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Author: Rosemary Golding
Publisher: Routledge
ISBN: 1317092619
Category : Music
Languages : en
Pages : 263
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Book Description
Until the nineteenth century, music occupied a marginal place in British universities. Degrees were awarded by Oxford and Cambridge, but students (and often professors) were not resident, and there were few formal lectures. It was not until a benefaction initiated the creation of a professorship of music at the University of Edinburgh, in the early nineteenth century, that the idea of music as a university discipline commanded serious consideration. The debates that ensued considered not only music’s identity as art and science, but also the broader function of the university within education and society. Rosemary Golding traces the responses of some of the key players in musical and academic culture to the problems surrounding the establishment of music as an academic discipline. The focus is on four universities: Edinburgh, Oxford, Cambridge and London. The different institutional contexts, and the approaches taken to music in each university, showcase the various issues surrounding music’s academic identity, as well as wider problems of status and professionalism. In examining the way music challenged conceptions of education and professional identity in the nineteenth century, the book also sheds light on the way the academic study of music continues to challenge modern approaches to music and university education.
Author: Rosemary Golding
Publisher: Routledge
ISBN: 1317092619
Category : Music
Languages : en
Pages : 263
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Book Description
Until the nineteenth century, music occupied a marginal place in British universities. Degrees were awarded by Oxford and Cambridge, but students (and often professors) were not resident, and there were few formal lectures. It was not until a benefaction initiated the creation of a professorship of music at the University of Edinburgh, in the early nineteenth century, that the idea of music as a university discipline commanded serious consideration. The debates that ensued considered not only music’s identity as art and science, but also the broader function of the university within education and society. Rosemary Golding traces the responses of some of the key players in musical and academic culture to the problems surrounding the establishment of music as an academic discipline. The focus is on four universities: Edinburgh, Oxford, Cambridge and London. The different institutional contexts, and the approaches taken to music in each university, showcase the various issues surrounding music’s academic identity, as well as wider problems of status and professionalism. In examining the way music challenged conceptions of education and professional identity in the nineteenth century, the book also sheds light on the way the academic study of music continues to challenge modern approaches to music and university education.
Author: Keir Waddington
Publisher: Boydell & Brewer
ISBN: 0851159192
Category : Education
Languages : en
Pages : 482
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Book Description
Traces the evolution of medical education at Barts from its foundation in 1123 to the college's merger with The London Hospital and Queen Mary & Westfield College in 1995. Medical Education at St Bartholomew's Hospital traces the evolution of medical education at Barts from its foundation in 1123 to the college's merger with The London and Queen Mary & Westfield College in 1995. Drawing on the hospital's rich archives, it investigates how training was institutionalised and organised at Barts to explore the shifting nature of medical education between the eighteenth and late-twentieth century. Medical Education at St Bartholomew's Hospital, in analysing the history of the medical college at Barts, explores the relationship between clinical study, science and the institution to look at the rise of the hospital student, the growth of laboratory medicine, and the evolution of a research culture. It places the changing nature of training at Barts in the context of metropolitan and national developments to analyse the structure of medical training, the University of London and its impact on medical education, and the experiences of the students and staff. Questions are asked about how academic medicine developed and about the relationship between training, the bedside, teaching hospitals and the politics of healthcare and higher education. In looking at these areas, existing notions of the "development" of medical education are problematised to provide a study that explores the nature of medical education at Barts and in London. KEIR WADDINGTON is lecturer in history at Cardiff University.
Author: William Whyte
Publisher: Oxford University Press
ISBN: 0192513443
Category : History
Languages : en
Pages : 416
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Book Description
In the last two centuries Britain has experienced a revolution in higher education, with the number of students rising from a few hundred to several million. Yet the institutions that drove - and still drive - this change have been all but ignored by historians. Drawing on a decade's research, and based on work in dozens of archives, many of them used for the very first time, this is the first full-scale study of the civic universities - new institutions in the nineteenth century reflecting the growth of major Victorian cities in Britain, such as Liverpool, Manchester, Birmingham, York, and Durham - for more than 50 years. Tracing their story from the 1780s until the 2010s, it is an ambitious attempt to write the Redbrick revolution back into history. William Whyte argues that these institutions created a distinctive and influential conception of the university - something that was embodied in their architecture and expressed in the lives of their students and staff. It was this Redbrick model that would shape their successors founded in the twentieth century: ensuring that the normal university experience in Britain is a Redbrick one. Using a vast range of previously untapped sources, Redbrick is not just a new history, but a new sort of university history: one that seeks to rescue the social and architectural aspects of education from the disregard of previous scholars, and thus provide the richest possible account of university life. It will be of interest to students and scholars of modern British history, to anyone who has ever attended university, and to all those who want to understand how our higher education system has developed - and how it may evolve in the future.
