Critical Voices

Critical Voices is a fascinating account of women writing about art in Britain at the turn of the twentieth century. Meaghan Clarke employs extensive original research in order to demonstrate the significant contribution made by women to the art world and draws on a diversity of sources, including diaries, letters and periodicals, to highlight the many different forms their criticism took. Focusing in particular on the work of three women - Alice Meynell, Florence Fenwick-Miller and Elizabeth Robins Pennell - Clarke argues that in order to understand fully art debates of the time it is essential we broaden our understanding of the role of women in the construction of art history. John Singer Sargent, James MacNeill Whistler, Edgar Degas, Mary Cassatt, Elizabeth Butler, William Holman Hunt, Frederic Leighton, Walter Sickert, Henrietta Rae, and Rosa Bonheur are among the artists considered.

This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties. The chapter authors of this book break into many painful, awkward, and seemingly nebulous topics, including the intersectional nuances of what it means to be a researcher in the contexts of epistemic rigidness, white supremacy, and neoliberal restructuring. Of course these contexts become different depending on how teachers, students, and researchers are constituted within them (as racialized/sexed/gendered/disposable/valued subjects). We hope that within these narratives readers will identify with similar struggles in terms of what it means to desire to “do good in the world”, while facing subtle and not-so-subtle institutional, personal cultural, and political challenges.

Readers of criminological literature are presented with little more than thumbnail sketches as to the social characteristics or motivations of the authors. One learns their status, institutional location, and supposed credentials. Rarely are we presented with more detailed impressions of the authors as a combination of positivist assumptions and notions of professional competence seemingly render such information unimportant. However, increasing numbers of critical scholars are becoming aware of authorship as an issue; it matters who is addressing us. By taking these authors out of their methodological framework, Critical Voices in Criminology provides an opportunity for figures in and around critical criminology to discuss their own intellectual journeys into and within the discipline. The book offers the opportunity for contributors to reflect on their work and consider what they did not say. It also affords them the opportunity to describe their own 'channeling processes' by indicating how the pursuance of some themes/topics 'seemed' appropriate, sensible, or realistic, while others appeared less so, whether they internalized these particular themes, or attempted to contest and/or replace them.

School reform of one kind or another is a priority for education systems the world over. Yet the voices of students - those most affected by, and most pivotal to, the success or failure of any program of school reform - are rarely heard on this topic. This is the first book to look at school reform from the perspective of the students. The studies included in this collection focus on reform initiatives aimed at overcoming persistent patterns of racial, class and gender inequality. The authors combine the theoretical aspects of research with its practical applications, making this an invaluable resource for teacher educators, classroom practitioners, researchers and policymakers. Critical Voices in School Reform: Students Living Through Change is divided into two parts. Part one describes and analyses programs of reform that turned out contrary to the intentions of adult reformers, illustrating the - often unspoken - tension between adult and student perspectives on school change. Part two looks at reform initiatives that were able to harness student energies and thereby improve pupils' engagement with school life. These reforms, which are finely attuned to the needs and interests of students, offer clear, valuable guidance to those trying to create more equitable school experiences. A concluding chapter draws together the themes and insights gained from looking at school reform through a student-centred lens and offers suggestions for more relevant and lasting reform.

Following the horrific attack on October 7, support for a devastating military retaliation and resolution has taken center stage. Nevertheless, within Israel, numerous critical voices cast doubt on the sustainability of such approaches. They champion the principles of morality, legality, and common sense as the true keys to a lasting solution. This book focuses on these voices which are critical of Israeli government policies. They are deeply grieving and affected by the October 7 attack, while also able to hold both Palestinian and Israeli pain and aspirations not as mutually exclusive, but as an impetus for creating a better and more equitable future for all who inhabit the land. It chronicles the reactions of intellectuals and scholars to unfolding events. All the pieces in this volume were written within a few days to a few months of October 7 and comprise an archive of a particular discourse taking shape in Israel at this historical juncture. The book is dedicated to the memory of Vivian Silver, who devoted her life to waging peace through valiant activism, and was murdered in her home on October 7. The editor’s royalties will go to support an annual lecture in her memory on the themes of peace and democracy. With contributions by Shaul Arieli, Eva Illouz, Idan Landau, Yaniv Ronen, Yofi Tirosh, Assaf David, Ameer Fakhoury, Ghadir Hani, Eran Tzidkiyahu, Orit Kamir, Orly Noy, Noam Shuster-Eliassi, Jessica Ausinheiler, Meirav Jones, Tal Correm, Anwar Mhajne, David Kretzmer, Omer Bartov, Rawia Aburabia, Hannah Safran, Tanya Zion-Waldoks, Galit Cohen-Kedem, Avi Shilon, Hagar Kotef, Merav Amir, Ali Al-Awar, and Nicholas Kristof.

We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.

Bringing together knowledgeable specialists across the spectrum of child & adolescent psychiatry, this text questions many of psychiatry's cherished assumptions, & offers different ways of thinking about theory & practice. It also explores the influence of drug companies, the impact of trauma, the crisis in academic medicine & more.

A 40-day faith journey to awaken your soul, guide you to peace, and embrace the person God made you to be. WHISPERS OF REST a detox for your soul, a peaceful journey inward to the comfort that a deeper awareness of God's love provides. This 40-day devotional guide and journal will refresh your spiritual life, enhance your every day, and help you experience transformational joy. Uplifting words of scripture, devotions on themes of identity, calling, and intimacy, and prompts for prayer and journaling, offer a soul-soothing break from your hectic routine to help you experience a greater connection with God. Includes: 40 "Whispers of Rest" from Scripture40 Relevant DevotionsPrayerful Journaling Prompts and Writing SpacePeaceful Prayers for the HeartOne-Word Prayer Anchors for Each Day.