The chapter examines two projects that work to support relatives in their
demand for justice after enforced disappearances in Mexico: the Huellas de
la Memoria/Footprints of Memory project begun by Alfredo López, and Forensic
Architecture’s Cartography of Violence, an interactive platform detailing
the enforced disappearance of forty-three Ayotzinapa students. The two
projects are very different, but both use and transform traces of
disappearance to demand justice and both involve slow and painstaking work.
One traces the footprints of relatives searching for missing people, and the
other the traces in phone records, witness accounts and official reports of
the abduction of the Ayotzinapa students.
On 24 October 1928 the Actresses' Franchise League was at a victory reception held by the Equal Political Rights Campaign Committee to celebrate the passing of the Representation of the People Act which allowed women the vote on the same terms as men. One of the most popular suffrage plays of the pre-war period, Cicely Hamilton and Christopher St John's How The Vote Was Won (1909), was performed by some of the original cast. Throughout the war years and the 1920s, the League had maintained its work with and for the suffrage societies and used its extensive networks in the theatre industry to run philanthropic and patriotic projects that furthered the cause of women's equality in society. In all, the Actresses' Franchise League spent only six of its fifty years as an organisation producing what has been known as 'suffrage theatre' – this chapter explores the League's work from the outbreak of war until that 1928 victory performance, focusing particularly on the role of actresses in the Women's Emergency Corps and British Women's Hospital Fund.
By any standard, Stone has been a product of war; intrigued by it, physically and psychologically marked by it, propelled to action by it, and galvanised in opposition to it. The chapter takes Platoon as its starting point before considering how ideas of war have informed the construction and reception of later films like World Trade Center (2006) and W. (2008) as well as the Untold History (2012) documentary series. Stone’s perspective on war provides a firm footing from which to interpret not just his films or the wider Hollywood machinery, but to think more carefully about the American polity and its constant, historical and reiterating focus on the mantras of ‘just war’ and the ‘war on terror’
This chapter argues for the significant role played by Irish-based medics as
collectors and communicators of natural history in the period 1680–1750. It
demonstrates that the relative isolation of practitioners in Ireland meant
that their findings could sometimes be seen by those elsewhere as carrying
greater weight and possessing greater novelty. Particular use is made of the
correspondence of Sir Hans Sloane, president of the Royal Society, to
demonstrate how processes of communication and collection could operate
across large distances, especially between rural Ireland and London.
The chemical revolution and the patronage of James Butler, Duke of Ormond
This chapter seeks to situate James Butler, duke of Ormond, at the centre of
an important patronage network for medicine in Restoration Britain and
Ireland. It explores the Irish dimension of the emergence of the Society of
Chemical Physicians and situates it against the background provided by the
momentous Cromwellian period in Ireland. Particular attention is paid to
Pierre Belon, a Huguenot physician patronised by Ormond who was involved in
efforts to promote a spa at Chapelizod near Dublin.
This chapter explores the medical environment of 1640s Ireland, particularly
during the 1641 Rebellion. It uses the 1641 Depositions to explore how
people understood reported sickness and disease. It also traces the
experiences of a broad range of medics during a period of warfare and
significant social and political upheaval. In doing so, it enables an
important new perspective on medicine in Early Modern Ireland.
All in the mix: class, race and school choice considers how parents choose
secondary schools for their children and makes an important intervention into
debates on school choice and education. The book examines how parents talk about
race, religion and class – in the process of choosing. It also explores how
parents’ own racialised and classed positions, as well as their experience of
education, can shape the way they approach choosing schools. Based on in-depth
interviews with parents from different classed and racialised backgrounds in
three areas in and around Manchester, the book shows how discussions about
school choice are shaped by the places in which the choices are made. It argues
that careful consideration of choosing schools opens up a moment to explore the
ways in which people imagine themselves, their children and others in social,
This chapter turns directly to the question of school choice – to examine how
parents experienced the injunction to choose. It finds that, for many, the
feeling that they had ‘no choice’ increased stress and anxiety around
schooling. Nonetheless, the feeling of having ‘no choice’ often included a
prior disregarding of some schools that their children could reasonably be
expected to gain admission to. The chapter also explores what parents said
about both private provision (including private Islamic schools) and state
selective schools in the form of grammar schools. Approaches to school
choice, including to private and selective education, also varied by area.
The chapter considers the ways in which parents talked about processes of
choice and focuses on one particular account of a mother living in Cheadle
Hulme which shows the anxiety that trying to get the best outcome for your
child sometimes produced. It shows that previous work on school choice,
which tends to focus on the concerns of the professional (white) middle
classes, may risk underestimating the ways in which worrying about schools
and education is shared across class and ethnic differences.
This chapter focuses explicitly on parents’ discussions of ethnic diversity.
These are put in the context of policies around multiculturalism and
integration in which schools have been a key policy site. Parents were more
likely to consider diversity as something related to race or ethnicity
rather than class. The chapter contends that we lack a differentiated
vocabulary for discussing diversity and ‘mix’. Furthermore, there are
distinct discourses around ethnic diversity circulating in the different
areas, with parents in the area with the least ethnic diversity, in
particular, expressing reservations and fears about increasing diversity.
Parents of BME children have a particular stake in seeking out schools with
an ethnic mix as they see those schools as potentially offering their
children security against the racism and racialised othering which they
might face in more white schools (and which the parents themselves may have
experienced in their own schooling in Britain). Thus the book argues that it
is critical that we consider questions of both class and race when
understanding parents’ views about school choice, but that we should also be
attentive to ways in which ideas and imaginations of place frame parents
approaches to schooling and education.