from institutional provision to a community-oriented approach. While many diverse threads contributed to this change, a key influence was the slow, and incomplete, recognition that institutional provision was not an acceptable option. From the mid 1950s onward a number of commissions and inquiries considered the question of institutions both generally and in response to specific incidents and scandals. This paper traces the history and influence of this early discourse in the third quarter of the 20th century and locates it within the long history of scandals and abuse. Methods: Methods included a review of original documents from the period along with scholarly and grey literature review. Findings and Conclusions: The recurring scandals and public outcry that surrounded the long-stay institutions of this period was a pivotal piece in spurring the move away from institutions towards community care. While significant progress was made deinstitutionalization remains a work in progress and institutions remain remarkably resilient despite a long and consistent history of failure.

This article explores the implications of learning in social movements on diaspora activists' engagement with struggle. Focussing on emotions within social movement learning and the connection to activists' multiple identities, the paper examines the complex terrain of learning as embodied and rooted in emotionally situated beliefs and values. The theoretical framework that informs this enquiry brings diaspora and identity into conversation with emotions in social movement learning and Boler's 'Pedagogy of discomfort'. Developing these connections contributes a new approach to understanding the emotional dynamics of activism and the implications of learning in this context on social movement participation. Based on qualitative research with diasporic accounts of participating in activism related to the continuing Egyptian revolution, the analysis contributes a deeper understanding of how learning in struggle shapes multiple forms of connectedness and the implications learning in this context can have for activists' engagement with struggle. The findings add to existing knowledge of learning in social movements through a framework where cognition and emotion are 'inextricably linked' (Boler, 1999, p. xix) and to diaspora studies by highlighting that engagement is underpinned by situated and embodied identities that shape possibilities for learning.

This article considers British society's response to the suspension of cash payments in February 1797. Although this event marked the beginning of the so-called Bank Restriction Period, during which the Bank of England's notes were inconvertible, there have been no detailed studies on the social and political situation surrounding the suspension. This article provides an in-depth examination of the events leading up to and immediately following the suspension. It questions existing accounts of the suspension as a smooth transition into the nationwide use of paper money and describes the complex process that came into play to avert a nationwide financial collapse. The decision to suspend the Bank's cash payments stemmed from deep-rooted financial instability, exacerbated by recurrent invasion scares that heightened after the French attempt on Bantry Bay, Ireland, in December 1796. Under such circumstances, national support for drastic financial measures could not be taken for granted. The article demonstrates that the declaration movement, which was a form of consolidated and visualized trust in the financial system, played a crucial role in the 1797 suspension crisis. [ABSTRACT FROM PUBLISHER]

Aims This article explores the care British nurses provided to victims of typhus during the Second World War. Background Typhus is associated with poverty and overcrowding. During wars in the pre-antibiotic era, civilians were particularly susceptible to epidemics, which military governments feared would spread to their troops. Design This discussion paper draws on archival data from three typhus epidemics in the Second World War to examine the expert work of British nurses in caring for victims during these potential public health disasters. Data Sources The published sources for the paper include material from nursing and medical journals published between 1940-1947. Archival sources come from the National Archives in Kew, the Wellcome Library and the Army Medical Services Museum, between 1943-1945. Of particular interest is the correspondence with Dame Katharine Jones from nurses on active service overseas. Implications for Nursing Whilst epidemics of typhus are now rare, nurses in the present day may be required to care for the public in environments of extreme poverty and overcrowding, where life-threatening infectious diseases are prevalent. This article has demonstrated that it is possible for expert and compassionate nursing to alleviate suffering and prevent death, even when medical technologies are unavailable. Conclusion Expert and compassionate care, adequate nutrition and hydration and attention to hygiene needs are crucial when there are limited pharmacological treatments and medical technologies available to treat infectious diseases. The appreciation of this could have implications for nurses working in current global conflicts. [ABSTRACT FROM AUTHOR]

An essay is presented in which the author discusses the history of paper making in the 18th century in Great Britain, focusing on the papers used to print the works of poet and illustrator William Blake, such as the illuminated book "Songs of Innocence." Countermarks and watermarks are mentioned, as well as paper makers such as James Whatman Jr., Robert Edmeads, and Thomas Pine. Paper mills, books versus pamphlets, and makers such as Charles Ball are also mentioned.

