Catherine Marshall – författare

The Metaphysical Society was founded in 1869 at the instigation of James Knowles (editor of the Contemporary Review and then of the Nineteenth Century) with a view to 'collect, arrange, and diffuse Knowledge (whether objective or subjective) of mental and moral phenomena' (first resolution of the society in April 1869). The Society was a private dining and debate club that gathered together a latter-day clerisy. Building on the tradition of the Cambridge Apostles, they elected talented members from across the Victorian intellectual spectrum: Bishops, one Cardinal, philosophers, men of science, literary figures, and politicians. The Society included in its 62 members prominent figures such as T. H. Huxley, William Gladstone, Walter Bagehot, Henry Edward Manning, John Ruskin, and Alfred Lord Tennyson.The Metaphysical Society (1869-1880) moves beyond Alan Willard Brown's 1947 pioneering study of the Metaphysical Society by offering a more detailed analysis of its inner dynamics and its larger impact outside the dining room at the Grosvenor Hotel. The contributors shed light on many of the colourful figures that joined the Society as well as the alliances that they formed with fellow members. The collection also examines the major concepts that informed the papers presented at Society meetings. By discussing groups, important individuals, and underlying concepts, the volume contributes to a rich, new picture of Victorian intellectual life during the 1870's, a period when intellectuals were wondering how, and what, to believe in a time of social change, spiritual crisis, and scientific progress.

Taking an active stand in today's conservative educational climate can be a risky business. Given both the expectations of the profession and the challenge of participation in social justice activism, how do educator activists manage the often competing demands of professional and activist commitments? Activist Educators offers a view into the big picture of assertive idealistic professionals’ lives by presenting rich qualitative data on the impetus behind educators’ activism and the strategies they used to push limits in fighting for a cause. Chapters follow the stories of educator activists as they take on problems in schools, including sexual harassment, sexism, racism, reproductive rights, and GLBT rights. The research in Activist Educators contributes to an understanding of professional and personal motivations for educators’ activism, ultimately offering a significant contribution to aspiring teachers who need to know that education careers and social justice activist causes need not be mutually exclusive pursuits.

What can schools do to eliminate sexism and racism? By the 1990's with shifting demographics, disillusionment with conventional liberal policies and new political coalitions, the politics of race and gender requires new analyses. The chapters in this book demonstrate how the politics of race and gender enter into proposals for parental choice, business involvement in schools, definitions of good leadership, special schools for minority children, curriculum debates, and debates about testing and accountability. Catherine Marshall provides the political historical context of race and gender politics in schools, and the following eighteen chapters provide a greater in-depth analysis. The chapters include work of scholars and policy analysts focusing on policy and policy implementation at all levels of school politics in the US, Australia and Israel. The book ends with critical policy analysis, raising deep theoretical questions and pulling out the chronic race and gender issues in education politics.

What can schools do to eliminate sexism and racism? By the 1990's with shifting demographics, disillusionment with conventional liberal policies and new political coalitions, the politics of race and gender requires new analyses. The chapters in this book demonstrate how the politics of race and gender enter into proposals for parental choice, business involvement in schools, definitions of good leadership, special schools for minority children, curriculum debates, and debates about testing and accountability. Catherine Marshall provides the political historical context of race and gender politics in schools, and the following eighteen chapters provide a greater in-depth analysis. The chapters include work of scholars and policy analysts focusing on policy and policy implementation at all levels of school politics in the US, Australia and Israel. The book ends with critical policy analysis, raising deep theoretical questions and pulling out the chronic race and gender issues in education politics.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

Gain a new perspective for revitalizing the assistant principalship! While assistant principals play vital administrative roles, little attention has been granted to their training, selection, motivation, and job satisfaction. In this updated edition, Catherine Marshall and Richard M. Hooley focus on understanding the assistant principalship, uncovering problems, and identifying new solutions for these important school leaders. This foundational resource provides a comprehensive study of what assistant principals do, who they are, and how these administrators-in-training can take charge of their careers. Unique issues highlighted within include Policy concerns in the assistant principal role The assistant as gateway to upper administrative mobility The importance of support and motivation The dependency on principals and their leadership style This essential handbook supports the intrinsic value of the assistant principalship, while providing direction for improving the current system, evaluating methods of recruitment, and posing new metaphors and models for the position.

This volume helps educational administrators develop the skills necessary to face the challenges of new leadership models and educational policies. The authors, capitalizing on their considerable experience in education, use case studies to facilitate discussion of critical issues in educational administration. A practical guide to making schools dynamic, fair and caring places for both educators and students.

