Bill Williamson – författare

This timely volume critically assesses the state of education in Palestine, re-framing the discourse on Israel-Palestine through the lens of education and arguing for a paradigm shift in the way education in the region is studied, managed and experienced.

Foregrounding the voices, commentaries and reflections of Palestinians as well as touching on differing elements of educational experience that define Palestinian identities, the book highlights that educational change in Palestine is inseparable from the need to change the politics and understanding of education in western societies. Chapters introduce the holistic concept of the lifeworld curriculum which proposes the idea that education cannot be conceived solely in relation to physical, educational spaces but in addition should acknowledge the conceptual spaces of civil society, communities and the world of work (the basic structures of Palestinian lives) in order to reinforce the idea that circumstances teach.

Ultimately challenging western educators to rethink their approaches to education and learning in order to build a stronger global platform for human rights, democratic engagement and justice, this book will be of value to scholars, researchers and postgraduate students in international and comparative education, multicultural education and educational change and reform more broadly.

This timely volume critically assesses the state of education in Palestine, re-framing the discourse on Israel-Palestine through the lens of education and arguing for a paradigm shift in the way education in the region is studied, managed and experienced.

Foregrounding the voices, commentaries and reflections of Palestinians as well as touching on differing elements of educational experience that define Palestinian identities, the book highlights that educational change in Palestine is inseparable from the need to change the politics and understanding of education in western societies. Chapters introduce the holistic concept of the lifeworld curriculum which proposes the idea that education cannot be conceived solely in relation to physical, educational spaces but in addition should acknowledge the conceptual spaces of civil society, communities and the world of work (the basic structures of Palestinian lives) in order to reinforce the idea that circumstances teach.

Ultimately challenging western educators to rethink their approaches to education and learning in order to build a stronger global platform for human rights, democratic engagement and justice, this book will be of value to scholars, researchers and postgraduate students in international and comparative education, multicultural education and educational change and reform more broadly.

First published in 1982, Class, Culture and Community (now with a new preface by the author) is a biographical study of class, culture, and community in a mining village based on the life of one man, a Northumberland pitman and the author’s grandfather. It traces some of the principal social changes in British society in the twentieth century and raises issues which are central to an understanding of the sociology of modern Britain.

The mining village, Throckley, in which James Brown lived, was part of the Northumberland coalfield. The author describes it as a ‘constructed community’, with two historical impulses giving shape to its principal institutions—the capitalist drive for profit from pits, and the efforts of organized labour for a better standard of life. He shows how the Throckley coal company built up a village, but shows that so, too, did the Throckley miners themselves; the class relationships of the village are discussed in these terms.

The life story at the heart of the book illustrates how processes of the social construction of community arise from the compelling activities of everyday life and how from these, in their turn, arise the institutions of organized labour itself. Culture and community are discussed as questions of identity, social recognition, and shared understanding. None of these is static: their changing meanings through war and industrial struggle are described here in the life of a single man and his family.

First published in 1982, Class, Culture and Community (now with a new preface by the author) is a biographical study of class, culture, and community in a mining village based on the life of one man, a Northumberland pitman and the author’s grandfather. It traces some of the principal social changes in British society in the twentieth century and raises issues which are central to an understanding of the sociology of modern Britain.

The mining village, Throckley, in which James Brown lived, was part of the Northumberland coalfield. The author describes it as a ‘constructed community’, with two historical impulses giving shape to its principal institutions—the capitalist drive for profit from pits, and the efforts of organized labour for a better standard of life. He shows how the Throckley coal company built up a village, but shows that so, too, did the Throckley miners themselves; the class relationships of the village are discussed in these terms.

The life story at the heart of the book illustrates how processes of the social construction of community arise from the compelling activities of everyday life and how from these, in their turn, arise the institutions of organized labour itself. Culture and community are discussed as questions of identity, social recognition, and shared understanding. None of these is static: their changing meanings through war and industrial struggle are described here in the life of a single man and his family.

Administrators of academic professional and technical communication (PTSC) programs have long relied upon lore--stories of what works--to understand and communicate about the work of program administration. Stories are interesting, telling, engaging, and necessary. But a discipline focused primarily on stories, especially the ephemeral stories narrated at conferences and deliberated at department meetings, usually suffice primarily to solve immediate problems and address day-to-day concerns and activities. This edited collection captures some of those stories and layers them with theoretical perspectives and reflection, to enhance their usefulness to the PTSC program administration community at large. Like the ephemeral stories PTSC program administrators are accustomed to, the stories told in this volume are set within specific institutional contexts that reflect specific institutional challenges. They emphasize the intellectual traces--the debts the authors owe to those who have informed and transformed their administrative work. In so doing, this collection creates another conversation--albeit a robust, diverse, and theoretically informed one--around which program leaders might define or redefine their roles and re-envision their administrative work as the rich, complex, intellectual engagement that we find it to be. This volume asks authors to move beyond a notion of administration as an activity based solely in institutional details and processes. In so doing, they emphasize theory as they share their reflections on core administrative processes and significant moments in the histories of their associated programs, thereby affording opportunities for critical examination in conjunction with practical advice.

Administrators of academic professional and technical communication (PTSC) programs have long relied upon lore--stories of what works--to understand and communicate about the work of program administration. Stories are interesting, telling, engaging, and necessary. But a discipline focused primarily on stories, especially the ephemeral stories narrated at conferences and deliberated at department meetings, usually suffice primarily to solve immediate problems and address day-to-day concerns and activities. This edited collection captures some of those stories and layers them with theoretical perspectives and reflection, to enhance their usefulness to the PTSC program administration community at large. Like the ephemeral stories PTSC program administrators are accustomed to, the stories told in this volume are set within specific institutional contexts that reflect specific institutional challenges. They emphasize the intellectual traces--the debts the authors owe to those who have informed and transformed their administrative work. In so doing, this collection creates another conversation--albeit a robust, diverse, and theoretically informed one--around which program leaders might define or redefine their roles and re-envision their administrative work as the rich, complex, intellectual engagement that we find it to be. This volume asks authors to move beyond a notion of administration as an activity based solely in institutional details and processes. In so doing, they emphasize theory as they share their reflections on core administrative processes and significant moments in the histories of their associated programs, thereby affording opportunities for critical examination in conjunction with practical advice.