Abstract: The Bullionist Controversy in the United Kingdom is one of the first debates about the determination of the price level and the exchange rate under a paper money standard. Despite the importance of the debate in the development of monetary theory, there remains little empirical evidence that uses modern, multivariate time series techniques. The evidence that does exist provides support for the Anti‐Bullionist position. The purpose of this paper is to review the debate and develop a dynamic general equilibrium model that is capable of capturing key features of the nineteenth‐century British financial system. The model is estimated using Bayesian procedures to test the competing hypotheses. The paper provides support for the Bullionist position. [ABSTRACT FROM AUTHOR]

This paper considers the social value of anonymity in online university student communities, through the presentation of research which tracked the final year of life of the social media application Yik Yak. Yik Yak was an anonymous, geosocial mobile application launched in 2013 which, at its peak in 2014, was used by around two million students in the US and UK. The research we report here is significant as a mixed method study tracing the final year of the life of this app in a large UK university between 2016 and 2017. The paper uses computational and ethnographic methods to understand what might be at stake in the loss of anonymity within university student communities in a datafied society. Countering the most common argument made against online anonymity -- its association with hate speech and victimisation -- the paper draws on recent conceptual work on the social value of anonymity to argue that anonymity online in this context had significant value for the communities that use it. This study of a now-lost social network constitutes a valuable portrait by which we might better understand our current predicament in relation to anonymity, its perceived value and its growing impossibility.

The article talks about the Working Paper published by the Modern British Studies (MBS) research centre on new ways of thinking about the transformation of British society, culture, politics and economy between 19th century and 2015. It highlights the cultures of democracy and the rising political, social and cultural change. It states that the paper can be used as a study material for understanding the state of history in present times.

There has been a recent surge of interest in cooking skills in a diverse range of fields, such as health, education and public policy. There appears to be an assumption that cooking skills are in decline and that this is having an adverse impact on individual health and well-being, and family wholesomeness. The problematisation of cooking skills is not new, and can be seen in a number of historical developments that have specified particular pedagogies about food and eating. The purpose of this paper is to examine pedagogies on cooking skills and the importance accorded them. The paper draws on Foucault's work on governmentality. By using examples from the USA, UK and Australia, the paper demonstrates the ways that authoritative discourses on the know how and the know what about food and cooking--called here "savoir fare"--are developed and promulgated. These discourses, and the moral panics in which they are embedded, require individuals to make choices about what to cook and how to cook, and in doing so establish moral pedagogies concerning good and bad cooking. The development of food literacy programmes, which see cooking skills as life skills, further extends the obligations to "cook properly" to wider populations. The emphasis on cooking knowledge and skills has ushered in new forms of government, firstly, through a relationship between expertise and politics which is readily visible through the authority that underpins the need to develop skills in food provisioning and preparation; secondly, through a new pluralisation of "social" technologies which invites a range of private-public interest through, for example, television cooking programmes featuring cooking skills, albeit it set in a particular milieu of entertainment; and lastly, through a new specification of the subject can be seen in the formation of a choosing subject, one which has to problematise food choice in relation to expert advice and guidance. A governmentality focus shows that as discourses develop about what is the correct level of "savoir fare", new discursive subject positions are opened up. Armed with the understanding of what is considered expert-endorsed acceptable food knowledge, subjects judge themselves through self-surveillance. The result is a powerful food and family morality that is both disciplined and disciplinary.

The British press, public and parliament are not generally thought to have played a significant role in the process of Britain’s decolonisation in Africa. Neither do most studies of the broad British metropolitan experience foreground the importance of African nationalism. This article begins to challenge both of these views by providing an assessment of the significance of the British press’s rather sensational treatment of an incident of late-colonial violence in the context of an African demonstration in Blantyre, Nyasaland, in 1960. African activists exploited the British press presence in Blantyre as a means of advancing the nationalist cause and fighting the Federation of Rhodesia and Nyasaland. British correspondents responded positively for a variety of ideological, political, personal, situational and institutional reasons. In addition, by 1960, the British press recognised the strength of African nationalism in the context of African violence and agitation across that continent in preceding months and years. Its critical articles, which interlocked with British parliamentary proceedings and specific sets of historical concerns, had important effects among two core readerships: sections of the white settler communities of the Federation, and the British Government. [ABSTRACT FROM PUBLISHER]

