This study examines the writing career of the respected and prolific novelist Doris Lessing, who was awarded the Nobel Prize for Literature in 2007 and who has recently published what she has announced will be her final novel. Whereas earlier assessments have focused on Lessing's relationship with feminism and the impact of her 1962 novel, The Golden Notebook, this book argues that Lessing's writing was formed by her experiences of the colonial encounter. It makes use of postcolonial theory and criticism to examine Lessing's continued interest in ideas of nation, empire, gender and race, and the connections between them, looking at the entire range of her writing, including her most recent fiction and non-fiction, which have been comparatively neglected.
us to consider exactly what literary prizes such as the Nobel are rewarding.
The Nobel foundation website states in response to the question ‘Why do you use the word Nobel Laureate and not NobelPrize Winner?’ that ‘[t]he awarding of the NobelPrizes is not a competition or lottery, and therefore there are no winners or losers. Nobel Laureates receive the NobelPrize in recognition of their achievements in physics, chemistry, physiology or medicine, literature, or peace.’ 7 There do not appear to be any criteria for nomination. The issue
and modern Irish poetry
Modern Irish poetry in English has been dominated by two major figures: both NobelPrize winners, recognised as the leading practitioners
of their time. The first, W. B. Yeats, was a southern Irish Protestant
(though for much of his lifetime the northern–southern divide was
not such a stark one: he was nearly 60 when the Irish Free State was
declared); the second, Seamus Heaney, is a Northern Irish Catholic.
So the first notable reflection is that each of them belonged to the ideological
In this chapter, the author provides an account of a walking and camping tour of Iceland in the company of co-artists Julie Livsey and Lesley Hicks. He investigates contemporary interdisciplinary practice and ways in which artists work with delineations of 'nature in Iceland' in the face of serious environmental concerns. The author includes a discussion of writer Halldór Laxness, film maker Benedikt Erlingsson and artist Louisa Matthíasdóttir. Iceland's Nobel Prize-winning, and, arguably, national-identity-forming, work of literature, Independent People by Halldór Laxness contains several spectacularly perilous journeys, starting with one in which the central character Bjartur makes a very big mistake that will inform everything that subsequently happens. Ólafur Elíasson's exhibition Bílar í Ám / Cars in Rivers is a contemporary iteration of the perilous journey.
’s accession to power. He had subsequently
spent five years working with the NobelPrize-winning physicist Niels Bohr
in Copenhagen, before settling in Birmingham. Rudolf Peierls was a German
physicist who had actually been conducting research in Cambridge when
Hitler became Reich Chancellor. Assessing the situation, he had prudently
decided to stay in Britain. Their pioneering report, submitted to Churchill’s
scientific adviser Henry Tizard, set out the possibility of building an atomic
bomb from a small amount of fissionable uranium 235. Both men were to be
international sphere. This includes the meaning and relevance of CERD
measures to the range of actors that engage with the Committee and
1 Ralph Bunche, ‘Some Reflections on Peace in Our Time’, Nobel Lecture, 11
December 1950, available at: www.nobelprize.org/nobel_prizes/peace/laureates/
ICERD, in particular States parties, NGOs, UN and other experts,
and victims of racial discrimination. The chapters are not exhaustive
and gaps can be readily identified, partly the result of hazards of the
to change their approach to ignorance: rather than attempting to eliminate ignorance, Smithson proposed, ‘emerging frameworks’ of thought had abandoned the idea that it is eliminable and have begun to manage it, to ‘understand, tolerate, and even utilize certain kinds of ignorance’. 9 If Smithson is right, this may only be a response to the fact that ignorance is a necessary and irreducible aspect of knowledge, that which knowing cannot do without. As the theoretical physicist David Gross commented in a speech made on accepting the 2004 NobelPrize for Physics
In this broad sweep, Mayo explores dominant European discourses of higher education, in the contexts of different globalisations and neoliberalism, and examines its extension to a specific region. It explores alternatives in thinking and practice including those at the grassroots, also providing a situationally grounded project of university–community engagement. Signposts for further directions for higher education lifelong learning, with a social justice purpose, are provided.
In 1960–62, a large number of white autochthonous parents in Southall became very concerned that the sudden influx of largely non-Anglophone Indian immigrant children in local schools would hold back their children’s education. It was primarily to placate such fears that ‘dispersal’ (or ‘bussing’) was introduced in areas such as Southall and Bradford, as well as to promote the integration of mostly Asian children. It consisted in sending busloads of immigrant children to predominantly white suburban schools, in an effort to ‘spread the burden’. This form of social engineering went on until the early 1980s. This book, by mobilising local and national archival material as well as interviews with formerly bussed pupils in the 1960s and 1970s, reveals the extent to which dispersal was a flawed policy, mostly because thousands of Asian pupils were faced with racist bullying on the playgrounds of Ealing, Bradford, etc. It also investigates the debate around dispersal and the integration of immigrant children, e.g. by analysing the way some Local Education Authorities (Birmingham, London) refused to introduce bussing. It studies the various forms that dispersal took in the dozen or so LEAs where it operated. Finally, it studies local mobilisations against dispersal by ethnic associations and individuals. It provides an analysis of debates around ‘ghetto schools’, ‘integration’, ‘separation’, ‘segregation’ where quite often the US serves as a cognitive map to make sense of the English situation.