Kathleen Lynch – författare

Autobiographical narrative is seldom viewed as a catalyst for the social and political upheavals of mid-seventeenth-century England and its colonies. Protestant Autobiography in the Seventeenth-Century Anglophone World argues that it should be. Focusing on the inward search for signs of election as a powerful stimulus for new, written forms of self-identification, this study directs critical attention toward the collective processes through which ''truthful''texts of spiritual experience were constructed, validated, and endorsed. This new analysis of the rhetoric of authentic selfhood emphasizes the ways in which personal accounts of religious awakening became another opportunity to conceptualize experience as an authorizing principle.A broad spectrum of Protestant life-writing is explored, from Augustine''s Confessions, first translated into English in 1620, through John Bunyan''s Grace Abounding to the Chief of Sinners (1666) and Richard Baxter''s Reliquiae Baxterianae (1696). The forms in which these landmark texts were circulated and the interests that those circulations served are examined in such a way as to put canonical texts back into conversation with the outpouring of individual lifewritings that dates from the middle of the 17th century on. As the first new historicized account of the seventeenth-century Protestant conversion narrative in a generation, Protestant Autobiography in the Seventeenth-Century Anglophone World contributes to the reintegration of the scholarly fields of literature, religion, andpolitics. It revitalizes the study of proto-literary forms which, while devotional in nature, were deeply political in their consequences, contributing as they did to the emerging discourse of personal liberties.

Autobiographical narrative is seldom viewed as a catalyst for the social and political upheavals of mid-seventeenth-century England and its colonies. Protestant Autobiography in the Seventeenth-Century Anglophone World argues that it should be. Focusing on the inward search for signs of election as a powerful stimulus for new, written forms of self-identification, this study directs critical attention toward the collective processes through which 'truthful' texts of spiritual experience were constructed, validated, and endorsed. This new analysis of the rhetoric of authentic selfhood emphasizes the ways in which personal accounts of religious awakening became another opportunity to conceptualize experience as an authorizing principle. A broad spectrum of Protestant life-writing is explored, from Augustine's Confessions, first translated into English in 1620, through John Bunyan's Grace Abounding to the Chief of Sinners (1666) and Richard Baxter's Reliquiae Baxterianae (1696). The forms in which these landmark texts were circulated and the interests that those circulations served are examined in such a way as to put canonical texts back into conversation with the outpouring of individual life writings that dates from the middle of the 17th century on. As the first new historicized account of the seventeenth-century Protestant conversion narrative in a generation, Protestant Autobiography in the Seventeenth-Century Anglophone World contributes to the reintegration of the scholarly fields of literature, religion, and politics. It revitalizes the study of proto-literary forms which, while devotional in nature, were deeply political in their consequences, contributing as they did to the emerging discourse of personal liberties.

This groundbreaking book provides a new perspective on equality by highlighting and exploring affective equality, the aspect of equality concerned with relationships of love, care and solidarity. Drawing on studies of intimate caring, or 'love labouring', it reveals the depth, complexity and multidimensionality of affective inequality.

This groundbreaking book provides a new perspective on equality by highlighting and exploring affective equality, the aspect of equality concerned with relationships of love, care and solidarity. Drawing on studies of intimate caring, or 'love labouring', it reveals the depth, complexity and multidimensionality of affective inequality.

This book examines the impact of neo-liberal reform on the traditional caring ethos of public services such as education, exploring how these reforms influence the appointment and experiences of senior management across the education sector.

Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.The authors' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.This book will be of interest to those studying education, sociology, gender studies and women's studies, and to policy makers and teachers in senior management roles.

Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.The authors' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.This book will be of interest to those studying education, sociology, gender studies and women's studies, and to policy makers and teachers in senior management roles.

With a preface by Michael Apple, this book challenges the dominant human-capital-centred model of education that prepares young people to adopt a consumption-led, individualistic approach to work, human relationships and everyday living. It argues for an alternative carecentric educational paradigm founded on principles of social and ecological justice. Responding to the gap in critical educational analysis by examining how the principles of human capital theory are framing the substantive content and modes of assessment within education, chapters review the impact of economics, psychology, sociology and philosophy as powerful disciplines within education which, it is argued, have, in different ways, facilitated the hegemonic power of human capital-led thinking in educational policy making. The resultant implications for care and social justice are discussed, as well as an exploration of how a relational, and social and ecological justice-led, approach in educational practice and experiential learning could enable people to think and act carefully and critically about the Other including other species, the earth, and the self. Calling for a radical remodelling of education in being critical of the educational status quo, this forward-thinking, ethically-informed book offers a hopeful perspective on education. It will be of interest to researchers, advanced undergraduate and postgraduate students and policy makers in the fields of educational policy and politics, sociology of education, and more broadly, teacher education. Those specifically interested in human capital theory will also find the book engaging in educational terms.

