Rachel O'Sullivan – författare

This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers’ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators of professional learning in schools, this book is an essential resource for teacher CPD.“An excellent addition to the thinking educator’s bookshelf.”Dr David Waugh, Professor of Education, Durham University“The distinctive challenges facing Early Career Teachers are identified and addressed with a clear focus on developing the adaptive expertise which is the foundation and sustenance of success in this demanding profession.”Professor Linda Clarke, Ulster University“This is a book that is sorely needed to support the flourishing of teachers during the demanding early stages of their careers.”Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational Research Association (2013-15)“Mastering Teaching is a core, comprehensive, credible and cutting-edge introduction to early career teacher learning.”Dr Beth Dickson, University of GlasgowMoira Hulme is Professor of Teacher Education at Manchester Metropolitan University, UK. She has extensive experience as a teacher, teacher educator and educational researcher. Rebecca Smith is Headteacher of Sale Grammar School, Manchester, UK. She is an experienced leader who has worked across diverse settings to support teacher development to enable every child to fulfil their potential.Rachel O’Sullivan is Senior Lecturer in the School of Teacher Education, Manchester Metropolitan University, UK. Rachel taught secondary P.E. and was a subject lead, pastoral lead and Assistant Head before moving to her current role. 

This book builds on the experiences of school leaders, early career teachers and their mentors and responds to the challenges that new teachers face as they move beyond initial teacher training. Practiced educators provide research-informed guidance in each chapter to scaffold new teachers’ workplace learning when the learning curve is steepest. Support for new teachers is vitally important in enhancing teaching quality, promoting teacher wellbeing, and reducing staff burnout rates. Each chapter, co-authored by school-based and university-based teacher educators, contains rich illustrative examples and vignettes from lead practitioners in UK primary and secondary schools. The book is relevant across curriculum areas and phases of education so that all new teachers can ease their transition into teaching, build their confidence and lay foundations for their career-long professional growth. Speaking to new and recently qualified teachers as well as coordinators of professional learning in schools, this book is an essential resource for teacher CPD.“An excellent addition to the thinking educator’s bookshelf.”Dr David Waugh, Professor of Education, Durham University“The distinctive challenges facing Early Career Teachers are identified and addressed with a clear focus on developing the adaptive expertise which is the foundation and sustenance of success in this demanding profession.”Professor Linda Clarke, Ulster University“This is a book that is sorely needed to support the flourishing of teachers during the demanding early stages of their careers.”Ian Menter, Emeritus Professor of Teacher Education, University of Oxford, Former President of the British Educational Research Association (2013-15)“Mastering Teaching is a core, comprehensive, credible and cutting-edge introduction to early career teacher learning.”Dr Beth Dickson, University of GlasgowMoira Hulme is Professor of Teacher Education at Manchester Metropolitan University, UK. She has extensive experience as a teacher, teacher educator and educational researcher. Rebecca Smith is Headteacher of Sale Grammar School, Manchester, UK. She is an experienced leader who has worked across diverse settings to support teacher development to enable every child to fulfil their potential.Rachel O’Sullivan is Senior Lecturer in the School of Teacher Education, Manchester Metropolitan University, UK. Rachel taught secondary P.E. and was a subject lead, pastoral lead and Assistant Head before moving to her current role. 

This book examines Nazi Germany’s expansion, population management and establishment of a racially stratified society within the Reichsgaue (Reich Districts) of Wartheland and Danzig-West Prussia in annexed Poland (1939-1945) through a colonial lens. The topic of the Holocaust has thus far dominated the scholarly debate on the relevance of colonialism for our understanding of the Nazi regime. However, as opposed to solely concentrating on violence to investigate whether the Holocaust can be located within wider colonial frameworks, Rachel O’Sullivan utilizes a broader approach by investigating other aspects, such as discourses and fantasies related to expansion, settlement, ‘civilising missions’ and Germanisation, which were also intrinsic to Nazi Germany’s rule in Poland.The resettlement of the ethnic Germans—individuals of German descent who lived in Eastern Europe until the outbreak of the Second World War—forms a main focal point for this study’s analysis and investigation of colonial comparisons. The ethnic German resettlement in the Reichsgaue laid the foundations for the establishment and enforcement of German society and culture, while simultaneously intensifying the efforts to control Poles and remove Jews. Through this case study, O’Sullivan explores Nazi Germany’s dual usage of inclusionary policies, which attempted to culturally and linguistically integrate ethnic Germans and certain Poles into German society, and the contrasting exclusionary policies, which sought to rid annexed Poland of ‘undesirable’ population groups through segregation, deportation and murder. The book compares these policies — and the tactics used to implement them — to colonial and settler colonial methods of assimilation, subjugation and violence.

