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The 1640s were one of the most exciting and bloody decades in British and Irish history. This book interweaves the narrative threads in each theater of conflict to provide an "holistic" account and analysis of the wars in and between England, Scotland, and Ireland from the Covenanter Rebellion to the execution of Charles I. Using a wide range of original and secondary sources, the author offers a challenging new interpretation of political structure and dynamics in the warring Stuart kingdoms.

Great Britain --- Ireland --- Scotland --- History --- Politics and government --- 1625-1649 --- Civil War, 1642-1649 --- Charles I, 1625-1649

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China --- Foreign relations --- S09/0350 --- S09/0750 --- S09/0264 --- S09/0260 --- China: Foreign relations and world politics--International conferences and treaties: since 1949 --- China: Foreign relations and world politics--China and international organizations --- China: Foreign relations and world politics--General works: since 1989 --- China: Foreign relations and world politics--General works: after 1949 ("Russia, U.S.A. and China" comes here too) --- China - Foreign relations - 1949 --- -S09/0260

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This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.

Education. --- Curriculums (Courses of study). --- Education --- Assessment. --- Curriculum Studies. --- Learning & Instruction. --- Assessment, Testing and Evaluation. --- Curricula. --- Curriculum change --- Learning. --- Curricula --- Philosophy. --- Learning process --- Curriculum reform --- Instructional change --- Reform, Curriculum --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Comprehension --- Curriculum planning --- Curriculum planning. --- Educational tests and measuremen. --- Curriculum development --- Planning --- Design --- Education—Curricula. --- Instruction.

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How can we best forge a theoretical practice that directly addresses the struggles of once-colonized countries, many of which face the collapse of both state and society in today's era of economic reform? David Scott argues that recent cultural theories aimed at "deconstructing" Western representations of the non-West have been successful to a point, but that changing realities in these countries require a new approach. In Refashioning Futures, he proposes a strategic practice of criticism that brings the political more clearly into view in areas of the world where the very coherence of a secular-modern project can no longer be taken for granted. Through a series of linked essays on culture and politics in his native Jamaica and in Sri Lanka, the site of his long scholarly involvement, Scott examines the ways in which modernity inserted itself into and altered the lives of the colonized. The institutional procedures encoded in these modern postcolonial states and their legal systems come under scrutiny, as do our contemporary languages of the political. Scott demonstrates that modern concepts of political representation, community, rights, justice, obligation, and the common good do not apply universally and require reconsideration. His ultimate goal is to describe the modern colonial past in a way that enables us to appreciate more deeply the contours of our historical present and that enlarges the possibility of reshaping it.

Culture --- Political science. --- Study and teaching. --- #SBIB:39A4 --- #SBIB:316.7C140 --- -Political science --- Developing Countries --- Administration --- Civil government --- Commonwealth, The --- Government --- Political theory --- Political thought --- Politics --- Science, Political --- Social sciences --- State, The --- Cultural sociology --- Sociology of culture --- Civilization --- Toegepaste antropologie --- Cultuursociologie: cultuur en globale samenlevingen --- Study and teaching --- Historiography. --- Social aspects --- Culture - Study and teaching. --- Culture -- Study and teaching. --- Developing countries - Historiography. --- Developing countries -- Historiography. --- Political science --- History - General --- History & Archaeology --- Cultural studies --- Developing countries --- Emerging nations --- Fourth World --- Global South --- LDC's --- Least developed countries --- Less developed countries --- Newly industrialized countries --- Newly industrializing countries --- NICs (Newly industrialized countries) --- Third World --- Underdeveloped areas --- Underdeveloped countries

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This book explores curricular, teaching and learning practices in schools in England and in higher education institutions, and considers the damaging effects of the Research Excellence Framework (REF) for UK higher education institutions, international comparative assessment systems such as the Programme for International Student Assessment (PISA), and broadly, how educational judgements are now made about educational matters. David Scott criticizes the implementation of neo-liberal policies and practices in education systems round the world, management and control system approaches, and empiricist/positivist research agendas. The book offers an account of a new education model, which is directly in opposition to agendas currently supported by the right of the political spectrum. It will be of interest to teachers and students of education, the education research community, practising and trainee teachers, and education policy makers.

Instructional systems --- Education --- Learning systems --- Education. --- Educational policy. --- ducation and state. --- Educational technology. --- Educational sociology. --- Assessment. --- Education and sociology. --- Sociology, Educational. --- Education and state. --- Educational Policy and Politics. --- Educational Technology. --- Sociology of Education. --- Assessment, Testing and Evaluation. --- Education Policy. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Teaching --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Government policy --- Aims and objectives --- Aids and devices --- Educational technology --- Educational tests and measuremen.