Many people were involved in producing the seven volumes that make up the fourth series of the Royal Society catalogue of scientific papers. Included were about two hundred volunteers and about one hundred people working either on short-term contracts or carrying out piece work. At the Royal Society there was a small, largely female, secretariat working full-time. It included both clerical and bibliographic staff. Coordinating all the work was the chemist Herbert McLeod, appointed director of the catalogue in 1901. As is discussed, the position of director was created especially for him after his forced retirement from the Royal Indian Engineering College. The paper shows the complexity of the work involved in producing the catalogue, as well as something of the office culture at the Royal Society in the early twentieth century. The working conditions of the women employees, and prevailing attitudes toward the largely female clerical and bibliographic staff, are briefly discussed. [ABSTRACT FROM AUTHOR]

The transfer of disability history research to new generation audiences is crucial to allow lessons from the past to impact the future inclusion and equality agenda. As today's children are the policy makers and the legislators of tomorrow, it is important for them to have opportunities to engage with disability life story narratives to understand personal experiences of disability and the social systems that influenced their construction through time and space. Through the embodiment and manipulation of these powerful narratives, children have the opportunity to challenge traditional perspectives of disability that may be disabling and oppressive. Such materials contribute to the making of an inclusive society by enabling children to craft mechanisms of intervention that can used to build resilience and resistance to barriers, and thereby generate social change. This paper examines how performance techniques can be used as a pedagogical tool to transpose new understandings of disability history and culture to school-based audiences. It builds on two previous projects: one focusing on life history narratives of three generations of disabled people, and the other exploring the potential for text-based disability narratives to move beyond text in interesting and creative ways. In so doing, this paper reports on a cross-disciplinary project which brought together academics (from performance and social science backgrounds), three performing arts secondary schools and disabled theatre performers. It presents qualitative evidence of how performance workshops delivered in three schools, by disabled performers, and stimulated by disability life history research, has the potential to increase disability awareness in the mainstream classroom and challenge negative disability stereotypes that influence how disabled people are made known in society.

The article focuses on the papers of the 19th-century British art connoisseur and curator George Scharf. The author notes that the papers, which are housed at the National Portrait Gallery in London, England, represent a remarkable repository of unpublished information regarding hundreds of old master paintings. Particular focus is paid to a series of papers relating to the art collections of the industrialist Abraham Darby IV and the art dealer John Watkins Brett. The paintings, which toured the U.S. in the 1830s, are related to early efforts to establish the first American national gallery. In addition, the author comments on the display of the paintings at the "Art Treasures of the United Kingdom" exhibition held in Manchester, England in 1857.

This paper evaluates the meaning of respect in a 21st century global learning environment, with a view to exploring the implications for promoting harmonious working relationships among students of culturally diverse ethnic backgrounds in the classroom. Research conducted since 2005 that investigates the understanding, meaning and experience of respect between final-year undergraduate students on a consulting to business module, provides the context for this paper. The methodology consists of the following four consulting teams of volunteer focus groups, comprising of between four and seven students each, over a two year period of the study that includes two phases (based on two focus groups per phase). Each team is made up of students from different ethnic minorities and cultures and of mixed genders, aged between 22 and 43 years. The focus group sessions are conducted weekly or fortnightly over a 28 week period (the life of a module in an academic year) with each session lasting 30 minutes or an hour, which are also videoed. These focus groups are facilitated using a collaborative dialogue research approach which as acknowledged by Kitzinger 1995 who stated that "although group interviews are often used simply as a quick and convenient way to collect data from several people simultaneously, focus groups explicitly use group interaction as part of the method" and share stories of respect and disrespect as they emerge and affect them. I draw on the work of Prado (2006), Cohen (2001), Langdon (2007) and Noddings (2005) to explore definitions of respect research and provide a framework for discussion and analysis. I intend to disseminate findings from this research that reviews perceptions and attitudes to respect and their impact on beliefs and behaviour of the students in the study. The aim is to improve interaction and dialogue while promoting a positive approach to cultural difference. A review of historical concepts of respect is conducted to determine its influence in today's 21st century global age. An exploration of key factors regarding the notion of respect will also be discussed. Langdon (2007) intimates that research evidence indicates that whilst acknowledgement of respect is frequently reputed to be the driving force in improving situations where there is conflict or a need for dialogue, there is limited evidence to show that its relevance and effects have been assessed. This is something I intend to do in this paper. Findings to date indicate that respect is an important shared value for members from culturally diverse learning environments. The research findings also show that respect has a common meaning for those with similar cultural upbringing. That is, those students from collectivist societies (using Hofstede 2001, "Three levels of Human Mental Programming" Values and Culture mode model). According to Hofstede, (ibid) "at the collective level, most or all of our mental programming is learned, which is shown by the fact that we share it with people who have gone through the same learning processes but who do not have the same genetic makeup". Those from collectivist societies are therefore likely to exhibit the same or similar attitudes and behaviour towards respect such as, respect for extended family members and for members from their minority ethnic group. Initial findings suggest that these behavioural characteristics remain fairly consistent over different generations though marginal change is evident amongst second generations. This suggests that perceptions of respect are culturally situated and reinforced and can make behavioural change problematic. However, an awareness of difference based on facts, qualitative experience, rather than fiction or stereotypes are possible drivers for a positive approach to respect that can shift behaviours and mental models which Senge (2006) refers to as "internal pictures of how the world work" (pp. 163). The significance of respect from a global educational perspective is therefore crucial in society today.

