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Ireland’s constitutional politics of school choice
Eoin Daly

3 Tolerance, recognition and educational patronage: Ireland’s constitutional politics of school choice Eoin Daly This chapter examines the place and role of toleration and recognition in the Irish education system through a critical review of state support for religious schools, specifically of the historical legacy of the patronage system. In Irish political discourse there has been a general acceptance that religious freedom is best served by devolving public education to private ‘patron’ bodies. While in the past the ‘patronage’ model may have been understood

in Tolerance and diversity in Ireland, North and South
Denise Frawley, Joanne Banks, and Selina McCoy

6 Resource allocation for students with special educational needs and disabilities S Denise Frawley, Joanne Banks and Selina McCoy Introduction Inclusive education has increasingly become a focus of debate in the ­development of education policy and practice around the world (Farrell and Ainscow, 2002). Within these debates, there is an increasing focus on the nature of funding regulations and to what extent these facilitate an inclusive environment for students (Meijer, 2003; Parrish et al., 1999). The funding of special education is extraordinarily complex

in The economics of disability
Laura Tisdall

concern for the ‘whole child’ took over from the child guidance model with its defined roles for the educational psychologist and the psychiatrist. 8 The provision of psychoanalytic guidance for certain ‘maladjusted’ children was replaced by regular school visits of the educational psychologist, who focused on maturational progression throughout developmental stages and whose primary tool was

in A progressive education?
Aislinn O'Donnell

Introduction Why should educators need to know about policies aimed at countering terrorism, radicalisation and (violent) extremism, and how do these policies shape educational practice? The UK’s ‘Four P’ (Protect, Prevent, Pursue, Prepare) conceptualisation of the work-strands of the counter-terrorist strategy (CONTEST), together with the Dutch Information House’s development of countering violent extremism (CVE) as ‘soft interventionism’ ( Kundnani and Hayes, 2018 , p. 6), have shaped wider European and global landscapes in respect of countering (violent

in Encountering extremism
Willem Frijhoff

3 Colleges and their alternatives in the ­educational strategy of early modern Dutch  Catholics Willem Frijhoff The common image of the Dutch Republic is that of a Protestant bulwark from which Catholics were by and large excluded so that they had to look for refuge, including education, abroad. In fact, there is ample reason for nuance.1 After the foundation of the Dutch Republic in the 1570s and 1580s and its ­subsequent public self-definition as a Protestant nation, Dutch Roman Catholicism was not really proscribed in the private sphere. But until the Batavian

in College communities abroad
Marion Barter and Clare Hartwell

The Lancashire Independent College in Whalley Range, Manchester (1839-43), was built to train Congregational ministers. As the first of a number of Nonconformist educational institutions in the area, it illustrates Manchester‘s importance as a centre of higher education generally and Nonconformist education in particular. The building was designed by John Gould Irwin in Gothic style, mediated through references to All Souls College in Oxford by Nicholas Hawksmoor, whose architecture also inspired Irwins Theatre Royal in Manchester (1845). The College was later extended by Alfred Waterhouse, reflecting the growing success of the institution, which forged links with Owens College and went on to contribute, with other ministerial training colleges, to the Universitys Faculty of Theology established in 1904. The building illustrates an interesting strand in early nineteenth-century architectural style by a little-known architect, and has an important place in the history of higher education in north-west England.

Bulletin of the John Rylands Library
Revisiting a Chapter of Baretti’s Career
Francesca Savoia

This article annotates and publishes a previously overlooked letter in the Thrale-Piozzi collection of the John Rylands Library. The letter dates from the summer of 1774, and was addressed to Mrs Hester Thrale by Giuseppe Baretti, a member of Samuel Johnson’s circle, who had been teaching Italian to the Thrale eldest daughter for almost a year. The discovery of this forgotten document has offered an opportunity to reconsider the relationship that this Italian intellectual entertained with the Thrale family. The reassessment of the role Baretti played in their household, in the course of his three-year tutorage, is conducted also in light of a reappraisal of the Easy Phraseology, a collection of Italian-English dialogues created for and with his pupil, and therefore affording important insights into the writer’s domestic and educational experience at Streatham Park.

Bulletin of the John Rylands Library
Swedish Sex Education in 1970s London
Adrian Smith

In 1974 the British Board of Film Censors refused to grant a certificate to the Swedish documentary More About the Language of Love (Mera ur Kärlekens språk, 1970, Torgny Wickman, Sweden: Swedish Film Production), due to its explicit sexual content. Nevertheless, the Greater London Council granted the film an ‘X’ certificate so that it could be shown legally in cinemas throughout the capital. This article details the trial against the cinema manager and owners, after the film was seized by police under the charge of obscenity, and explores the impact on British arguments around film censorship, revealing a range of attitudes towards sex and pornography. Drawing on archival records of the trial, the widespread press coverage as well as participants’ subsequent reflections, the article builds upon Elisabet Björklund’s work on Swedish sex education films and Eric Schaefer’s scholarship on Sweden’s ‘sexy nation’ reputation to argue that the Swedish films’ transnational distribution complicated tensions between educational and exploitative intentions in a particularly British culture war over censorship.

Film Studies
Julius Caesar
Maria Wyke

In studio publicity, trade papers, reviews, articles, and educational materials, Joseph L. Mankiewiczs Julius Caesar (1953) was described and accepted as a faithful and mostly pleasing adaptation of Shakespearean drama to the Hollywood screen. As Variety accurately predicted, it achieved four Oscar nominations, one award for art direction and set decoration, high grosses, a hit soundtrack album, and several subsequent revivals. With the content more or less given, contemporary discussion focussed closely on how the verbal had been visualised, on how theatre had been turned into cinema – in short, on the film‘s style. It is with contemporary and subsequent readings of the film‘s style that this article is concerned, where, following David Bordwell, style is taken to mean ‘a films systematic and significant use of techniques of the medium’. But whereas Bordwell analyses film style directly in terms of an aesthetic history he considers to be distinct from the history of the film industry, its technology, or a films relation to society, I explore interpretations of one film‘s style that are heavily invested with socio-political meaning. If, in Bordwell‘s organic metaphor, style is the flesh of film, these readings of style explicitly dress that flesh in socio-political clothing. This analysis of Julius Caesar, then, is not another contribution to debates about adaptation, theatre on film, or Shakespeare on screen, but about the politics of film style.

Film Studies