Mark McBeth – författare

This book focuses on two educationalists, Oscar Browning (1837-1923) and Elizabeth Hughes (1852-1925) who were the principals of the two separate day training colleges for men and women at Cambridge. The early initiatives of these two leaders began the development of education studies at Cambridge University and, therefore, serve as test cases to examine the relationship between teacher training and the university. As their early programmes foreshadowed the work of the present-day Faculty of Education, a historical review of these Victorian educational experiments uncovers how the unstable relationship between teacher trainers, the university and the government of the day has affected the status of the Education Department within the university.Oscar Browning and Elizabeth Hughes were extraordinary, larger-than-life characters, who have not yet been well-served in the historical accounts. Their ideals about what teaching should be about is one well worthy of re-visiting. The colleges they set up at Cambridge acted as models for training colleges all over the country so they were an influence on the national scene. In so far as they visited and lectured in Europe, America and Japan, they also had international influence.

This book focuses on two educationalists, Oscar Browning (1837-1923) and Elizabeth Hughes (1852-1925) who were the principals of the two separate day training colleges for men and women at Cambridge. The early initiatives of these two leaders began the development of education studies at Cambridge University and, therefore, serve as test cases to examine the relationship between teacher training and the university. As their early programmes foreshadowed the work of the present-day Faculty of Education, a historical review of these Victorian educational experiments uncovers how the unstable relationship between teacher trainers, the university and the government of the day has affected the status of the Education Department within the university.Oscar Browning and Elizabeth Hughes were extraordinary, larger-than-life characters, who have not yet been well-served in the historical accounts. Their ideals about what teaching should be about is one well worthy of re-visiting. The colleges they set up at Cambridge acted as models for training colleges all over the country so they were an influence on the national scene. In so far as they visited and lectured in Europe, America and Japan, they also had international influence.

This book focuses on two educationalists, Oscar Browning (1837-1923) and Elizabeth Hughes (1852-1925) who were the principals of the two separate day training colleges for men and women at Cambridge. The early initiatives of these two leaders began the development of education studies at Cambridge University and, therefore, serve as test cases to examine the relationship between teacher training and the university. As their early programmes foreshadowed the work of the present-day Faculty of Education, a historical review of these Victorian educational experiments uncovers how the unstable relationship between teacher trainers, the university and the government of the day has affected the status of the Education Department within the university.Oscar Browning and Elizabeth Hughes were extraordinary, larger-than-life characters, who have not yet been well-served in the historical accounts. Their ideals about what teaching should be about is one well worthy of re-visiting. The colleges they set up at Cambridge acted as models for training colleges all over the country so they were an influence on the national scene. In so far as they visited and lectured in Europe, America and Japan, they also had international influence.

This book focuses on two educationalists, Oscar Browning (1837-1923) and Elizabeth Hughes (1852-1925) who were the principals of the two separate day training colleges for men and women at Cambridge. The early initiatives of these two leaders began the development of education studies at Cambridge University and, therefore, serve as test cases to examine the relationship between teacher training and the university. As their early programmes foreshadowed the work of the present-day Faculty of Education, a historical review of these Victorian educational experiments uncovers how the unstable relationship between teacher trainers, the university and the government of the day has affected the status of the Education Department within the university.Oscar Browning and Elizabeth Hughes were extraordinary, larger-than-life characters, who have not yet been well-served in the historical accounts. Their ideals about what teaching should be about is one well worthy of re-visiting. The colleges they set up at Cambridge acted as models for training colleges all over the country so they were an influence on the national scene. In so far as they visited and lectured in Europe, America and Japan, they also had international influence.

