Neil Davidson – författare

This volume brings together a number of international scholars to offer an original analysis of far-right movements and politics, challenging the existing literature through a very different methodological and theoretical perspective. The approach offered here is that of ‘longue durée’ analysis, whereby the far-right is understood as an evolving subject of capitalist modernity. The authors argue that an assessment of the contemporary characteristics of the far-right needs to consider the ways in which it is a product of deeper and longer-term structures of socio-economic and political development, than, for example, the inter-war crises of capitalism. The book aims to provide a critical and theoretically-informed assessment of the history of the far-right that centres on the international as key to any understanding its evolution, and which distinguishes between the fascist and non-fascist variants as an essential precondition for comprehending the far-right presence in contemporary politics

Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept. Each of the chapters in Pioneering Perspectives in Cooperative Learning foregrounds a key approach to CL, and documents the experiences, research, and fruitful collaborations which have shaped and driven their development. Contributions from leading scholars include Aronson, Davidson, Kagan, Johnson & Johnson, Schmuck, the Sharans, Slavin and Madden, as well as retrospective pieces on the work of Deutsch and Cohen. These chapters detail the historical development of cooperative learning, cooperation versus competition, and cover major approaches including the jigsaw classroom; complex instruction; the learning together model, and several more. Chapters include qualitative, personal, and retrospective accounts, whereby authors outline the research and theory which underpins each approach while highlighting practical strategies for classroom implementation.This text will primarily be of interest to professors, researchers, scholars, and doctorial students with an interest in the theory of learning, educational research, and educational and social psychology more broadly. Practitioners of CL with an interest in varied forms of small group learning and classroom practice, as well as those interested in the history and sociology of education, will also benefit from the volume.

Offering first-hand insights from the early originators of Cooperative Learning (CL), this volume documents the evolution of CL, illustrating its historical and contemporary research, and highlights the personal experiences which have helped inspire and ground this concept. Each of the chapters in Pioneering Perspectives in Cooperative Learning foregrounds a key approach to CL, and documents the experiences, research, and fruitful collaborations which have shaped and driven their development. Contributions from leading scholars include Aronson, Davidson, Kagan, Johnson & Johnson, Schmuck, the Sharans, Slavin and Madden, as well as retrospective pieces on the work of Deutsch and Cohen. These chapters detail the historical development of cooperative learning, cooperation versus competition, and cover major approaches including the jigsaw classroom; complex instruction; the learning together model, and several more. Chapters include qualitative, personal, and retrospective accounts, whereby authors outline the research and theory which underpins each approach while highlighting practical strategies for classroom implementation.This text will primarily be of interest to professors, researchers, scholars, and doctorial students with an interest in the theory of learning, educational research, and educational and social psychology more broadly. Practitioners of CL with an interest in varied forms of small group learning and classroom practice, as well as those interested in the history and sociology of education, will also benefit from the volume.

The traditional view of the Scottish nation holds that it first arose during the Wars of Independence from England in the thirteenth and fourteenth centuries. Although Scotland was absorbed into Britain in 1707 with the Treaty of Union, Scottish identity is supposed to have remained alive in the new state through separate institutions of religion (the Church of Scotland), education, and the legal system.Neil Davidson argues otherwise. The Scottish nation did not exist before 1707. The Scottish national consciousness we know today was not preserved by institutions carried over from the pre-Union period, but arose after and as a result of the Union, for only then were the material obstacles to nationhood – most importantly the Highland/Lowland divide – overcome. This Scottish nation was constructed simultaneously with and as part of the British nation, and the eighteenth century Scottish bourgeoisie were at the forefront of constructing both. The majority of Scots entered the Industrial Revolution with a dual national consciousness, but only one nationalism, which was British. The Scottish nationalism which arose in Scotland during the twentieth century is therefore not a revival of a pre-Union nationalism after 300 years, but an entirely new formation. Davidson provides a revisionist history of the origins of Scottish and British national consciousness that sheds light on many of the contemporary debates about nationalism.

*Winner of the the Deutscher Memorial Prize 2003* This book is a reassessment of Scottish politics and society in the late seventeenth and early eighteenth century. Neil Davidson argues that Scotland experienced a revolution during this period that has rarely been recognised in the existing historiography. Davidson explores the political and economic changes of these years, revealing how social and economic power was transferred from one class to another. He describes how Scotland was transformed from a backward and feudal economy to a new centre of emergent capitalism. He traces the economic and social crisis that led to Scotland's incorporation into the Union in 1707, but argues that the Union did not lead to the transformation of Scottish society. The decisive period was instead the aftermath of the last Jacobite revolt in 1746, whose failure was integral to the survival and consolidation of British, and ultimately global capitalism.

