The English Stage Company at the Royal Court Theatre is the longest running specialist production organization in the history of British theatre. Philip Roberts’s account, which was first published in 1986, covers the period 1965-1972 in the Company’s life, beginning in 1965 with the appointment of William Gaskill as Artistic Director. It is not simply about the critical triumphs of these years of the Royal Court’s work, but also about the day-to-day workings of a busy and often turbulent organization. The result of the book is both scholarly and entertaining. This book will be of interest to students of the theatre and drama.

The English Stage Company at the Royal Court Theatre is the longest running specialist production organization in the history of British theatre. Philip Roberts’s account, which was first published in 1986, covers the period 1965-1972 in the Company’s life, beginning in 1965 with the appointment of William Gaskill as Artistic Director. It is not simply about the critical triumphs of these years of the Royal Court’s work, but also about the day-to-day workings of a busy and often turbulent organization. The result of the book is both scholarly and entertaining. This book will be of interest to students of the theatre and drama.

This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries—including every continent—the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.

This edited volume brings together a collection of chapters from leading scholars in rural education with the purpose of linking knowledge from the rural education field to the wider discipline of education studies. Through addressing significant issues in the rural education field, the book gives insights from rural education that have general relevance for the wider disciplines of education, and provides up-to-date scholarship in research in rural contexts.

This book aims to be a definitive and comprehensive edition of contemporary rural education scholarship that works as a guide for those new to researching in and for rural contexts, as well as actively expand the other sub-fields of education from a rural perspective. It examines the connection between rurality and the other domains of educational research, exploring what a rural perspective might bring to the broader fields of educational research, and how it might evolve them. In its unique approach, this book brings the concept of ‘rural’ to the disciplines of education; chapters regarding the ethics of research in the rural context speaks to a gap in rural education, and provide tools for engaging marginalised communities more generally in educational research.

The English Stage Company at the Royal Court Theatre is the longest running specialist production organization in the history of British theatre. Philip Roberts’s account, which was first published in 1986, covers the period 1965-1972 in the Company’s life, beginning in 1965 with the appointment of William Gaskill as Artistic Director. It is not simply about the critical triumphs of these years of the Royal Court’s work, but also about the day-to-day workings of a busy and often turbulent organization. The result of the book is both scholarly and entertaining. This book will be of interest to students of the theatre and drama.

The English Stage Company at the Royal Court Theatre is the longest running specialist production organization in the history of British theatre. Philip Roberts’s account, which was first published in 1986, covers the period 1965-1972 in the Company’s life, beginning in 1965 with the appointment of William Gaskill as Artistic Director. It is not simply about the critical triumphs of these years of the Royal Court’s work, but also about the day-to-day workings of a busy and often turbulent organization. The result of the book is both scholarly and entertaining. This book will be of interest to students of the theatre and drama.

This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries—including every continent—the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.

This edited volume brings together a collection of chapters from leading scholars in rural education with the purpose of linking knowledge from the rural education field to the wider discipline of education studies. Through addressing significant issues in the rural education field, the book gives insights from rural education that have general relevance for the wider disciplines of education, and provides up-to-date scholarship in research in rural contexts.

This book aims to be a definitive and comprehensive edition of contemporary rural education scholarship that works as a guide for those new to researching in and for rural contexts, as well as actively expand the other sub-fields of education from a rural perspective. It examines the connection between rurality and the other domains of educational research, exploring what a rural perspective might bring to the broader fields of educational research, and how it might evolve them. In its unique approach, this book brings the concept of ‘rural’ to the disciplines of education; chapters regarding the ethics of research in the rural context speaks to a gap in rural education, and provide tools for engaging marginalised communities more generally in educational research.