Employing a social justice framework, this book provides educational leaders and practitioners with tools and strategies for grappling with the political fray of education politics. The framework offers ways to critique, challenge, and alter social, cultural, and political patterns in organizations and systems that perpetuate inequities. The authors focus on the processes through which educational politics is enacted, illustrating how inequitable power relations are embedded in our democratic systems. Readers will explore education politics at five focal points of power (micro, local/district, state, federal, and global). The text provides examples of how to "work the system" in ways that move toward greater justice and equity in schools. Book Features:Conceptualizes educational politics within a pragmatic social justice framework.Examines the various layers of politics and how they interact. Explains governance structures and policymaking processes, such as policy formulation and implementation.Offers insights into how power operates and how it can be invoked to support the needs of struggling students.Explores why certain values, needs, and ideas are heard while others are not.

Employing a social justice framework, this book provides educational leaders and practitioners with tools and strategies for grappling with the political fray of education politics. The framework offers ways to critique, challenge, and alter social, cultural, and political patterns in organizations and systems that perpetuate inequities. The authors focus on the processes through which educational politics is enacted, illustrating how inequitable power relations are embedded in our democratic systems. Readers will explore education politics at five focal points of power (micro, local/district, state, federal, and global). The text provides examples of how to "work the system" in ways that move toward greater justice and equity in schools. Book Features:Conceptualizes educational politics within a pragmatic social justice framework.Examines the various layers of politics and how they interact. Explains governance structures and policymaking processes, such as policy formulation and implementation.Offers insights into how power operates and how it can be invoked to support the needs of struggling students.Explores why certain values, needs, and ideas are heard while others are not.

Offering clear, easy-to-understand guidance on designing qualitative research, this fully updated Seventh Edition of Marshall and Rossman’s bestselling text retains the useful examples, tools, and vignettes that makes it such an outstanding resource. The book takes students from selecting a research genre through building a conceptual framework, data collection and interpretation, and arguing the merits of the proposal. Now featuring a new co-author, Gerardo L. Blanco, this edition includes more on the history and new emerging genres of qualitative inquiry, as well as a more sustained and deeper focus on social media and other digital applications in conducting qualitative research. New application activities provide opportunities for students to try out ideas, while timely vignettes illustrate the methodological challenges posed by the intellectual, ethical, political, and technological advances affecting society. PowerPoints to accompany this text are available on an instructor site at: https://edge.sagepub.com/marshall7e

This text sets out to challenge the traditional power basis of the policy decision makers in education. It contests that others who have an equal right to be consulted and have their opinions known have been silenced, declared irrelevant, postponed and otherwise ignored. Policies have thus been formed and implemented without even a cursory feminist critical glance. The chapters in this text illustrate how to incorporate critical and feminist lenses and thus create policies to meet the lived realities, the needs, aspirations and values of women and girls. A particular focus is the primary and secondary sectors of education.

This book reassesses AV Dicey’s legacy in political and legal thought through the reflections of leading scholars who consider his importance not only in today’s British constitutional and legal culture but also in other foreign constitutional cultures.Every student in law and in politics, every law faculty and most legal practitioners in the world are aware of who Albert Venn Dicey (1835–1922) was and what he wrote. Yet, this fame does not mean that Dicey’s legacy is not controversial and debated in the present world. This book considers why Dicey’s late Victorian constitutional and political thinking is still alive. In spite of all the transformations that have taken place in public law in the UK in the last hundred years, the book argues that Dicey managed to grasp and to crystallise something of the British political identity and culture. Hence the long-lasting fire-power of his constitutional and political thinking. The book also considers that there is something even more prescient in Dicey’s writings, for the UK but also for countries that have adopted his understanding of the rule of law and/or of parliamentary government. Dicey identified one of the most fundamental political issues at stake: the nature of the relationship between public law and democracy. The book looks closely at the alliance between public law and democratic spirit. This alliance needs to be reassessed from a legal, historical and comparative perspective. This edited collection, gathering authors from different countries, from various legal systems and from diverse backgrounds, tackles this task.

This book reassesses AV Dicey’s legacy in political and legal thought through the reflections of leading scholars who consider his importance not only in today’s British constitutional and legal culture but also in other foreign constitutional cultures.Every student in law and in politics, every law faculty and most legal practitioners in the world are aware of who Albert Venn Dicey (1835–1922) was and what he wrote. Yet, this fame does not mean that Dicey’s legacy is not controversial and debated in the present world. This book considers why Dicey’s late Victorian constitutional and political thinking is still alive. In spite of all the transformations that have taken place in public law in the UK in the last hundred years, the book argues that Dicey managed to grasp and to crystallise something of the British political identity and culture. Hence the long-lasting fire-power of his constitutional and political thinking. The book also considers that there is something even more prescient in Dicey’s writings, for the UK but also for countries that have adopted his understanding of the rule of law and/or of parliamentary government. Dicey identified one of the most fundamental political issues at stake: the nature of the relationship between public law and democracy. The book looks closely at the alliance between public law and democratic spirit. This alliance needs to be reassessed from a legal, historical and comparative perspective. This edited collection, gathering authors from different countries, from various legal systems and from diverse backgrounds, tackles this task.