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Substance, symbols, and hope
Author: Andra Gillespie

The election of Barack Obama was a milestone in US history with tremendous symbolic importance for the black community. But was this symbolism backed up by substance? Did ordinary black people really benefit under the first black president?

This is the question that Andra Gillespie sets out to answer in Race and the Obama Administration. Using a variety of methodological techniques—from content analysis of executive orders to comparisons of key indicators, such as homeownership and employment rates under Clinton, Bush, and Obama— the book charts the progress of black causes and provides valuable perspective on the limitations of presidential power in addressing issues of racial inequality. Gillespie uses public opinion data to investigate the purported disconnect between Obama’s performance and his consistently high ratings among black voters, asking how far the symbolic power of the first black family in the White House was able to compensate for the compromises of political office.

Scholarly but accessible, Race and the Obama Administration will be of interest to students and lecturers in US politics and race studies, as well as to general readers who want to better understand the situation of the black community in the US today and the prospects for its improvement.

Bodies and environments in Italy and England

This book explores whether early modern people cared about their health, and what did it mean to lead a healthy life in Italy and England. According to the Galenic-Hippocratic tradition, 'preservative' medicine was one of the three central pillars of the physician's art. Through a range of textual evidence, images and material artefacts, the book documents the profound impact which ideas about healthy living had on daily practices as well as on intellectual life and the material world in Italy and England. Staying healthy and health conservation was understood as depending on the careful management of the six 'Non-Naturals': the air one breathed, food and drink, excretions, sleep, exercise and repose, and the 'passions of the soul'. The book provides fresh evidence about the centrality of the Non-Naturals in relation to groups whose health has not yet been investigated in works about prevention: babies, women and convalescents. Pregnancy constituted a frequent physical state for many women of the early modern European aristocracy. The emphasis on motion and rest, cleansing the body, and improving the mental and spiritual states made a difference for the aristocratic woman's success in the trade of frequent pregnancy and childbirth. Preventive advice was not undifferentiated, nor simply articulated by individual complexion. Examining the roles of the Non-Naturals, the book provides a more holistic view of convalescent care. It also deals with the paradoxical nature of perceptions about the Neapolitan environment and the way in which its airs were seen to affect human bodies and health.

Orian Brook, Dave O’Brien, and Mark Taylor

that it is not just in terms of careers, but even things like tastes are changed by parenting. Parenting has wide-ranging impacts. Our more substantive point from Tasha’s comment is the powerful impact parents have on their children’s connection to culture. This point is grounded in extensive academic literature demonstrating the important role parents play in supporting cultural engagement. 1 In Tasha’s case the pursuit of her own cultural interests is inhibited by the responsibilities of parenthood. Instead her personal cultural participation becomes expressed

in Culture is bad for you
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Darlene E. Clover and Kathy Sanford

Lawrence speaks of in the above quotation. They also reflect the work shared in this volume – Lifelong learning, the arts and community cultural engagement in the contemporary university: international perspectives – by adult educators from North America, Europe and Africa who, within or through their universities, engage with aesthetic pedagogical practices that aim to critically and creatively communicate, teach, make meaning, uncover and involve. We do recognise, however, that these concepts do not necessarily come readily to mind when one thinks of the arts and the

in Lifelong learning, the arts and community cultural engagement in the contemporary university
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Developing lifelong learning for community dance practitioners
Victoria Hunter

‘knowledge transfer’ initiatives. This type of initiative is defined as the application of ­scholarly expertise across a range of community and industry contexts for the general 161 Clover_Sandford.indd 161 05/04/2013 09:03 community cultural engagement benefit of society. The ability to demonstrate relevance and connectivity at both a local and national level has become of key importance to many UK higher education institutions in recent years in the face of an ever more competitive marketplace in which institutions and degree programmes compete for market share. This

in Lifelong learning, the arts and community cultural engagement in the contemporary university
Exploring diversity through narrative métissage
Catherine Etmanski, Will Weigler, and Grace Wong-Sneddon

represent Catherine’s perspective. We have two key reasons for writing this chapter. First, in sharing our experience, we are in fact advocating for more widespread use of arts-based methods in university settings. Conferences, classrooms, meetings and research projects 123 Clover_Sandford.indd 123 05/04/2013 09:03 community cultural engagement continue to be dominated by more traditional methods such as PowerPoint lectures, panel presentations or debates. While these time-honoured methods certainly have their place, they are but a few among endless possibilities for

in Lifelong learning, the arts and community cultural engagement in the contemporary university
University–community engagement for peace
Rob Mark

:03 community cultural engagement than simply cognitive, rational engagement with ideas (Hamber and Kelly, 2004; Lederach, 1997). The understanding that peacebuilding transforms the cognitive domain of learning and affective modes of expression provide a reason for focusing on adult literacy education using alternative, creative, cultural methods. In addition to the lack of understanding about the value of creative practice, there has also been little recognition of the relationship between peacebuilding and adult literacy vis-à-vis conflicts such as Northern Ireland. Indeed

in Lifelong learning, the arts and community cultural engagement in the contemporary university
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City of culture
Mike Savage and Janet Wolff

contemporary studies – by Andrew Miles and Selina Todd – take as their central question the complicated interplay between social position and cultural engagement, something never as clear-cut as some accounts have claimed. Both these studies show that the working classes have a much more complicated relationship with the city’s cultural institutions than is implied in the common view that it is predominantly the middle classes who are culturally engaged. Janet Wolff’s study of the role of the calico printers in the early years of art education shows, in line with other

in Culture in Manchester
Orian Brook, Dave O’Brien, and Mark Taylor

is a clear relationship between people’s cultural consumption and more general social inequalities. We can show this with England as our example. In England, on average, someone in a high-status job, with a degree, in the higher managerial or professional category, who is female, and living in the South of England, has particularly high engagement in culture. Those in working-class occupations, ethnic minorities, and those without wealth, have significantly less formal cultural engagement as compared to their wealthy, White counterparts. From our analysis we

in Culture is bad for you
Chris Duke, Michael Osborne, and Bruce Wilson

cultural engagement not only between countries but between regions within countries and “cultural development” frequently overlaps with other areas of development, for example business, industry, community and human and social capital’. She further argues that there emerges from the PURE cases both ‘a distinction but also an overlap between cultural development and cultural engagement’ of universities, and that ‘it is sometimes necessary to delve into the particular political and/or administrative concerns of individual regions’ (2010, p. 467). Course provision One of

in A new imperative