Catherine O'Brien – författare

In this innovative and cogent presentation of her concept of sustainable happiness, Catherine O’Brien outlines how the leading recommendations for transforming education can be integrated within a vision of well-being for all. Solution-focused, the book demonstrates how aspects of this vision are already being realized, and the potential for accelerating education transitions that enable people and ecosystems to flourish. Each chapter assists educators to understand how to apply the lessons learned, both personally and professionally. The aim is to support educators to experience themselves as change-makers with growing confidence to implement new teaching strategies and inspire their students to become change-makers as well—engaged in deep learning that develops character, connections with life, and invigorating collaborations that revitalize the very purpose of education.

In this innovative and cogent presentation of her concept of sustainable happiness, Catherine O’Brien outlines how the leading recommendations for transforming education can be integrated within a vision of well-being for all. Solution-focused, the book demonstrates how aspects of this vision are already being realized, and the potential for accelerating education transitions that enable people and ecosystems to flourish. Each chapter assists educators to understand how to apply the lessons learned, both personally and professionally. The aim is to support educators to experience themselves as change-makers with growing confidence to implement new teaching strategies and inspire their students to become change-makers as well—engaged in deep learning that develops character, connections with life, and invigorating collaborations that revitalize the very purpose of education.

This book is open access and available on www.bloomsburycollections.com. It is funded by Knowledge Unlatched.Catherine O’Brien draws on the structure of Dante Alighieri’s Divine Comedy to explore Martin Scorsese’s feature films from Who’s That Knocking at My Door (1967-69) to Silence (2016). This is the first full-length study to focus on the trajectory of faith and doubt during this period, taking very seriously the oft-quoted words of the director himself: ‘My whole life has been movies and religion. That’s it. Nothing else.’ Films discussed include GoodFellas, The Last Temptation of Christ, Taxi Driver and Mean Streets, as well as the more recent The Wolf of Wall Street.In Dante’s poem in 100 cantos, the Pilgrim is guided by the poet Virgil down through the circles of Hell in Inferno; he then climbs the steep Mountain of the Seven Deadly Sins in Purgatory; and he finally encounters God in Paradise. Embracing this popular analogy, this study envisions Scorsese as a contemporary Dante, with his filmic oeuvre offering the dimensions of a cinematic Divine Comedy. Drawing on debates at the heart of religious studies, theology, literature and film, this book goes beyond existing explorations of religion in Scorsese’s work to address issues of sin and salvation within the context of wider debates in eschatology and the afterlife.

This book is open access and available on www.bloomsburycollections.com. It is funded by Knowledge Unlatched.Catherine O’Brien draws on the structure of Dante Alighieri’s Divine Comedy to explore Martin Scorsese’s feature films from Who’s That Knocking at My Door (1967-69) to Silence (2016). This is the first full-length study to focus on the trajectory of faith and doubt during this period, taking very seriously the oft-quoted words of the director himself: ‘My whole life has been movies and religion. That’s it. Nothing else.’ Films discussed include GoodFellas, The Last Temptation of Christ, Taxi Driver and Mean Streets, as well as the more recent The Wolf of Wall Street.In Dante’s poem in 100 cantos, the Pilgrim is guided by the poet Virgil down through the circles of Hell in Inferno; he then climbs the steep Mountain of the Seven Deadly Sins in Purgatory; and he finally encounters God in Paradise. Embracing this popular analogy, this study envisions Scorsese as a contemporary Dante, with his filmic oeuvre offering the dimensions of a cinematic Divine Comedy. Drawing on debates at the heart of religious studies, theology, literature and film, this book goes beyond existing explorations of religion in Scorsese’s work to address issues of sin and salvation within the context of wider debates in eschatology and the afterlife.

In this highly original approach to the study of the construction of culture, this collection of previously unpublished essays explore the topography of the secret and the forbidden, focusing on specific moments in recent cultural and political history. By bringing together writers from different disciplines and different locations, this volume provides a rich and diverse mapping of how the secret and forbidden operate across different subjects and different geographies, extending far beyond physical locations. It is present in domains ranging from language, literature, and cinema to social and political life. This refreshing and thought-provoking collection of essays will prove invaluable for researchers and students.

In this highly original approach to the study of the construction of culture, this collection of previously unpublished essays explore the topography of the secret and the forbidden, focusing on specific moments in recent cultural and political history. By bringing together writers from different disciplines and different locations, this volume provides a rich and diverse mapping of how the secret and forbidden operate across different subjects and different geographies, extending far beyond physical locations. It is present in domains ranging from language, literature, and cinema to social and political life. This refreshing and thought-provoking collection of essays will prove invaluable for researchers and students.

Over the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives.The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.

Over the last quarter century, educational leadership as a field has developed a broad strand of research that engages issues of social justice, equity and diversity. This effort includes the work of many scholars who advocate for a variety of equity-oriented leadership preparation approaches. Critical scholarship in Education Administration and Educational Politics is concerned with questions of power and in various ways asks questions around who gets to decide. In this volume, we ask who decides how to organize schools around criteria of ability and/or disability and what these decisions imply for leadership in schools. In line with this broader critical tradition of inquiry, this volume seeks to interrogate policies, research and personnel preparation practices which constitute interactions, discourses, and institutions that construct and enact ability and disability within the disciplinary field of education leadership. To do so, we present contributions from multidisciplinary perspectives.The volume is organized around four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology, and Intersectionalities; 2. Educational Leaders and Dis/ability: Policies in Practice; 3. Experience and Power in Schools; 4. Advocacy, Leverage, and the Preparation of School Leaders. Intertwined within each theme are chapters, which explore theoretical and conceptual themes along with chapters that focus on empirical data and narratives that bring personal experiences to the discussion of disabilities and to the multiple ways in which disability shapes experiences in schools. Taken as a whole, the volume covers new territory in the study of educational leadership and dis/abilities at home, school, and work.