Celtic Studies In Europe And Other Essays

Comparative philology was one of the most prolific fields of knowledge in the humanities during the 19th century. Based on the discovery of the Indo-European language family, it seemed to admit the reconstruction of a common history of European languages, and even mythologies, literatures, and people. However, it also represented a way to establish geographies of belonging and difference in the context of 19th century nation-building and identity politics. In spite of a widely acknowledged consensus about the principles and methods of comparative philology, the results depended on local conditions and practices. If Scandinavians were considered to be Germanic or not, for example, was up to identity politics that differed in Berlin, Strasbourg, Copenhagen and Paris. The contributors here elaborate these dynamics through analyses of the changing and conflicting versions of imaginative geographies that the actors of comparative philology evoked by using Scandinavian literatures and cultures. They also show how these seemingly delocalized scientific models depended on ever-different local needs and practices. Through this, the book represents the first distinctly transnational dynamic geography and history of the philological knowledge of the North – not only as a history of a scientific discourse, but also as a result of doing and performing scientific work.

The first edition of ELL (1993, Ron Asher, Editor) was hailed as "the field's standard reference work for a generation". Now the all-new second edition matches ELL's comprehensiveness and high quality, expanded for a new generation, while being the first encyclopedia to really exploit the multimedia potential of linguistics. * The most authoritative, up-to-date, comprehensive, and international reference source in its field * An entirely new work, with new editors, new authors, new topics and newly commissioned articles with a handful of classic articles * The first Encyclopedia to exploit the multimedia potential of linguistics through the online edition * Ground-breaking and International in scope and approach * Alphabetically arranged with extensive cross-referencing * Available in print and online, priced separately. The online version will include updates as subjects develop ELL2 includes: * c. 7,500,000 words * c. 11,000 pages * c. 3,000 articles * c. 1,500 figures: 130 halftones and 150 colour * Supplementary audio, video and text files online * c. 3,500 glossary definitions * c. 39,000 references * Extensive list of commonly used abbreviations * List of languages of the world (including information on no. of speakers, language family, etc.) * Approximately 700 biographical entries (now includes contemporary linguists) * 200 language maps in print and online Also available online via ScienceDirect – featuring extensive browsing, searching, and internal cross-referencing between articles in the work, plus dynamic linking to journal articles and abstract databases, making navigation flexible and easy. For more information, pricing options and availability visit www.info.sciencedirect.com. The first Encyclopedia to exploit the multimedia potential of linguistics Ground-breaking in scope - wider than any predecessor An invaluable resource for researchers, academics, students and professionals in the fields of: linguistics, anthropology, education, psychology, language acquisition, language pathology, cognitive science, sociology, the law, the media, medicine & computer science. The most authoritative, up-to-date, comprehensive, and international reference source in its field

This book provides the first complete account of Patrick Pearse's educational work at St. Enda's and St. Ita's schools (Dublin). Extensive use of first-hand accounts reveals Pearse as a humane, energetic teacher and a forward-looking and innovative educational thinker. Between 1903 and 1916 Pearse developed a new concept of schooling as an agency of radical pedagogical and social reform, later echoed by school founders such as Bertrand Russell. This placed him firmly within the tradition of radical educational thought as articulated by Paulo Freire and Henry Giroux. The book examines the tension between Pearse's work and his increasingly public profile as an advocate of physical force separatism and, by employing previously unknown accounts, questions the perception that he influenced his students to become active supporters of militant separatism. The book describes the later history of St. Enda's, revealing the ambivalence of post-independence administrations, and shows how Pearse's work, which has long been neglected by historians, has had a direct influence on a later generation of school founders up to the present.

Patrick Pearse, teacher, poet, and one of the executed leaders of the 1916 Rising has long been a central figure in Irish history. The book provides a radically new interpretation of Patrick Pearse’s work in education, and examines how his work as a teacher became a potent political device in pre-independent Ireland. The book provides a complete account of Pearse’s educational work at St. Enda’s school, Dublin where a number of insurgents such as William Pearse, Thomas McDonagh and Con Colbert taught. The author draws upon the recollections of past-pupils, employees, descendants of those who worked with Pearse, founders of schools inspired by his work - including the descendants of Thomas McSweeny and Louis Gavan Duffy – and a vast array or primary source material to provide a comprehensive account of life at St. Enda’s and the place of education within the ‘Irish-Ireland’ movement and the struggle for independence.

When scholars discuss the medieval past, the temptation is to become immersed there, to deepen our appreciation of the nuances of the medieval sources through debate about their meaning. But the past informs the present in a myriad of ways and medievalists can, and should, use their research to address the concerns and interests of contemporary society. This volume presents a number of carefully commissioned essays that demonstrate the fertility and originality of recent work in Medieval Studies. Above all, they have been selected for relevance. Most contributors are in the earlier stages of their careers and their approaches clearly reflect how interdisciplinary methodologies applied to Medieval Studies have potential repercussions and value far beyond the boundaries of the Middles Ages. These chapters are powerful demonstrations of the value of medieval research to our own times, both in terms of providing answers to some of the specific questions facing humanity today and in terms of much broader considerations. Taken together, the research presented here also provides readers with confidence in the fact that Medieval Studies cannot be neglected without a great loss to the understanding of what it means to be human.

Volume IV: The Irish Book in English 1800-1891 details the story of the book in Ireland during the nineteenth century, when Ireland was integrated into the United Kingdom. The chapters in this volume explore book production and distribution and the differing of ways in which publishing existed in Dublin, Belfast, and the provinces.