This paper concerns The Little Red Schoolbook, an English translation of the Danish book Den lille røde bog fur skoleelever. After the book's publication in the UK, opponents were successful in pressing for its publisher's prosecution. The ensuing trial led to its withdrawal and its bowdlerisation. It is argued that the work played some part in changing social and sexual mores and sex education practice in the UK, being, in effect, the Urtext of the ‘harm reduction approach’. [ABSTRACT FROM PUBLISHER]

The article presents a manuscript entitled "An Impartial Account of What Pass'd Most Remarkable in the Last Session of Parliament, Relating to the Case of Dr Henry Sacheverell: Done on Such Another Paper and Letter, and May Therefore be Bound Up With the Tryal of the Said Doctor," which claimed to be published by bookseller Jacob Tonson but was the work of newspaper editor Abel Roper and trade publisher John Morphew. It covers the 1710 impeachment trial of English clergyman Henry Sacheverell.

The article discusses the papers of John William Colenso, the first Anglican Bishop of Natal, South Africa, and his family, which date from the 1850s through the 1930s, but most extensively cover the period 1874 to 1910. It comments on the family's efforts to defend the Zulu people of Natal and Zululand in South Africa, particularly noting Colenso's protests over the trial of Natal Zulu chief Langalibalele. His relations with colonial officials and with the Aborigines Protection Society (APS) are noted. The author also describes the location of archival materials in Great Britain and South Africa and comments on their use and value in historical research.

The field of Postcolonial Studies is one of the academic fashions that has arisen in an attempt to amend or replace radical theories of social power since the alleged discrediting of Marxism. The Canadian case is more ambiguous. Postcolonialism, already an essentially contested concept, is especially conflicted where Canada is concerned. Canada has certainly had a colonial past, with parts of its territory having been claimed by one European power or another since Giovanni Caboto (alias Jean Cabot, a.k.a. John Cabot) landed in Newfoundland in 1497. Canada, however, is unlike countries such as Peru, Congo, Iraq, India, and Malaysia whose indigenous populations were politically repressed and economically exploited during long periods of alien cultural domination. As Cynthia Sugars (2004) has pointed out, like other "settler-invaded cultures," the application of postcolonial methodology is problematic because of Canada's "location within the industrialized West [and] because of its treatment of its aboriginal peoples and other minorities. [So], questions proliferate: Is Canada postcolonial? Who in Canada is postcolonial? Are some Canadians more postcolonial than others?" Elements of this story have cropped up in the work of the widely respected US sociologist, Seymour Martin Lipset. The genuine and original "Canadian identity," Lipset says, is "the result of a victorious counterrevolution, and in a sense must justify its raison d'etre by emphasizing the virtues of being separate from the United States."

