Pauline Rose – författare

This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough, who, as a leading figure in education and international development, played a key role in the global fight for education for all children.The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor-quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved.The book will be of great interest to researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development.The Foreword, Chapters 1, 6, 7, and 12 of this book are freely available as downloadable Open Access PDFs at https://www.taylorfrancis.com/books/e/9780429293467 under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (Foreword, Chapters 1, 6, and 12) and a Creative Commons Attribution 4.0 license (Chapter 7).

This book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough, who, as a leading figure in education and international development, played a key role in the global fight for education for all children.The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor-quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved.The book will be of great interest to researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development.The Foreword, Chapters 1, 6, 7, and 12 of this book are freely available as downloadable Open Access PDFs at https://www.taylorfrancis.com/books/e/9780429293467 under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license (Foreword, Chapters 1, 6, and 12) and a Creative Commons Attribution 4.0 license (Chapter 7).

Concern for achieving Millennium Development Goals (MDGs) by 2015 has led to a focus on the role that non-state providers (NSPs) can offer in extending access and improving quality of basic services. While NSPs can help to fill a gap in provision to those excluded from state provision, recent growth in both for-profit and not-for-profit providers in developing countries has sometimes resulted in fragmentation of service delivery. To address this, attention is increasingly given in the education sector to developing ‘partnerships’ between governments and NSPs. Partnerships are further driven by the expectation that the state has the moral, social, and legal responsibility for overall education service delivery and so should play a role in facilitating and regulating NSPs.Even where the ultimate aim of both non-state providers and the state is to provide education of acceptable quality to all children, this book provides evidence from diverse contexts across Africa, South Asia, and Latin America to highlight the challenges in them partnering to achieve this. This book was published as a special issue of Development in Practice.

Concern for achieving Millennium Development Goals (MDGs) by 2015 has led to a focus on the role that non-state providers (NSPs) can offer in extending access and improving quality of basic services. While NSPs can help to fill a gap in provision to those excluded from state provision, recent growth in both for-profit and not-for-profit providers in developing countries has sometimes resulted in fragmentation of service delivery. To address this, attention is increasingly given in the education sector to developing ‘partnerships’ between governments and NSPs. Partnerships are further driven by the expectation that the state has the moral, social, and legal responsibility for overall education service delivery and so should play a role in facilitating and regulating NSPs.Even where the ultimate aim of both non-state providers and the state is to provide education of acceptable quality to all children, this book provides evidence from diverse contexts across Africa, South Asia, and Latin America to highlight the challenges in them partnering to achieve this. This book was published as a special issue of Development in Practice.

This lavishly illustrated book breaks new ground in focusing on some of the many successful professional British women sculptors active during this period. Largely unknown, the few women who have been mentioned in histories of twentieth century British sculpture have been those who adhered to the (masculine) Modernist canon. Organized by theme this book explores and illustrates an unusually large number of and stylistically varied works. The social and cultural contexts in which these women sculptors were working are investigated, revealing how, mostly male, commentators often fixated on their gender at the expense of seriously engaging with their work. A wide variety of sources are used, ranging from contemporary art historical accounts to articles in popular magazines. This book explores contemporary sculptural developments, art school training, exhibiting opportunities, and the writings of influential critics. It also reveals how important photography, film and the written word were in the creation of reputations. Alongside revealing important works and individuals, this book’s originality also lies in its scope, covering diverse sculptural genres such as decorative sculpture and utilitarian objects for the home and garden; portraits and statues; architectural sculpture, war memorials and ecclesiastical work.

Although a quintessentially English sculptor, Henry Moore experienced outstanding success in the United States. A man much admired and revered, he was the natural choice for corporate and civil commissions, with many seeing ownership of his work as an expression of rank and aspiring wealth. The fact that the United States contains the greatest number of his sculptures, as opposed to his home country, cannot simply be attributed to superior spending power. Based on original sources, and containing many previously unpublished images, Pauline Rose's book explores the reasons for Moore's fame in America, and the construction of his American persona. An autonomous, creative genius was a seductive and popular idea for the Americans, a perception encouraged by the photographs, films and writings of him in the press. The impact of Moore's presence was likely even stronger precisely because he did not fulfil the expected traits of either the modern artist or the modern celebrity.Rose's work focuses on contextual factors surrounding Moore's reception: political and economic imperatives within the United Kingdom and the transatlantic Special Relationship between the United Kingdom and America. Exploring the ways in which Moore was presented to an American audience via text and imagery and the influential network of his supporters which spanned the two countries, this insightful book examines a range of sculptural commissions in key American cities. His popularity is likely to be related to the ambitions of politicians and businessmen alike who perceived Moore's monumental sculptures as expressions of citizenship and humanity, particularly against the backdrop of the Cold War. This text is a valuable and innovative addition to studies on Moore. It will be indispensable to all those interested in twentieth century art history and cultural studies, Anglo-American relations, and the vibrant relationship between text and image.