"Published in association with BSECS, British Society for Eighteenth-Century Studies"

Highlights the centrality of non-canonical, middle-ranking women writers to the production of literature and culture in Britain, Ireland, Europe and Russia in the late eighteenth century. The Irish writers and editors Katherine (1773-1824) and Martha Wilmot (1775-1873) left a unique record of middle-ranking women's literary practices and experiences of travel in the late eighteenth and early nineteenth century. Their manuscripts are notable for their vivid portrayal of the era's political conflicts, capturing a flight from Ireland during the Irish Rebellion (1798), time spent in Paris during the Peace of Amiens (1801-03), and extended residences in Russia during the Napoleonic Wars. However, in their accounts of these key European events, the Wilmots' manuscripts, and published work, showcase their participation in a startling range of self-educating activities, including travel writing, biography, antiquarianism, early ethnographic observation, language acquisition, translation practices and editorial work. Taking an interdisciplinary approach, this book explores the collaborative relationships formed by women participating in cosmopolitan networks beyond the typical locations of the Grand Tour. Across their travels, the sisters met, engaged with, and learned from numerous key women of the time, including Princess Ekaterina Dashkova, Margaret King, Lady Mount Cashell and Helen Maria Williams. In this first full-length study to focus on the literary and cultural exchanges surrounding the Wilmot sisters, Wolf showcases how manuscript circulation, coterie engagement and transnational travel provided avenues for women to engage with the intellectual discourses from which they were often excluded.

Posing a challenge to more traditional approaches to the history of education, this interdisciplinary collection examines the complex web of beliefs and methods by which culture was transmitted to young people in eighteenth-century Britain. Contributors c

This book explores how the concept of childhood in the late-18th century was constructed through the ideological work performed by children's literature, as well as pedagogical writing and medical literature of the era. Andrew O'Malley ties the evolution of the idea of "the child" to the growth of the middle class, which used the figure of the child as a symbol in its various calls for social reform.

The Routledge Handbook of Teaching English to Young Learners celebrates the ‘coming of age’ for the field of research in primary-level English Language Teaching. With 32 chapters written by international scholars from a wide geographical area including East Africa, Mexico, the South Pacific, Japan, France, the USA and the UK, this volume draws on areas such as second language acquisition, discourse analysis, pedagogy and technology to provide: An overview of the current state of the field, identifying key areas of TEYL. Chapters on a broad range of subjects from methodology to teaching in difficult circumstances and from Content and Language Integrated Learning (CLIL) to gaming. Suggestions of ways forward, with the aim of shaping the future research agenda of TEYL in multiple international contexts. Background research and practical advice for students, teachers and researchers. With extensive guidance on further reading throughout, The Routledge Handbook of Teaching English to Young Learners is essential reading for those studying and researching in this area.

As the impact of climate change has become harder to ignore, it has become increasingly evident that children will inherit futures where climate challenges require new ways of thinking about how humans can live better with the world. This book re-situates weather in early childhood education, examining people as inherently a part of and affected by nature, and challenges the positioning of humans at the centre of progress and decision-making. Exploring the ways children can learn with weather, this book for researchers and advanced students, works with the pedagogical potential in children’s relations with weather as a vital way of connecting with and responding to wider climate concerns.

Dowd investigates literature's engagement with the gendered conflicts of early modern England by examining the narratives that seventeenth-century dramatists created to describe the lives of working women.

Social processes and policies that foster openness as an overriding value as evidenced in the growth of open source, open access and open education and their convergences that characterize global knowledge communities that transcend borders of the nation-state. Openness seems also to suggest political transparency and the norms of open inquiry, indeed, even democracy itself as both the basis of the logic of inquiry and the dissemination of its results. Openness is a value and philosophy that also offers us a means for transforming our institutions and our practices. This book examines the interface between learning, pedagogy and economy in terms of the potential of open institutions to transform and revitalize education in the name of the public good.