Describes different forms of professional development for cooperative learning and shows how the use of cooperative learning in professional development is leading to new insights into teaching and professional growth in schools.Cooperative/collaborative learning procedures increasingly attract great attention in school and higher education settings. This book has two main purposes: first, to enable educators to make informed decisions and choices about selecting, implementing, and evaluating cooperative learning models with respect for the differences and diversity of goals among professionals in school communities, and second, to consider the goals of teachers' professional development in the context of organizational reforms that foster systemic school change, such as the development of learning communities. The authors encourage professional development that goes beyond inservice workshops to include multi-year development and support for teachers. They advocate that schools be administered under collaborative principles so teachers can "live the experience" that they are trying to create in their own classrooms. Professional Development for Cooperative Learning describes what works for professional development in cooperative learning and how difficult it is to bring about lasting change in school settings. Brody and Davidson focus the dialogue on the nature of professional development linked to systemic changes and the successes, failures, and challenges encountered in the process.

This volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance students’ affective, social, cognitive, and metacognitive learning.Thus, this book will appeal to scholars and researchers across a variety of subjects; and will provide an additional benefit to in-service and pre-service educators who already practice cooperative learning in their classrooms, as well as those who are interested in implementing the model.

This volume captures contemporary global developments in cooperative learning (CL) across varied educational contexts, levels, and disciplines.Cooperative learning is widely recognized as a pedagogical practice that promotes socialization and learning among students, from kindergarten to tertiary education and across different subject domains. With chapters from contributors throughout the Global North and South, this comprehensive volume offers a wide-ranging perspective and addresses a range of cooperative learning pedagogies including relational, online, and peer learning, STAD, the Jigsaw model, and dialogic talk. The chapters draw on novel empirical research and theory to highlight best practices in cooperative learning, whilst also considering the challenges, limitations, and factors which drive or inhibit learner engagement and success. Consistent attention is given to the pivotal role of the educator in implementing cooperative learning to maximum benefit to enhance students’ affective, social, cognitive, and metacognitive learning.Thus, this book will appeal to scholars and researchers across a variety of subjects; and will provide an additional benefit to in-service and pre-service educators who already practice cooperative learning in their classrooms, as well as those who are interested in implementing the model.

This book outlines cooperative small-group discovery (CSGD) theory and practical learning strategies for implementing it in secondary and collegiate classrooms. Based on Neil Davidson’s decades of work, the author team has designed a resource to help current users of small-group methods in mathematics refine their practice and to entice others to try the strategies themselves. The book describes principles and strategies for teaching, complemented by an extensive collection of examples from instructional materials designed to support teacher implementation, with a focus on topics in the algebra curriculum. Chapters are organized into four parts, beginning with the theory and practice of CSGD and moving through examples and guidance, both on sequencing CSGD activities into unit plans and addressing challenges of CSGD in the classroom. The authors outline the rationale and basic operational principles of teaching through CSGD, as well as common student and teacher roles accompanied by a variety of structural models to illustrate these roles. The authors also include lesson plans that show how students can develop an understanding of elementary and advanced algebra through problem-based CSGD, and how coherent units of CSGD material can be used to develop student understanding of key ideas about linear and quadratic functions. The authors complement this information with practical strategies for getting started with cooperative small-group discovery teaching, some common challenges in using small-group methods, and proven methods for solving those problems. Ideal for educators and faculty involved in secondary and collegiate mathematics instruction, this resource develops teacher understanding of principles and methods of cooperative learning and provides practical advice on getting started and refining that work.

This book outlines cooperative small-group discovery (CSGD) theory and practical learning strategies for implementing it in secondary and collegiate classrooms. Based on Neil Davidson’s decades of work, the author team has designed a resource to help current users of small-group methods in mathematics refine their practice and to entice others to try the strategies themselves. The book describes principles and strategies for teaching, complemented by an extensive collection of examples from instructional materials designed to support teacher implementation, with a focus on topics in the algebra curriculum. Chapters are organized into four parts, beginning with the theory and practice of CSGD and moving through examples and guidance, both on sequencing CSGD activities into unit plans and addressing challenges of CSGD in the classroom. The authors outline the rationale and basic operational principles of teaching through CSGD, as well as common student and teacher roles accompanied by a variety of structural models to illustrate these roles. The authors also include lesson plans that show how students can develop an understanding of elementary and advanced algebra through problem-based CSGD, and how coherent units of CSGD material can be used to develop student understanding of key ideas about linear and quadratic functions. The authors complement this information with practical strategies for getting started with cooperative small-group discovery teaching, some common challenges in using small-group methods, and proven methods for solving those problems. Ideal for educators and faculty involved in secondary and collegiate mathematics instruction, this resource develops teacher understanding of principles and methods of cooperative learning and provides practical advice on getting started and refining that work.