This book examines Nazi Germany’s expansion, population management and establishment of a racially stratified society within the Reichsgaue (Reich Districts) of Wartheland and Danzig-West Prussia in annexed Poland (1939-1945) through a colonial lens. The topic of the Holocaust has thus far dominated the scholarly debate on the relevance of colonialism for our understanding of the Nazi regime. However, as opposed to solely concentrating on violence to investigate whether the Holocaust can be located within wider colonial frameworks, Rachel O’Sullivan utilizes a broader approach by investigating other aspects, such as discourses and fantasies related to expansion, settlement, ‘civilising missions’ and Germanisation, which were also intrinsic to Nazi Germany’s rule in Poland.The resettlement of the ethnic Germans—individuals of German descent who lived in Eastern Europe until the outbreak of the Second World War—forms a main focal point for this study’s analysis and investigation of colonial comparisons. The ethnic German resettlement in the Reichsgaue laid the foundations for the establishment and enforcement of German society and culture, while simultaneously intensifying the efforts to control Poles and remove Jews. Through this case study, O’Sullivan explores Nazi Germany’s dual usage of inclusionary policies, which attempted to culturally and linguistically integrate ethnic Germans and certain Poles into German society, and the contrasting exclusionary policies, which sought to rid annexed Poland of ‘undesirable’ population groups through segregation, deportation and murder. The book compares these policies — and the tactics used to implement them — to colonial and settler colonial methods of assimilation, subjugation and violence.

This book examines Nazi Germany''s expansion, population management and establishment of a racially stratified society within the Reichsgaue (Reich Districts) of Wartheland and Danzig-West Prussia in annexed Poland (1939-1945) through a colonial lens. The topic of the Holocaust has thus far dominated the scholarly debate on the relevance of colonialism for our understanding of the Nazi regime. However, as opposed to solely concentrating on violence to investigate whether the Holocaust can be located within wider colonial frameworks, Rachel O''Sullivan utilizes a broader approach by investigating other aspects, such as discourses and fantasies related to expansion, settlement, ''civilising missions'' and Germanisation, which were also intrinsic to Nazi Germany''s rule in Poland.The resettlement of the ethnic Germans-individuals of German descent who lived in Eastern Europe until the outbreak of the Second World War-forms a main focal point for this study''s analysis and investigation of colonial comparisons. The ethnic German resettlement in the Reichsgaue laid the foundations for the establishment and enforcement of German society and culture, while simultaneously intensifying the efforts to control Poles and remove Jews. Through this case study, O''Sullivan explores Nazi Germany''s dual usage of inclusionary policies, which attempted to culturally and linguistically integrate ethnic Germans and certain Poles into German society, and the contrasting exclusionary policies, which sought to rid annexed Poland of ''undesirable'' population groups through segregation, deportation and murder. The book compares these policies - and the tactics used to implement them - to colonial and settler colonial methods of assimilation, subjugation and violence.

This book examines Nazi Germany''s expansion, population management and establishment of a racially stratified society within the Reichsgaue (Reich Districts) of Wartheland and Danzig-West Prussia in annexed Poland (1939-1945) through a colonial lens. The topic of the Holocaust has thus far dominated the scholarly debate on the relevance of colonialism for our understanding of the Nazi regime. However, as opposed to solely concentrating on violence to investigate whether the Holocaust can be located within wider colonial frameworks, Rachel O''Sullivan utilizes a broader approach by investigating other aspects, such as discourses and fantasies related to expansion, settlement, ''civilising missions'' and Germanisation, which were also intrinsic to Nazi Germany''s rule in Poland.The resettlement of the ethnic Germans-individuals of German descent who lived in Eastern Europe until the outbreak of the Second World War-forms a main focal point for this study''s analysis and investigation of colonial comparisons. The ethnic German resettlement in the Reichsgaue laid the foundations for the establishment and enforcement of German society and culture, while simultaneously intensifying the efforts to control Poles and remove Jews. Through this case study, O''Sullivan explores Nazi Germany''s dual usage of inclusionary policies, which attempted to culturally and linguistically integrate ethnic Germans and certain Poles into German society, and the contrasting exclusionary policies, which sought to rid annexed Poland of ''undesirable'' population groups through segregation, deportation and murder. The book compares these policies - and the tactics used to implement them - to colonial and settler colonial methods of assimilation, subjugation and violence.