'Rebellious Highlanders': the reception of Corsica in the Edinburgh periodical press, 1730-1800

Examines the way Scottish periodicals, especially the Weekly Magazine and the Caledonian Mercury, reported and discussed the nationalist resistance in Corsica against first Genoese and then French rule; recalibrates the role of James Boswell in shaping Scottish opinion about Corsica, especially in his Account of Corsica (1768); notes the parallels made by Scottish commentators between the Corsican resistance under Pascal Paoli and the Scottish highlands, especially the Jacobite risings of 1715 and 1745; and suggests the value of looking at the distinctive responses of Scottish periodicals, not just the print networks based on London

Scotland, Britain, Europe: parallels with Eighteenth-Century political debate

This article focuses on the controversial eighteenth-century Whig politician, John Wilkes (1725-97), his journalism and his reception in the Scottish periodical press, while considering parallels with current debates on Brexit and Scottish independence. Wilkes, seen by some at the time as a notorious rabble-rouser and a voracious Scotophobe, was nevertheless elected democratically (an unusual phenomenon at this time) to various political offices while campaigning for the freedom of the press. His outspoken attacks on the Scottish Prime Minister, Lord Bute, and associated insults to Scotland, prompted an angry response in the Scottish press and magnified the political divide between Scotland and England. If Wilkes represented ‘liberty’ to many English Whigs, he symbolised outspoken prejudice to many in Scotland. The article will examine some of Wilkes’s own pronouncements on the Scots in his North Briton magazine, alongside responses in the contemporary Scottish periodical press. The debates that Wilkes focuses on – Scotland’s so-called ‘rebellious’ nature and its unhelpful attachment to continental Europe – resonate with twenty-first-century political debates in illuminating ways

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Networks of Sociability in Allan Ramsay\u27s The Fair Assembly

Discusses the background, publication history, and significance of Allan Ramsay\u27s poem The Fair Assembly (1723), about an elite dance gathering in Edinburgh, the social connections of its aristocratic patrons ( Directresses ), and its political and cultural implications, especially in connection with the continuing role of Jacobite and other anti-Whig and anti-Presbyterian sentiment in the nation\u27s capital

Self-curation, self-editing and audience construction by eighteenth-century Scots vernacular poets

This article analyses paratextual and self‐editing practices in the work of three eighteenth‐century Scots vernacular poets: Allan Ramsay, Robert Fergusson and Robert Burns. Taking the theories of paratext articulated by Gerard Genette and J. Hillis Miller as its starting‐point, the article considers the varying ways in which these three poets fashioned their own literary personae and, simultaneously, their audience, through prefaces, footnotes and glossing practice. It also explores the relationship between the three poets, analysing the ways in which Burns learned from both Ramsay and Fergusson, and how each navigated his place as poet in the literary market‐place

\u27Rebellious Highlanders\u27: The Reception of Corsica in the Edinburgh Periodical Press, 1730-1800

Examines the way Scottish periodicals, especially the Weekly Magazine and the Caledonian Mercury, reported and discussed the nationalist resistance in Corsica against first Genoese and then French rule; recalibrates the role of James Boswell in shaping Scottish opinion about Corsica, especially in his Account of Corsica (1768); notes the parallels made by Scottish commentators between the Corsican resistance under Pascal Paoli and the Scottish highlands, especially the Jacobite risings of 1715 and 1745; and suggests the value of looking at the distinctive responses of Scottish periodicals, not just the print networks based on London

Perceptions and experiences of urban school, home and neighbourhood learning spaces, and implications for pedagogy in Tanzanian primary schools. A comparative case study

Tanzanian children and their perceptions and experiences are almost invisible in education research, though they are frequently represented in national learning outcomes scores or school enrollment statistics. This, combined with the widely recognised issue of large class sizes and common depictions of teacher-directed pedagogies has resulted in the default characterisation of Tanzanian primary children as a passive, struggling mass. This thesis sets out to challenge this portrayal and enrich the evidence-base by connecting pupils’ stories with wider discourses of learning and education, stretching across school, home and neighbourhood spaces and linking the local to the national and international. Using a comparative case study design, the study investigates perceptions and experiences of learning in and out of school, and implications for pedagogy in two urban primary schools in Tanzania. Here, space is conceptualised as socially produced and relational; places such as home and school are not static, bounded containers but rather are created by distinct interactions of social, cultural, political and material trajectories, stretching far beyond the local, and changing over time. Multiple methods were used with children and adults to gain insight into how different learning spaces are produced and the effects they have on learning and pedagogy. Three pupil ‘stories-so-far’ are presented which illustrate the children’s lives holistically as they traverse home and school spaces. Trajectories of togetherness stand out in children’s accounts of home and neighbourhood. However, their stories are interrupted in the crowded classroom as they and their teachers negotiate multiple trajectories. The wider analysis explores trajectories of togetherness further, revealing the ways that togetherness bends and warps over time as it intersects with other trajectories creating spaces which, in turn, produce distinct, and sometimes unintended and negative social and pedagogical effects. Educational interventions and reforms can be seen as entering a complex constellation of trajectories, where consideration of anticipated interactions and negotiations is essential. Harmful collisions and clashes need to be avoided if we are to open up more meaningful learning spaces and allow children’s ‘stories-so-far’ to enter and enhance the classroom

Understanding and creating learning spaces in research with primary children in Tanzania

Education research is largely done on rather than with children and their experiences of learning have often been neglected in the global South. This paper presents the approach taken to increase participation and visibility of children in a comparative case study of school, home and neighbourhood learning spaces in Tanzanian primary schools. I outline the creative, spatial methods developed to enable children to share their perceptions and experiences of learning, including arts-based methods; go-alongs; and photo-elicitation interviews. I highlight the possibilities that each method opened up but also flag limitations and how these were mitigated through multiple methods. The paper extends the discussion of the benefits of multiple methods and highlights the value of multiple sources of data within methods and of penetrating multiple layers of interpretation. Finally, the paper highlights how the creation of new research spaces offered additional insight into and opportunities for children’s learning beyond home and school

Exploring children's experiences of schooling in Tanzania: how the ‘hidden curriculum’ undermines aspirations for sustainable development

In the context of aspirations that firmly position education as the key to multiple global development goals, we raise concerns about how education is experienced by many children, particularly in low‐income, postcolonial contexts. Drawing from two, in‐depth qualitative studies in Tanzania, we demonstrate that existing pedagogical practices, including the use of an unfamiliar language of learning and teaching, constitute a ‘hidden curriculum’ that powerfully undermines the vision of education embedded in the sustainable development agenda. We argue that research that foregrounds children's experiences should have a more prominent role as it enables us to understand the lived implications of global policy‐making