Geoff Munns – författare

What can we learn about Van Morrison’s life and work as a songwriter through his songs? This book looks closely at the lyrics and music from a selection of his songs. Some are very well-known - ‘Brown Eyed Girl’, ‘Cleaning Windows’ and ‘The Healing Game’. Others are less familiar.

Through these songs the book offers insights into some of the most important ideas that the songwriter has explored across his five-decade plus career, starting from the Them period and extending through his solo albums. These readings show how thinking about Morrison’s use of place provides a specific lens that contributes to a greater understanding of his art. The songs are organized into chapters that reflect many of the important places in Morrison’s work as he ventured professionally and imaginatively away from the places of his upbringing towards a wider musical world. These places are in city streetscapes and country landscapes – in home places of streets and ditches, in the enclosed spaces of rooms, in the expansive reaches of the natural world, in indeterminate and specific foreign lands. A picture emerges of the journey that Van Morrison details through his songs, one that sees him first wandering as a boy through his East Belfast haunts, and then venturing out to a wider world away from this local place.

What can we learn about Van Morrison’s life and work as a songwriter through his songs? This book looks closely at the lyrics and music from a selection of his songs. Some are very well-known - ‘Brown Eyed Girl’, ‘Cleaning Windows’ and ‘The Healing Game’. Others are less familiar.

Through these songs the book offers insights into some of the most important ideas that the songwriter has explored across his five-decade plus career, starting from the Them period and extending through his solo albums. These readings show how thinking about Morrison’s use of place provides a specific lens that contributes to a greater understanding of his art. The songs are organized into chapters that reflect many of the important places in Morrison’s work as he ventured professionally and imaginatively away from the places of his upbringing towards a wider musical world. These places are in city streetscapes and country landscapes – in home places of streets and ditches, in the enclosed spaces of rooms, in the expansive reaches of the natural world, in indeterminate and specific foreign lands. A picture emerges of the journey that Van Morrison details through his songs, one that sees him first wandering as a boy through his East Belfast haunts, and then venturing out to a wider world away from this local place.

Education and poverty exist in a highly contested relationship even in the developed world. On the one hand, educational outcomes seem solidly attached to socio-economic status, and on the other, education is often cited as a way out of poverty. Success at de-coupling poverty from educational outcomes varies across the developed world. The issues connecting education and poverty are complex, but the question of the successful engagement of students from poor backgrounds involves a complex mix of public policy on poverty, public policy on education, and teacher action. This book focuses on a number of exemplary teachers who demonstrate a set of common pedagogical qualities, assisting them to work productively with persistent classroom challenges in low SES classrooms.

Exemplary Teachers of Students in Poverty shares successful classroom practice from schools serving diverse and disadvantaged communities, and stresses that opportunities in school can influence educational engagement and encourage students to achieve. The text locates itself in international debates about education and poverty, and reports on the Teachers for a Fair Go project - an Australian research project into the work of a number of teachers who were successful at engaging students from poor backgrounds.

Included in the book:

Exemplary Teachers of Students in Poverty will greatly benefit researchers, teacher educators and trainee teachers, allowing them to gain a much deeper understanding of the issues, constraints and perspectives in teaching contexts across low SES communities.

Education and poverty exist in a highly contested relationship even in the developed world. On the one hand, educational outcomes seem solidly attached to socio-economic status, and on the other, education is often cited as a way out of poverty. Success at de-coupling poverty from educational outcomes varies across the developed world. The issues connecting education and poverty are complex, but the question of the successful engagement of students from poor backgrounds involves a complex mix of public policy on poverty, public policy on education, and teacher action. This book focuses on a number of exemplary teachers who demonstrate a set of common pedagogical qualities, assisting them to work productively with persistent classroom challenges in low SES classrooms.

Exemplary Teachers of Students in Poverty shares successful classroom practice from schools serving diverse and disadvantaged communities, and stresses that opportunities in school can influence educational engagement and encourage students to achieve. The text locates itself in international debates about education and poverty, and reports on the Teachers for a Fair Go project - an Australian research project into the work of a number of teachers who were successful at engaging students from poor backgrounds.

Included in the book:

Exemplary Teachers of Students in Poverty will greatly benefit researchers, teacher educators and trainee teachers, allowing them to gain a much deeper understanding of the issues, constraints and perspectives in teaching contexts across low SES communities.

In Engaging Schooling, the authors use case studies to engagingly demonstrate how schools can use pedagogical change to enable students from low SES backgrounds to benefit academically and socially from their schooling.

The book, which builds on Exemplary Teachers of Students in Poverty from the same research team, deals with key issues around the reshaping of schooling and teaching, focusing on structures for mentoring and research practice among teachers. It significantly advances international literature that highlights the role of pedagogy for engagement in the educational success of students from low SES backgrounds.

Moving beyond the individual classroom to focus on whole-school change, the book provides a clearer picture of processes which schools might undergo to engage students in low SES contexts, including teacher research, mentoring practices, instructional leadership and classroom discourses. The book will be of interest to all students, teachers and professional researchers in the field of teacher education.