Eleanor Brown – Författare

From the bestselling author of THE WEIRD SISTERS comes an enchanting tale of self-discovery that will strike a chord with anyone who has ever felt they’ve lost their way.‘I adored The Light of Paris. It’s so lovely and big-hearted’ JOJO MOYES‘Soulfulness and emotional insight meet laugh-out-loud humour’ PAULA McLAIN, author of The Paris WifeChicago, 1999.Madeleine is trapped – by her family’s expectations, by her controlling husband – in an unhappy marriage and a life she never wanted. But when she finds a diary detailing her grandmother Margie’s trip to Jazz Age Paris, she meets a woman she never knew: a dreamer who defied her strict family and spent a summer living on her own, and falling for a charismatic artist.When Madeleine’s marriage is threatened, she escapes to her hometown to stay with her disapproving mother. Shaken by the revelation of a family secret and inspired by her grandmother’s bravery, Madeleine creates her own summer of joy. In reconnecting with her love of painting and cultivating a new circle of friends, the chance of a new life emerges – but will she be bold enough take it?

‘I CAPTURE THE CASTLE meets THE VIRGIN SUICIDES. An eccentric and totally irresistible read’GlamourRosalind. Bianca. Cordelia. The Weird Sisters.Rose always first, Bean never first, Cordy always last. The history of our trinity is fractious – a constantly shifting dividing line, never equal, never equitable. Two against one, or three opposed, but never all together.Our estrangement is not drama-laden – we have not betrayed one another’s trust, we have not stolen lovers or fought over money or property or any of the things that irreparably break families apart. The answer, for us, is much simpler.See, we love each other. We just don’t happen to like each other very much.

This book is based on the largest and most extensive empirical study of contemporary leadership in primary and secondary schools in England. The results demonstrate that heads of successful schools improve the quality of student learning and achievement through who they are – their values, virtues, dispositions and competencies – as well as their timely use of change and improvement strategies.

Successful School Leadership provides a comprehensive analysis of the values and qualities of head teachers. It assesses the strategies they use and how they adapt these to their particular school context in order to ensure positive increases in the learning, well being and achievement of their students. The authors:

Identify a basic set of leadership practices resulting from their findings Analyse and describe the leadership values, qualities and behaviours related to different phases in schools’ improvement journeysProvide illustrative case studies of primary and secondary schools that highlight context sensitive strategies Provide a contemporary overview of international research and thinking about successful school leadershipRecognize similar and distinguishing features between schools in different socio-economic groupsThis book is valuable reading for…school leaders and senior teachers, educational policy makers and advisors, as well as anyone involved or interested in education and its leadership.

Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives. Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of ‘development’ itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.

Whilst education has been widely recognised as a key tool for development, this has tended to be limited to the incremental changes that education can bring about within a given development paradigm, as opposed to its role in challenging dominant conceptions and practices of development and creating alternatives. Through a collection of insightful and provocative chapters, this book will examine the role of learning in shaping new discourses and practices of development. By drawing on contributions from activists, researchers, education and development practitioners from around the world, this book situates learning within the wider political and cultural economies of development. It critically explores if and how learning can shape processes of societal transformation, and consequently a new language and practice of development. This includes offering critical accounts of popular, informal and non-formal learning processes, as well as the contribution of indigenous knowledges, in providing spaces for the co-production of knowledge, thinking and action on development, and in terms of shaping the ways in which citizens engage with and create new understandings of ‘development’ itself. This book makes an important and original contribution by reframing educational practices and processes in relation to broader global struggles for justice, voice and development in a rapidly changing development landscape.

Eleanor Brown’s first collection, Maiden Speech, published by Bloodaxe in 1996, included her much anthologised “girlfriend’s revenge” poem ‘Bitcherel’ along with a widely praised sequence of fifty love and end-of-love sonnets written during her 20s. Her second collection, White Ink Stains, appearing three decades later, draws on the lives of women of all ages. Taking her title from the idea that when a woman writes about her experience as a woman, ‘she writes in white ink’ (Hélène Cixous), Eleanor Brown wanted to inscribe, among other things, the unseen labour of endowing infants with their mother tongue, their birthright of speech and language skills – the babbling, cooing, phonic repetition, echolalia, chanting of nonsense-words, singing of lullabies, nursery rhymes, counting rhymes, clapping songs, and telling of bedtime stories that is often the invisible and unrecorded work of women with pre-school-age children. A number of these poems were written in response to interviews made for the Reading Sheffield oral history project. Eleanor Brown spent over a year listening to recordings before starting to write these poems, some of which stay very faithful to the speaker’s own words, while others travel further into an imaginative or active, poetic listening; these are the poems she heard not in what was said, but in pauses, intonations, emphasis, whispers, asides, digressions and deflections.

Maiden Speech was the debut collection by Eleanor Brown, a witty poet who writes powerfully of love, and hilariously of love's pitfalls, most notably in her much anthologised "girlfriend's revenge" poem, 'Bitcherel'. Shortlisted for the Mail on Sunday/John Llewellyn Rhys Prize.