Mary Hilton – författare

Today''s children spend more time than ever before watching television, playing computer games and reading comic and pulp fiction. Many of these are directly designed by the toy and media industry. Are children therefore simply being manipulated? There is widespread concern that because of these kinds of popular fiction, children do not read `quality'' literature, resulting in lower standards of literacy. There is also the further fear that because many of these popular media portray highly stereotyped, gendered images, this too will have a damaging effect on children. Mary Hilton''s fascinating book proves that there is another side to the argument. We do not have to view popular culture as a threat to our children or their education. The writers of this collection show how, used carefully alongside other types of literature, popular culture can actually help teachers to develop literacy in a broad and positive sense.

Today''s children spend more time than ever before watching television, playing computer games and reading comic and pulp fiction. Many of these are directly designed by the toy and media industry. Are children therefore simply being manipulated? There is widespread concern that because of these kinds of popular fiction, children do not read `quality'' literature, resulting in lower standards of literacy. There is also the further fear that because many of these popular media portray highly stereotyped, gendered images, this too will have a damaging effect on children. Mary Hilton''s fascinating book proves that there is another side to the argument. We do not have to view popular culture as a threat to our children or their education. The writers of this collection show how, used carefully alongside other types of literature, popular culture can actually help teachers to develop literacy in a broad and positive sense.

Opening the Nursery Door is a fascinating collection of essays inspired by the discovery of a tiny archive: the nursery library of Jane Johnson 1707-1759, wife of a Lincolnshire vicar. It has captured the scholarly interest of social anthropologists, historians, literary scholars, educationalists and archivists as it has opened up a range of questions about the nature of childhood within English cultural life over three centuries: the texts written and read to children, the multifarious ways childhood has been considered, shaped and schooled through literacy practices, and the hitherto ignored role of women educators in early childhood across all classes.

Opening the Nursery Door is a fascinating collection of essays inspired by the discovery of a tiny archive: the nursery library of Jane Johnson 1707-1759, wife of a Lincolnshire vicar. It has captured the scholarly interest of social anthropologists, historians, literary scholars, educationalists and archivists as it has opened up a range of questions about the nature of childhood within English cultural life over three centuries: the texts written and read to children, the multifarious ways childhood has been considered, shaped and schooled through literacy practices, and the hitherto ignored role of women educators in early childhood across all classes.

An examination of women educationists in nineteenth and early twentieth century Britain. Working with new paradigms opened up by feminist scholarship, it reveals how women leaders were determined to transform education in the quest for a better society. Previous scholarship has either neglected the contributions of these women or has misplaced them. Consequently intellectual histories of education have come to seem almost exclusively masculine. This collection shows the important role which figures such as Mary Carpenter, Barbara Leigh Smith Bodichon, Elizabeth Edwards and Maria Montessori played in the struggle to provide greater educational opportunities for women. The contributors are: Anne Bloomfield, Kevin J. Brehony, Norma Clarke, Peter Cunningham, Mary Jane Drummond, Elizabeth Edwards, Mary Hilton, Pam Hirsch, Jane Miller, Hilary Minns, Wendy Robinson, Gillian Sutherland and Ruth Watts.

An examination of women educationists in nineteenth and early twentieth century Britain. Working with new paradigms opened up by feminist scholarship, it reveals how women leaders were determined to transform education in the quest for a better society. Previous scholarship has either neglected the contributions of these women or has misplaced them. Consequently intellectual histories of education have come to seem almost exclusively masculine. This collection shows the important role which figures such as Mary Carpenter, Barbara Leigh Smith Bodichon, Elizabeth Edwards and Maria Montessori played in the struggle to provide greater educational opportunities for women. The contributors are: Anne Bloomfield, Kevin J. Brehony, Norma Clarke, Peter Cunningham, Mary Jane Drummond, Elizabeth Edwards, Mary Hilton, Pam Hirsch, Jane Miller, Hilary Minns, Wendy Robinson, Gillian Sutherland and Ruth Watts.

The book will inspire teachers and head teachers seeking to make their practice more genuinely educational. The authors capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative and become more creative.

Based on wide ranging research, the book sets out to revive the creative alternative to

the rigid and impoverished learning experienced by too many primary school children.

The authors:

-Trace the origins and history of the child-centred tradition

-Set out its fundamental beliefs and values

-Explore its place in education today

This book is for teachers, school governors, local authority officers, undergraduate and postgraduate teacher training, and professional development courses.

The book will inspire teachers and head teachers seeking to make their practice more genuinely educational. The authors capture the current opinion that primary schools can begin to reclaim some of their autonomy, be innovative and become more creative.

Based on wide ranging research, the book sets out to revive the creative alternative to

the rigid and impoverished learning experienced by too many primary school children.

The authors:

-Trace the origins and history of the child-centred tradition

-Set out its fundamental beliefs and values

-Explore its place in education today

This book is for teachers, school governors, local authority officers, undergraduate and postgraduate teacher training, and professional development courses.