Laura Engel – författare

This Element looks at the art of the actress in the eighteenth century. It considers how visual materials across genres, such as prints, portraits, sculpture, costumes, and accessories, contribute to the understanding of the nuances of female celebrity, fame, notoriety, and scandal. The 'art' of the actress refers to the actress represented in visual art, as well as to the actress's labor and skill in making art ephemerally through performance and tangibly through objects. Moving away from the concept of the 'actress as muse,' a relationship that privileges the role of the male artist over the inspirational subject, the author focuses instead on the varied significance of representations, reproductions, and re-animations of actresses, female artists, and theatrical women across media. Via case studies, the Element explores how the archive charts both a familiar and at times unknown narrative about female performers of the past.

This Element looks at the art of the actress in the eighteenth century. It considers how visual materials across genres, such as prints, portraits, sculpture, costumes, and accessories, contribute to the understanding of the nuances of female celebrity, fame, notoriety, and scandal. The 'art' of the actress refers to the actress represented in visual art, as well as to the actress's labor and skill in making art ephemerally through performance and tangibly through objects. Moving away from the concept of the 'actress as muse,' a relationship that privileges the role of the male artist over the inspirational subject, the author focuses instead on the varied significance of representations, reproductions, and re-animations of actresses, female artists, and theatrical women across media. Via case studies, the Element explores how the archive charts both a familiar and at times unknown narrative about female performers of the past.

This book proposes that the performance of archival research is related to the experience of tourism, where an individual immerses herself in a foreign environment, relating to and analyzing visual and sensory materials through embodiment and enactment. Each chapter highlights a particular set of tangible objects including: pocket diaries, portraits, drawings, magic lanterns, silhouettes, waxworks, and photographs in relation to actresses, authors, and artists such as: Elizabeth Inchbald, Sally Siddons, Marguerite Gardiner the Countess of Blessington, Isabella Beetham, Jane Read, Madame Tussaud, and Amelia M. Watson. Ultimately, operating as an archival tourist in my analyses, I offer strategies for thinking about the presence of women artists in the archives through methodologies that seek to connect materials from the past with our representations of them in the present.

This volume introduces sociology as a foundational discipline of education. Education is a central structuring mechanism in shaping societies, making it a core focus for sociology. Sociologists study education in its broadest sense – as occurring within families, communities and provided by institutions. The purposes of formal education are contested and these contestations shape broader power relations locally, nationally and globally. Sociologists disaggregate processes within education to examine empirically and theoretically the various levels at which they operate. This allows them to describe and make sense of the ways that relations of inequality are developed, reproduced or unsettled and how these shape individual and group experiences and outcomes. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field''s ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

This volume introduces sociology as a foundational discipline of education. Education is a central structuring mechanism in shaping societies, making it a core focus for sociology. Sociologists study education in its broadest sense – as occurring within families, communities and provided by institutions. The purposes of formal education are contested and these contestations shape broader power relations locally, nationally and globally. Sociologists disaggregate processes within education to examine empirically and theoretically the various levels at which they operate. This allows them to describe and make sense of the ways that relations of inequality are developed, reproduced or unsettled and how these shape individual and group experiences and outcomes. About the Educational Foundations series:Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field’s ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

This volume introduces sociology as a foundational discipline of education. Education is a central structuring mechanism in shaping societies, making it a core focus for sociology. Sociologists study education in its broadest sense – as occurring within families, communities and provided by institutions. The purposes of formal education are contested and these contestations shape broader power relations locally, nationally and globally. Sociologists disaggregate processes within education to examine empirically and theoretically the various levels at which they operate. This allows them to describe and make sense of the ways that relations of inequality are developed, reproduced or unsettled and how these shape individual and group experiences and outcomes. About the Educational Foundations series: Education, as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field''s ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education- Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality.

Stage Mothers explores the connections between motherhood and the theater both on and off stage throughout the long eighteenth century. Although the realities of eighteenth-century motherhood and representations of maternity have recently been investigated in relation to the novel, social history, and political economy, the idea of motherhood and its connection to the theatre as a professional, material, literary, and cultural site has received little critical attention. The essays in this volume, spanning the period from the Restoration to Regency, address these forgotten maternal narratives, focusing on: the representation of motherhood as the defining female role; the interplay between an actress’s celebrity persona and her chosen roles; the performative balance between the cults of maternity and that of the “passionate” actress; and tensions between sex and maternity and/or maternity and public authority. In examining the overlaps and disconnections between representations and realities of maternity in the long eighteenth century, and by looking at written, received, visual, and performed records of motherhood, Stage Mothers makes an important contribution to debates central to eighteenth-century cultural history.

Stage Mothers explores the connections between motherhood and the theater both on and off stage throughout the long eighteenth century. Although the realities of eighteenth-century motherhood and representations of maternity have recently been investigated in relation to the novel, social history, and political economy, the idea of motherhood and its connection to the theatre as a professional, material, literary, and cultural site has received little critical attention. The essays in this volume, spanning the period from the Restoration to Regency, address these forgotten maternal narratives, focusing on: the representation of motherhood as the defining female role; the interplay between an actress’s celebrity persona and her chosen roles; the performative balance between the cults of maternity and that of the “passionate” actress; and tensions between sex and maternity and/or maternity and public authority. In examining the overlaps and disconnections between representations and realities of maternity in the long eighteenth century, and by looking at written, received, visual, and performed records of motherhood, Stage Mothers makes an important contribution to debates central to eighteenth-century cultural history.

Master's Thesis from the year 2006 in the subject Ethnology / Cultural Anthropology, grade: 2,0, Leiden University (Faculty of Social Science), language: English, abstract: With this thesis I will end my six years of study on the field of Cultural Anthropology. I started off at the University of Cologne, taking classes in Anthropology, Political Science and Indonesian Philology. I met a lot of inspiring and motivated people there and some have become my closest friends, who never grow tired of comforting me when times are rough. The Master program in Leiden gave me the opportunity to work with teaching staff, which is very enthusiastic about Indonesia, which fuelled my interest and created a work atmosphere that was very fruitful. The fieldwork trip to Indonesia was the "e;rite de passage"e; for me in becoming a real anthropologist, going through hard and exhausting times while writing the proposal as well as in the field, but meeting some of the greatest people who cared for me and welcomed me in their homes after knowing me just for a very short time. My thank goes to the staff of some local NGOs, who provided me with information and did not grow tired of my questions: Yayasan Griya Mandiri, WalHi Daerah Istimewa Yogyakarta, Media Alamku, Pondok Rakyat, Dian Desa, and Lestari. I want to thank my supervisors, Gerard Persoon and Bart Barendrecht for their critique and fruitful input on my thesis and their patience with me. I also want to thank Sylvia Tidey, Sanne Simmers, Ali Al Hadaui, Annemarie Samuels, Esther van Stam, Yanti de Boeren and Anita Kuscerova, who were my companions on the fieldwork trip and I could not have wished for better company during the preparation period and the three month in Yogyakarta. The topic of my research has become a heart topic, because I am utterly convinced that this world can be an even better place if we manage to care more for each other, do not waste our resources and create an atmosphere of more equality so that every human being has everything one needs to be healthy, nourished, comfortable and safe. Now and in the future. [...]