Author: Fiona Cownie
Publisher: Bloomsbury Publishing
ISBN: 1847315585
Category : Law
Languages : en
Pages : 268
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Book Description
This collection brings together a distinguished group of researchers to examine the power relations which are played out in university law schools as a result of the different pressures exerted upon them by a range of different 'stakeholders'. From students to governments, from lawyers to universities, a host of institutions and actors believe that law schools should take account of a vast number of (often conflicting) considerations when teaching their students, designing curricula, carrying out research and so on. How do law schools deal with these pressures? What should their response be to the 'stakeholders' who urge them to follow agendas emanating from outside the law school itself? To what extent should some of these agendas play a greater role in the thinking of law schools?
Author: Ling, Lorraine
Publisher: IGI Global
ISBN: 1522517391
Category : Education
Languages : en
Pages : 420
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Book Description
The tools used in data collection have the ability to influence the ways information is perceived and generated. Analyzing research processes is a concept that can be overlooked, though is as important as the information itself. Methods and Paradigms in Education Research addresses the innovative formulaic approaches taken in research to challenge their effectiveness. Featuring coverage on selection, forms, and analytical procedures of data, this publication is essential for researchers, students, and academicians seeking current information on understanding research methodology.
Author: Rosemary Ashton
Publisher: Yale University Press
ISBN: 030015447X
Category : History
Languages : en
Pages : 395
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Book Description
While Bloomsbury is now associated with Virginia Woolf and her early-20th-century circle of writers and artists, the neighbourhood was originally the undisputed intellectual quarter of 19th-century London. This title presents a rich history of the great Bloomsbury pioneersthe educational, medical, and social reformists who led crusades for all.
Author: Martin Daunton
Publisher: Oxford University Press
ISBN: 9780197263266
Category : Education
Languages : en
Pages : 444
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Book Description
This collection of essays explores the questions of what counted as knowledge in Victorian Britain, who defined knowledge and the knowledgeable, by what means and by what criteria. During the Victorian period, the structure of knowledge took on a new and recognizably modern form, and the disciplines we now take for granted took shape. The ways in which knowledge was tested also took on a new form, with the rise of written examinations. New institutions of knowledge were created: museums were important at the start of the period, universities had become prominent by the end. Victorians needed to make sense of the sheer scale of new information, to popularize it, and at the same time to exclude ignorance and error - a role carried out by encyclopaedias and popular publications. By studying the Victorian organization of knowledge in its institutional, social, and intellectual settings, these essays contribute to our wider consideration of the complex and much debated concept of knowledge.
Author: Edward Royle
Publisher: Bloomsbury Publishing
ISBN: 1849665699
Category : History
Languages : en
Pages : 577
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Book Description
Praise for the first edition: 'Royle calls on an impressive range of materials (supported by an excellent bibliography) to offer a judicious review of most of the issues currently confronted by social historians. His agenda contains both traditional and novel elements [...] all are presented with admirable clarity and balance. [...] A volume which shows an astonishing command of such a wide range of material will long prove essential reading.' Times Literary Supplement This popular work provides an in-depth historical background to issues of contemporary concern, tracing developments over the past two and a half centuries. It promotes accessibility by adopting a thematic approach, with each theme treated chronologically. Major themes are chosen partly by their importance to an understanding of the past and partly by their relevance to students of contemporary Britain - rather than by imposing current fashions in historical study on the past. Thoroughly revised, the third edition of Modern Britain reviews and brings up to date the content to take account of developments since 1997 and reconsiders emphases and interpretations in light of more recent scholarship. It incorporates new currents in historical writing on matters such as the language of class, the position of women, and the revolution worked by the Internet and mobile technologies. Modern Britain is vital reading for students of history and the social and political sciences.
Author: Ling, Lorraine
Publisher: IGI Global
ISBN: 1799810038
Category : Education
Languages : en
Pages : 351
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Book Description
There is a renaissance in the use of the term “scholarship,” as it is being used to define areas of academic endeavour, describe academic work and achievements, and measure the quality of higher education. Although all academicians are required to engage in scholarship, it is difficult to navigate as there is a misunderstanding of this concept as new methods and approaches emerge. Emerging Methods and Paradigms in Scholarship and Education Research is an essential academic book that is designed to explain the areas of scholarship and their contemporary relationship to key components of academic work: research, teaching, service, and engagement. The chapter authors explore conceptions of scholarship, paradigms, and methods that fit a variety of contexts and needs. Highlighting a wide range of approaches from scientific realism and neo-positivism to interpretative, transformative, and pragmatic educational strategies and policy, this book is ideal for researchers, teachers, educational leaders, academicians, educational policymakers, and quality assurance agencies.
Author: Georgia Oman
Publisher: Springer Nature
ISBN: 3031299876
Category : History
Languages : en
Pages : 267
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Book Description
This book offers a spatial history of the decades in which women entered the universities as students for the first time. Through focusing on several different types of spaces – such as learning spaces, leisure spaces, and commuting spaces – it argues that the nuances and realities of everyday life for both men and women students during this period can be found in the physical environments in which this education took place, as declaring women eligible for admittance and degrees did not automatically usher in coeducation on equal terms. It posits that the intersection of gender and space played an integral role in shaping the physical and social landscape of higher education in England and Wales in the late-nineteenth and early-twentieth centuries, whether explicitly – as epitomised by the building of single-sex colleges – or implicitly, through assumed behavioural norms and practices.