In this collection, Literacy and Learning in Times of Crisis: Emergent Teaching Through Emergencies, the contributors offer insights from theoretical, historical, and pedagogical lenses and these critical insights emerge out of their academic, scholarly, and personal experiences of teaching during crises. In some cases, authors have taught while battling COVID, and others have done so while addressing and acknowledging school-based violence. While some teach the analysis of the discourse of crisis, others critique the missteps of policy-making during calamity. More so, some authors examine the finesse of micro-teaching at emotional levels; others find the means to develop macro-structures of programmatic curriculum. Literacy and Learning in Times of Crisis highlights the educational decision making that educators have used to cope with the dilemmas that they and their students have faced at the turn of the millennium. Specifically, contributors to this collection offer a broad range of experiences, expertise, and engagement with pedagogy during emergencies that we currently face but also frame issues of emergencies that will inevitably challenge educators in the future.

In this collection, Literacy and Learning in Times of Crisis: Emergent Teaching Through Emergencies, the contributors offer insights from theoretical, historical, and pedagogical lenses and these critical insights emerge out of their academic, scholarly, and personal experiences of teaching during crises. In some cases, authors have taught while battling COVID, and others have done so while addressing and acknowledging school-based violence. While some teach the analysis of the discourse of crisis, others critique the missteps of policy-making during calamity. More so, some authors examine the finesse of micro-teaching at emotional levels; others find the means to develop macro-structures of programmatic curriculum. Literacy and Learning in Times of Crisis highlights the educational decision making that educators have used to cope with the dilemmas that they and their students have faced at the turn of the millennium. Specifically, contributors to this collection offer a broad range of experiences, expertise, and engagement with pedagogy during emergencies that we currently face but also frame issues of emergencies that will inevitably challenge educators in the future.

"While Mark McBeth has previously researched and explored forgotten homophobic discourses and their rebuttals through the actors of literacy, Objectionable offers a dynamic account of how literacy and its objects work to shape self and society. He reveals the surprising role that police training textbooks, young adult sex education manuals, and syndicated advice columns played in queer life over the last century and continue to play into our own. Anyone who has ever been touched by such objects--that is, all of us--will be moved by what McBeth teaches us about these forces of constriction, composition, and creativity." —Jessica Yood, Professor of English, Lehman College and The Graduate Center, CUNY "At a moment when LGBTQ people are facing increasing repression in the U.S., Mark McBeth’s book offers us a vital historical resource that maps the ways queer people have employed textual objects to resist dominant heteronormative regimes that have been designed to silence and erase us." —J Palmeri, Professor of English, Georgetown University In a documentarian research study of artifacts from archives across the United States, this book examines how homophobia circulated through literacy-sponsored objects and how Queer literates created countervailing things to upend that heteronormative discourse. Through the theoretical lens of Bruno Latour’s quasi-objects, it analyzes police cadet textbooks, young adult sex education manuals, and syndicated advice columns to show how they had influential agency in Queer lives across the twentieth century.

"While Mark McBeth has previously researched and explored forgotten homophobic discourses and their rebuttals through the actors of literacy, Objectionable offers a dynamic account of how literacy and its objects work to shape self and society. He reveals the surprising role that police training textbooks, young adult sex education manuals, and syndicated advice columns played in queer life over the last century and continue to play into our own. Anyone who has ever been touched by such objects--that is, all of us--will be moved by what McBeth teaches us about these forces of constriction, composition, and creativity." —Jessica Yood, Professor of English, Lehman College and The Graduate Center, CUNY "At a moment when LGBTQ people are facing increasing repression in the U.S., Mark McBeth’s book offers us a vital historical resource that maps the ways queer people have employed textual objects to resist dominant heteronormative regimes that have been designed to silence and erase us." —J Palmeri, Professor of English, Georgetown University In a documentarian research study of artifacts from archives across the United States, this book examines how homophobia circulated through literacy-sponsored objects and how Queer literates created countervailing things to upend that heteronormative discourse. Through the theoretical lens of Bruno Latour’s quasi-objects, it analyzes police cadet textbooks, young adult sex education manuals, and syndicated advice columns to show how they had influential agency in Queer lives across the twentieth century.