This volume brings together a number of international scholars to offer an original analysis of far-right movements and politics, challenging the existing literature through a very different methodological and theoretical perspective. The approach offered here is that of ‘longue durée’ analysis, whereby the far-right is understood as an evolving subject of capitalist modernity. The authors argue that an assessment of the contemporary characteristics of the far-right needs to consider the ways in which it is a product of deeper and longer-term structures of socio-economic and political development, than, for example, the inter-war crises of capitalism. The book aims to provide a critical and theoretically-informed assessment of the history of the far-right that centres on the international as key to any understanding its evolution, and which distinguishes between the fascist and non-fascist variants as an essential precondition for comprehending the far-right presence in contemporary politics

The first social history of Scottish policing from 1900 to the present dayThis book will be the first to provide a much-needed history of the experience of policing in twentieth-century Scotland. Drawing on a wealth of archival materials, oral history interviews, memoir and autobiography, it examines the relationship between police officers and the diverse urban/rural communities they served against the backdrop of social and economic change, the ruptures of wartime, the impact of technology and the centralisation of governance. Through its analysis of the dynamics that created points of trust and co-operation as well as tension and conflict across time – with particular reference to gender, age, ethnicity and religion – it will contribute to broader current debates (outside of Scotland as well as within) about the significance of localism in assuring police legitimacy and delivering an effective service. Thus, it will also be the first book to offer a sustained historical analysis of the changing configuration of police-community relationships – from Victorian legacy to present day – highlighting patterns of chronological change as well as geographical variation.Key featuresBased on rich collection of previously unused primary source materials;Provides geographical coverage of rural areas (including highlands and islands) as well as densely populated urban areas;Focuses on social identities and the dynamics shaping police-community relationships across time in order to contribute to debates about effective policing today;Contextualises Scottish experience in relation to broader comparative frameworks.

This book examines the relationships forged between police officers and the diverse urban and rural communities in which they have lived and worked in Scotland across the twentieth century, demonstrating patterns that were diverse and variegated. It considers both the formal rhetoric (and sets of structures) that defined and prescribed the policing ideal as well as the experience of policing from a range of grassroots' perspectives. Drawing on a wealth of archival materials, oral history interviews, and memoirs, as well as previously unused primary sources, the author identifies and explains the factors that led to not only co-operation, consensus and the building of trust, but also points of tension and conflict across a century of social, political and technological change.

In this panoramic historical analysis, Neil Davidson defends a renovated concept of bourgeois revolution. Davidson shows how globalised societies of the present are the result of a contested, turbulent history marked by often forceful revolutions directed against old social orders, from the Dutch Revolt to the English and American Civil Wars and beyond.

Neil Davidson explores classic themes in historical materialism and Marxism as he explains concepts such as the moments of transition from the dominance of one mode of production to another (industrialisation), the process of social revolution which has always accompanied these transitions (unionisation) and the problem of nationalism, both as a theoretical challenge to Marxism's capacity for historical explanation and as a practical obstacle to socialist consciousness. Holding Fast to an Image of the Past is a fresh take on the history of Marxism.

These essays focus on the two great themes of nation and revolution, and the third which links them: the state. Ranging from the extent to which nationalism can be a component of left-wing politics to the difference between bourgeois and socialist revolutions, the book concludes with an extended discussion of the different meanings history has for conservatives, radicals and Marxists.

In his latest collection of essays, Neil Davidson brings his formidable analytical powers to bear on the concept of the capitalist nation-state. Through probing inquiry, Davidson draws out how nationalist ideology and consciousness is used to bind the subordinate classes to 'the nation', while simultaneously using 'the state' as a means of conducting geopolitical competition for capital. Davidson argues that a Marxist understanding of the meaning of contemporary nation-states must begin from the inseparable connections between them.

