Angela Keane addresses the work of five women writers of the 1790s and its problematic relationship with the canon of Romantic literature. Refining arguments that women's writing has been overlooked, Keane examines the more complex underpinnings and exclusionary effects of the English national literary tradition. The book explores the negotiations of literate, middle-class women such as Hannah More, Mary Wollstonecraft, Charlotte Smith, Helen Maria Williams and Ann Radcliffe with emergent ideas of national literary representation. As women were cast into the feminine, maternal role in Romantic national discourse, women like these who defined themselves in other terms found themselves exiled - sometimes literally - from the nation. These wandering women did not rest easily in the family-romance of Romantic nationalism nor could they be reconciled with the models of literary authorship that emerged in the 1790s.

Angela Keane addresses the work of five women writers of the 1790s and its problematic relationship with the canon of Romantic literature. Refining arguments that women's writing has been overlooked, Keane examines the more complex underpinnings and exclusionary effects of the English national literary tradition. The book explores the negotiations of literate, middle-class women such as Hannah More, Mary Wollstonecraft, Charlotte Smith, Helen Maria Williams and Ann Radcliffe with emergent ideas of national literary representation. As women were cast into the feminine, maternal role in Romantic national discourse, women like these who defined themselves in other terms found themselves exiled - sometimes literally - from the nation. These wandering women did not rest easily in the family-romance of Romantic nationalism nor could they be reconciled with the models of literary authorship that emerged in the 1790s.

In the 1790s, when Charlotte Smith and Helen Maria Williams were at the peak of their critical reputations, they were known to each other and often cited together approvingly. It was Smith who provided the young William Wordsworth with a letter of introduction to Williams when he visited France in 1791 (though she had left by the time he got there). By the end of the decade Smith and Williams were being cited together more pejoratively, as two of a number of women who came to stand for the amoral, sexually suspect and politically naïve English ‘Jacobins’ who were vilified in the conservative press. Neither were in fact ‘Jacobins’ but they were revolutionary. This book looks at how Smith and Williams earned such reputations and at the politics and poetics of the works that reveal Smith to be a self-constructed Romantic and Williams as a mistress of intimate disguise.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools' approaches to the 'good' development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of 'child-centredness' and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children's mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools' approaches to the 'good' development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of 'child-centredness' and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children's mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools’ approaches to the ‘good’ development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of ‘child-centredness’ and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children’s mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.

Angela Keane addresses the work of five women writers of the 1790s and its problematic relationship with the canon of Romantic literature. Refining arguments that women's writing has been overlooked, Keane examines the more complex underpinnings and exclusionary effects of the English national literary tradition. The book explores the negotiations of literate, middle-class women such as Hannah More, Mary Wollstonecraft, Charlotte Smith, Helen Maria Williams and Ann Radcliffe with emergent ideas of national literary representation. As women were cast into the feminine, maternal role in Romantic national discourse, women like these who defined themselves in other terms found themselves exiled - sometimes literally - from the nation. These wandering women did not rest easily in the family-romance of Romantic nationalism nor could they be reconciled with the models of literary authorship that emerged in the 1790s.

Angela Keane addresses the work of five women writers of the 1790s and its problematic relationship with the canon of Romantic literature. Refining arguments that women's writing has been overlooked, Keane examines the more complex underpinnings and exclusionary effects of the English national literary tradition. The book explores the negotiations of literate, middle-class women such as Hannah More, Mary Wollstonecraft, Charlotte Smith, Helen Maria Williams and Ann Radcliffe with emergent ideas of national literary representation. As women were cast into the feminine, maternal role in Romantic national discourse, women like these who defined themselves in other terms found themselves exiled - sometimes literally - from the nation. These wandering women did not rest easily in the family-romance of Romantic nationalism nor could they be reconciled with the models of literary authorship that emerged in the 1790s.

In the 1790s, when Charlotte Smith and Helen Maria Williams were at the peak of their critical reputations, they were known to each other and often cited together approvingly. It was Smith who provided the young William Wordsworth with a letter of introduction to Williams when he visited France in 1791 (though she had left by the time he got there). By the end of the decade Smith and Williams were being cited together more pejoratively, as two of a number of women who came to stand for the amoral, sexually suspect and politically naïve English ‘Jacobins’ who were vilified in the conservative press. Neither were in fact ‘Jacobins’ but they were revolutionary. This book looks at how Smith and Williams earned such reputations and at the politics and poetics of the works that reveal Smith to be a self-constructed Romantic and Williams as a mistress of intimate disguise.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools' approaches to the 'good' development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of 'child-centredness' and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children's mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools' approaches to the 'good' development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of 'child-centredness' and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children's mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.

Spanning from the end of the Second World War to the present day, this book discusses theories of adolescent development and case studies of child-centredness from novels, television and film to interrogate English secondary state schools’ approaches to the ‘good’ development of their students.The author weaves discussion of the development of schools-based counselling, beginning in the 1960s, to critically engage with the English state school approach to supporting the mental health of adolescents. The book teases out what is embedded in the idea of ‘child-centredness’ and how the child-centred teacher or counsellor is variously cast as the rotten core or virtuous centre of the English state secondary school. Chapters engage with political debates against various historical backdrops, such as contemporary discussion around the role of social media and technology in children’s mental health. Readers will be encouraged to reflect on the ever-changing perspectives surrounding student development, child-centredness and mental health within education and how this may influence their own practice.A humorous yet informative exploration of child-centredness within the intersection of education and therapy, this book is essential reading for school counsellors, therapists working with children and young people, secondary school teachers, pastoral staff and policy makers within education and mental health.