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Authority and vision

John McGahern is one of those writers whose work continues to be appreciated across a range of readerships. As a writer who eschewed the notion of himself as 'artist' he addressed his task through a commitment to style, what he called the 'revelation of the personality through language'. McGahern's work began to receive critical attention only from when Denis Sampson's seminal study, Outstaring Nature's Eye: The Fiction of John McGahern was published in 1993. This book focuses on the physical landscape to show how the inadequacy of the State that emerged after 1922 is reflected in the characters' shifting relationship with the landscape, the connection has been made vulnerable through trauma and painful memory. It explores this sense of resentment and disillusionment in McGahern's novels, drawing parallels between the revolutionary memories and McGahern's own family experience. McGahern's All Over Ireland offers a number of fine stories, mostly set in Ireland, and dealing with distinctly Irish themes. He wrote a novel that is an example of openness, compassion and understanding for any form of strangeness. The vision of education and of the shaping of identity found in his writing is not an idiosyncratic one - it is consistent with much of the best thought within the tradition of liberal education. The book provides an intriguing comparison between McGahern and Flannery O'Connor, illustrating how diverse stories share an underlying current of brutality, demonstrating their respective authors' preoccupation with a human propensity towards evil.

The educational vision of John McGahern
Kevin Williams

textured insight into the nature of the activities of learning and teaching. Readers may be surprised that this essay does not deal with the fiction; this is for the good reason that McGahern very wisely considered that, in imaginative writing, opinions about life and human practices simply ‘don’t have much place’.4 His autobiographical writing, however, does offer a vision of education. In this work he demonstrates how what we learn learning to love the world  95 comes to constitute the core of our personalities and thus forms part of our very identities. The

in John McGahern
Eileen O’Carroll

’s management, which provoked responses by other pro­prietors who found themselves targets of his admonishment. These William Thompson’s Practical Education for the South of Ireland 23 letters also outlined his vision of the raison d’être of such a centre of learning – what it should teach, the type of person who should teach there and how it should be ­governed. It encapsulates his earliest vision of education and describes the type of people he envisaged being students at what could become, in his opinion, a vibrant contributor to ‘practical’ education in Cork and

in Mobilising classics
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Par Kumaraswami, Antoni Kapcia, and Meesha Nehru

when other types of value appear incommensurate or come into conflict. From writers who were marginalised during the 1970s to younger generations of writers, from editors to promotores culturales, critics and booksellers, from our observation of many book presentations and fairs, a vision of literary culture as a social space and a social force has been ever-present. The equation since 1959 of cultura and libertad, that vision of education in the broadest sense first articulated by Martí (and which aims to go far beyond any instrumentalist vision) as the key to

in Literary culture in Cuba
What role for schools?
Karin Fischer

Catholic vision of education, Denis O’Sullivan remarks that most studies on the evolution of the school system implicitly rely on the theoretical model of ‘modernisation’, most authors analysing changes from that perspective.2 According to him, this approach was adopted all the more easily in Ireland as it fitted neatly with an absence of debate on educational principles, itself encouraged by the ‘anti-ideology’ orientation of Irish political culture. He notes that it was also in keeping with the main orientations of the European Commission, which boldly proclaimed ‘the

in Schools and the politics of religion and diversity in the Republic of Ireland
Andrew S. Crines

’ approach to governing by attacking Michael Gove’s vision of education. To do this he first used ethos and himself as a ‘witness’ to critique Conservative education plans, saying Gove ‘wanted to bring back two-tier academic exams. I remember what that was like. O-levels and CSEs one whole group of young people written off. We are not going back to those days. Michael Gove who has contempt for vocational qualifications’ (Miliband, 2012). This pathos-driven attack was designed to solicit applause but also to argue that Gove symbolised ‘a choice of two futures’ (Miliband

in Labour orators from Bevan to Miliband
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Philip Begley

very different visions of education’, whilst John Davies has seen it as a ‘turning point in modern education history’. 26 In 1974 experimental teaching methods had been introduced at the North London primary school, with young pupils apparently enjoying a great deal of freedom in what and when they learned. The idealistic liberalism and co-operative instincts of some of the teachers led to disputes with parents and the local authority, whilst stories of chaotic scenes in classrooms soon surfaced. Enquiries heard how discipline at the school had ‘vanished overnight

in The making of Thatcherism
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Mark Maguire and Fiona Murphy

of asylum seekers, refugees and other immigrants. And in their everyday lives, Pentecostalism offered useful tactics and powerful strategies (cf. De Certeau 2002; Lefebvre 1992). African taxi drivers reached to their beliefs in order to cope with their day-to-day experiences; political activists made use of religion to charge their campaigns; and, today, Pentecostalism offers alternative visions of education in Ireland. Reflecting on the extraordinary growth of Pentecostal Christianity in Africa, Achille Mbembé and Stephen Rendall were moved to trace the lineaments

in Integration in Ireland
‘A teachers’ lobby divided against itself’?
Anne Beauvallet

unionism’ may well provide fruitful insights into the short-term and long-term future developments of the largest teachers’ unions in England, especially as a similar transfer of social movement tools and technique is also at work in the Labour Party (see Avril in this volume). Could what Stevenson and Little have identified in the NUT as ‘an embryonic form of “social movement unionism” characterised by grassroots organising, community coalition building and mobilisation around an alternative vision of education’ (Stevenson and Little, 2015: 87; see also Kelly, 2005

in Labour united and divided from the 1830s to the present
Modernisation abandoned
Peter Dorey

: Our Programme for Government, Cabinet Office, www.gov.uk/government/uploads/system/uploads/attachment_data/file/78977/Coali​ tion_programme_for_government.pdf. Jones, K. (2003) Education in Britain: 1944 to the Present, Cambridge: Polity. Klein, N. (2007) The Shock Doctrine: The Rise of Disaster Capitalism, London: Allen Lane. Montgomerie, T. (2010) ‘Congratulations, Mr Cameron. Now learn the lessons of a dismal campaign’, The Guardian, 12 May. Morgan, N. (2014) Speech on ‘vision of education’, delivered at the University of Birmingham, 27 November, www

in David Cameron and Conservative renewal