Once of central importance to left historians and activists, recently the concept of the 'bourgeois revolution' has come in for sustained criticism from both Marxists and conservatives. In this abridged edition of How Revolutionary Were the Bourgeois Revolutions?, Neil Davidson expertly distils his theoretical and historical insights about the nature of revolution for general readers. Through research and comprehensive analysis, Davidson demonstrates that what's at stake is far from a stale issue for the history books - understanding struggles of the past offer lessons for today's radicals.

This ambitious volume examines revolutionary situations during a non-revolutionary historical conjuncture--the neoliberal era. The last three decades have seen an increase in the number of political upheavals that challenge existing power structures, many of them taking the form of urban revolts. This book compellingly explores a series of such upheavals--in Eastern Europe, South Africa, Indonesia, Argentina, Bolivia, Venezuela, sub-Saharan Africa (including Congo, Zimbabwe, Burkina Faso) and Egypt. Each chapter studies the ways in which protest movements developed into insurgent challenges to state power, and the strategies that regimes have deployed to contain and repress revolt.In addition to empirical chapters, the book engages in theorization of revolution, dealing with questions such as the patterning of revolution in contemporary history, the relationship between class struggle and social movements, and the prospects of socialist revolution in the twenty-first century.

This ambitious volume examines revolutionary situations during a non-revolutionary historical conjuncture--the neoliberal era. The last three decades have seen an increase in the number of political upheavals that challenge existing power structures, many of them taking the form of urban revolts. This book compellingly explores a series of such upheavals--in Eastern Europe, South Africa, Indonesia, Argentina, Bolivia, Venezuela, sub-Saharan Africa (including Congo, Zimbabwe, Burkina Faso) and Egypt. Each chapter studies the ways in which protest movements developed into insurgent challenges to state power, and the strategies that regimes have deployed to contain and repress revolt.In addition to empirical chapters, the book engages in theorization of revolution, dealing with questions such as the patterning of revolution in contemporary history, the relationship between class struggle and social movements, and the prospects of socialist revolution in the twenty-first century.

Eminent scholar-activist Neil Davidson’s brilliance is on full display in this posthumous work, a timely and prescient introduction to the neoliberal era.While it is widely agreed that neoliberalism arose in the wake of the global economic crisis of the 1970s, there remains much debate about how to understand its significance and even how to define it. Is it best seen as an ideology of free market fundamentalism, a series of policy decisions gutting the public sector and breaking unions, or as an era of capitalist development with its own logicBringing his considerable intellectual breadth and characteristic generosity to bear on this question, Neil Davidson shows that to truly appreciate what is unique about neoliberalism, and what marks it out as a continuation of capitalism more generally, it is necessary to examine its social dimensions. What Was Neoliberalism? holds fast to Davidson’s conviction that thoroughly understanding the past means being better prepared for the struggles of the future.

Eminent scholar-activist Neil Davidson’s brilliance is on full display in this posthumous work, a timely and prescient introduction to the neoliberal era.While it is widely agreed that neoliberalism arose in the wake of the global economic crisis of the 1970s, there remains much debate about how to understand its significance and even how to define it. Is it best seen as an ideology of free market fundamentalism, a series of policy decisions gutting the public sector and breaking unions, or as an era of capitalist development with its own logicBringing his considerable intellectual breadth and characteristic generosity to bear on this question, Neil Davidson shows that to truly appreciate what is unique about neoliberalism, and what marks it out as a continuation of capitalism more generally, it is necessary to examine its social dimensions. What Was Neoliberalism? holds fast to Davidson’s conviction that thoroughly understanding the past means being better prepared for the struggles of the future.

Since the referendum, Scottish independence has been captured by conservative forces. Scotland After Britain argues for fidelity to the true meaning of the word independence. It should mean not only a break from the failing British state, but also from the prison of free trade and militarism that has delivered successive crises. Most of all, independence must honestly address the huge injustices of income, wealth and power that continue to define Scottish society, by restoring agency to working class communities and voters.Scotland After Britain shines a spotlight on pro-independence politics since Brexit and the pandemic. The Scottish national question has emerged as the biggest fracture in the British state after Brexit. The independence movement emerged from mass public disenchantment at the status quo, yet the SNP continues governing as if that disenchantment never happened, and the party leadership appears increasingly ambivalent about the risks of demanding independence. Most of all, the British state remains hostile to allowing a second referendum, while the SNP leadership has been unwilling to sanction protest beyond the ballot box.Where do we go from here? Scotland After Britain argues Brexit could force the movement to engage in a reckoning with the true stakes of independence, a process that will inevitably require a breach with the SNP's establishment vision.