With a preface by Michael Apple, this book challenges the dominant human-capital-centred model of education that prepares young people to adopt a consumption-led, individualistic approach to work, human relationships and everyday living. It argues for an alternative carecentric educational paradigm founded on principles of social and ecological justice. Responding to the gap in critical educational analysis by examining how the principles of human capital theory are framing the substantive content and modes of assessment within education, chapters review the impact of economics, psychology, sociology and philosophy as powerful disciplines within education which, it is argued, have, in different ways, facilitated the hegemonic power of human capital-led thinking in educational policy making. The resultant implications for care and social justice are discussed, as well as an exploration of how a relational, and social and ecological justice-led, approach in educational practice and experiential learning could enable people to think and act carefully and critically about the Other including other species, the earth, and the self. Calling for a radical remodelling of education in being critical of the educational status quo, this forward-thinking, ethically-informed book offers a hopeful perspective on education. It will be of interest to researchers, advanced undergraduate and postgraduate students and policy makers in the fields of educational policy and politics, sociology of education, and more broadly, teacher education. Those specifically interested in human capital theory will also find the book engaging in educational terms.

With a preface by Michael Apple, this book challenges the dominant human-capital-centred model of education that prepares young people to adopt a consumption-led, individualistic approach to work, human relationships and everyday living. It argues for an alternative carecentric educational paradigm founded on principles of social and ecological justice. Responding to the gap in critical educational analysis by examining how the principles of human capital theory are framing the substantive content and modes of assessment within education, chapters review the impact of economics, psychology, sociology and philosophy as powerful disciplines within education which, it is argued, have, in different ways, facilitated the hegemonic power of human capital-led thinking in educational policy making. The resultant implications for care and social justice are discussed, as well as an exploration of how a relational, and social and ecological justice-led, approach in educational practice and experiential learning could enable people to think and act carefully and critically about the Other including other species, the earth, and the self. Calling for a radical remodelling of education in being critical of the educational status quo, this forward-thinking, ethically-informed book offers a hopeful perspective on education. It will be of interest to researchers, advanced undergraduate and postgraduate students and policy makers in the fields of educational policy and politics, sociology of education, and more broadly, teacher education. Those specifically interested in human capital theory will also find the book engaging in educational terms.

Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.The authors'' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.This book will be of interest to those studying education, sociology, gender studies and women''s studies, and to policy makers and teachers in senior management roles.

Based on a study of 12 schools over a two-year period, this book explores issues of equality and power both in the classroom and in the staffroom. Through classroom observation, interviews with pupils and staff, focus groups and questionnaires, the authors examine classroom practice, grouping and streaming, peer group relations and attitudes to power relationships both between pupils and teachers, and amongst teachers themselves. They also look particularly at the different experiences of pupils in single sex and co-educational schools.The authors'' findings offer an insight into the way schools operate in terms of social class, gender, religion and ethnicity, and raise fundamental questions about the use and abuse of power in schools and how this affects the lives of pupils and staff.This book will be of interest to those studying education, sociology, gender studies and women''s studies, and to policy makers and teachers in senior management roles.

This book examines the impact of neo-liberal reform on the traditional caring ethos of public services such as education, exploring how these reforms influence the appointment and experiences of senior management across the education sector.

This book examines the impact of neo-liberal reform on the traditional caring ethos of public services such as education, exploring how these reforms influence the appointment and experiences of senior management across the education sector.

The logics and ethics of neoliberal capitalism dominate public discourses and politics in the early twenty-first century. They morally endorse and institutionalize forms of competitive self-interest that jettison social justice values, and are deeply antithetical to love, care and solidarity.But capitalism is neither invincible nor inevitable. While people are self-interested, they are not purely self-interested: they are bound affectively and morally to others, even to unknown others. The cares, loves and solidarity relationships within which people are engaged give them direction and purpose in their daily lives. They constitute cultural residuals of hope that stand ready to move humanity beyond a narrow capitalism-centric set of values.In this instructive and inspiring book, Kathleen Lynch sets out to reclaim the language of love, care and solidarity both intellectually and politically and to place it at the heart of contemporary discourse. Her goal is to help unseat capital at the gravitational centre of meaning-making and value, thereby helping to create logics and ethical priorities for politics that are led by care, love and solidarity.

The logics and ethics of neoliberal capitalism dominate public discourses and politics in the early twenty-first century. They morally endorse and institutionalize forms of competitive self-interest that jettison social justice values, and are deeply antithetical to love, care and solidarity.But capitalism is neither invincible nor inevitable. While people are self-interested, they are not purely self-interested: they are bound affectively and morally to others, even to unknown others. The cares, loves and solidarity relationships within which people are engaged give them direction and purpose in their daily lives. They constitute cultural residuals of hope that stand ready to move humanity beyond a narrow capitalism-centric set of values.In this instructive and inspiring book, Kathleen Lynch sets out to reclaim the language of love, care and solidarity both intellectually and politically and to place it at the heart of contemporary discourse. Her goal is to help unseat capital at the gravitational centre of meaning-making and value, thereby helping to create logics and ethical priorities for politics that are led by care, love and solidarity.