The paper assesses the dominant discourse on Islam and education that argues for an education derived from an exclusively "Islamic" vision. In addition to exploring the historical roots of this discourse, the paper analyses it with respect to its (i) arguments for an Islamic vision of education, (ii) conception of Islam, and (iii) proposals for the implementation of such a vision. The paper argues that, at all three levels, the discourse suffers from serious conceptual and empirical weaknesses. It proposes that in seeking to overcome these weaknesses, the discourse will have to reconceptualize several elements, including its conception of Islam and its approach to the history of Muslims. (Contains 3 notes.)

The paper reviews major Economics textbooks used in the UK from the point of view of their use of rationality as a teaching tool. The textbooks vary widely in their explicit analysis of rationality from finding it important to totally ignoring it. When textbooks do use the concept as part of their analysis, the definitions vary considerably. In fact, there are some implicit uses of rationality in all textbooks although these are not always acknowledged. This complexity is reflected in the history of economic thought and modern economic analysis. The future use of rationality as a teaching tool is discussed in the context of current research in economics. JEL Classification: A22

The article provides a historiographical overview of the history of applied science as presented within the public sphere in the nineteenth-century press of Great Britain. It focuses on two schools of history, the Cambridge School of Intellectual History following the work of science historian Quentin Skinner, and the German school of conceptual history termed "Begriffsgeschichte," exemplified by German historian Reinhart Koselleck. Topics include Scottish inventor James Watt, engineering professor W. J. R. Rankine, and science reporting.

The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of "Education for the Other", examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.

This paper seeks to analyse lecturers' views on how they understand academic development in order to elucidate current arguments around how knowledge is codified in higher education, and to what end. Whilst work of this nature has been carried out in a number of national and institutional contexts, much attention has been given to research embedded in particular subject areas or within academic development departments. By utilising Interpretative Phenomenological Analysis, a series of super- and sub-ordinate themes that represent the ways in which each lecturer describes academic development have been mapped across the existing literature in a form that has not been done to date. The results of this analysis highlight the need to think beyond the binaries subsumed within learner-/discipline-focussed or institutionally-/epistemologically- constrained barriers to academic development.

The article refers to a June 1753 letter written by English author Samuel Richardson to British poet Elizabeth Carter, as well as Carter's letter in response, which discuss the British Jewish naturalization Act of 1753. Richardson refers to a "little paper" which he included with his letter to Carter. The article argues that this was a pamphlet attributed to Philip Carteret Webb having the abbreviated title "The Bill, Permitting Jews to be Naturalized by Parliament, Having Been Misrepresented in the London Gazetteer, of Friday the 18th May."

In "Mansfield Park," Jane Austen has exhibited the English identity lies on property earned by the slave trade in Caribbean Islands. If we go deep inside of the history of Britain we could able to see their awareness and concern over a national identity, and consider American colonies a poor reflection on Britain. The traits of British colonization always stretched their dominating wings soar above in the sky of ruling. The tyrannical rule on the Caribbean Islands and other places, where they have set the subjugation upon the destitute subjects. Such as West Indies, Jamaica, Haiti, Indian subcontinent and many more countries which they consider inferior in front of them. This was the ideology of English people and their smug of English identity. In the first part of my research paper, I am suppose to depict that, how the English superiority discern its voice through the narrative of the 19th century English novels. The great example of English superiority proved by the reading of "Mansfield Park," and this novel will also explore the deepest meaning of coveted Englishness. Jane Austen's "Mansfield Park," which has written based on English identity earned by slave trade and also the English people who are very much obsessed with property, money, status, elite class attitudes and heedless towards their subordinate people. On the other hands, Kazi Nazrul Islam upholds the position of anti colonial writer. He was very much against the British rule and their despotic rulers. Therefore, Kazi Nazrul Islam has established the notion of anti British ideology and activities through his writings and showed the world about his rebellious nature.

This article discusses the life and imprisonment of the largely unknown middle-class artist and British suffrage activist Katie Gliddon and analyzes her extensive prison diary, secretly written and drawn in her copy of The Poetical Works of Percy Bysshe Shelley at London's Holloway Prison in March and April 1912. By creating a platform for the voices of ‘ordinary’ prisoners and by opening up a space for a transgressive gaze between suffragettes, ‘ordinary’ prisoners and female officers, Gliddon's writings allow us to complicate our understanding of cross-class relations within the women's suffrage campaign and in women's prisons more generally speaking. [ABSTRACT FROM PUBLISHER]

Background Following content analyses of the first 30 years of the UK speech and language therapy professional body's journal, this study was conducted to survey the published work of the speech (and language) therapy profession over the last 50 years and trace key changes and themes. Aim To understand better the development of the UK speech and language therapy profession over the last 50 years. Methods & Procedures All volumes of the professional journal of the Royal College of Speech and Language Therapists published between 1966 and 2015 ( British Journal of Communication Disorders, European Journal of Communication Disorders and International Journal of Language and Communication Disorders) were examined using content analysis. The content was compared with that of the same journal as it appeared from 1935 to 1965. Outcomes & Results The journal has shown a trend towards more multi-authored and international papers, and a formalization of research methodologies. The volume of papers has increased considerably. Topic areas have expanded, but retain many of the areas of study found in earlier issues of the journal. Conclusions & Implications The journal and its articles reflect the growing complexity of conditions being researched by speech and language therapists and their professional colleagues and give an indication of the developing evidence base for intervention and the diverse routes which speech and language therapy practice has taken over the last 50 years. [ABSTRACT FROM AUTHOR]

Each country should look beyond the nationalistic stories and the everyday self-images popularly disseminated. UK students deserve an environment where school curricula, public debate, politics, media and memorials give balanced, factual and ethically informed narratives about Britain's past and current dealings with other races and nations. A mythical 'great' Britain underpins a 'racialized consciousness' shaping attitudes to race equality issues at home today and how of contemporary commercial colonialism is evaluated. 'White' is a socially constructed composite ethnicity with exclusionary and subjugating characteristics. With different national roots, and played out differently in different countries, the 2020 Black Lives Matter protests point to common, enduring global inequalities and injustices with 'white priority' at their root. This paper focuses principally on the school curriculum, its content and, how it is experienced and assessed. It examines understanding of, and attitudes towards, five interlocking themes: slavery; colonialism; 'righteous' wars; contemporary exploitative engagement with lesser developed nations; and racial and class inequalities in today's Britain. The limited current state of understanding of these issues poses challenges to the extension of multicultural education into meaningful antiracism and action for social justice. The school curriculum is only one part of wider action required to address (mis)understandings of Britain's past and present colonialism, to recognise current race related injustices at home and abroad and to resituate notions of 'belonging', ethnicity and equal worth. Even 'correcting' these perceptions, bolstered by the widespread 'Black Lives Matter' protests in many countries, will not lead to sustained improvements in racial justice without significant adjustments to legal, social and especially economic infrastructures.

This article's point of entry is Plate 3 of William Hogarth's print sequence The Harlot's Progress (1732), specifically Hogarth's deliberate, hostile choice of an unframed, titled, small portrait engraving of the Reverend Dr Henry Sacheverell as a 'pin-up' within the harlot's bedroom furniture. The article reappraises and recontextualises Hogarth's choice of Sacheverell, which makes sense in the context of Hogarth's life and work, but which, with Hogarthian irony, is further informed by the subsequent discovery (1747) of Sacheverell's internment alongside a notorious prostitute, given the association of Sacheverell's celebrity and notoriety with his alleged support from London's 'kind shees' and streetwalkers at the time of his trial. This, together with a strong, nascent material consumerist culture, sees Sacheverell anticipating the 'politics out of doors' associated with John Wilkes by 50 years and is a specifically gendered version that has gone largely unexplored. [ABSTRACT FROM AUTHOR]

In recent years, the idea of cosmopolitanism has variously been explored as a political philosophy, a moral theory and a cultural disposition. In each of these cases, this new interest in cosmopolitanism is based upon a recognition that our world is increasingly interconnected and interdependent globally, and that most of our problems are global in nature requiring global solutions. In this paper, I argue that this recognition demands new resources of learning about how our lives are becoming re-shaped by global processes and connections, and how we might live with and steer the economic, political and cultural shifts that contemporary forms of global connectivity represent. In the context of these global shifts, learning itself needs to become cosmopolitan. This requires the development of a new approach around the old idea of cosmopolitanism, interpreting it not so much as a universal moral principle, nor as a prescription recommending a particular form of political configuration--nor indeed as a transnational life-style--but a mode of learning about, and ethically engaging with, new social formations.