The murder of the Archbishop of St Andrews and its place in the politics of religion in restoration Scotland and England

Debate over the godliness and usefulness of having bishops govern the Church of Scotland took place across the sixteenth and seventeenth centuries. In part debate was intellectual and literary, being expressed in pamphlets and printed tracts and sermons. On occasion however argument about episcopacy spilled over into actual violence. Bishops and archbishops were attacked but in turn faced accusations of severity and of martyring their Presbyterian opponents. Debate over episcopacy opened a space to contest and claim particular identities. The turns and counterturns of religious policy in seventeenth-century Scotland meant that Presbyterian ministers and episcopal clergy were alternately dispossessed and restored to office and power. Occasions of dispossession allowed clergy to present themselves as martyrs, and the identity of martyr was in turn central to both Presbyterian and episcopal accounts of church authority

Doctor Who and the early modern world

Marcus Harmes in ‘Doctor Who and the early modern world‘ examines the differences between the many English histories in the classic series and the new. He considers the recently emphasised Elizabethan England and the transitions between two very different early modern ‘Englands’. Implicit in the reading is a sense of the treatment of the Tudor, Elizabethan and Stuart periods in the production as they have changed over show’s own history

Beyond incarcerated identities: identity, bias and barriers to higher education in Australian prisons

Incarcerated students face multiple obstacles and constraints while attempting to complete tertiary and pre-tertiary educational programs within Australian prisons. Some of these barriers relate to the individual’s attitudes and actions, during and prior to imprisonment, while other barriers may relate to systemic bias and social disadvantages, which the individual cannot control. The classed and racialized realities of Australia’s criminal justice system are evident in the dramatically disproportionate rate of imprisonment of Indigenous people, and in Australian state governments’ increasingly punitive approach to crime and sentencing which typically captures already excluded and marginalised populations. This prevailing ‘criminology of the other,’ creates particular tensions for incarcerated students, who are typically attempting to construct positive student identities, as an alternative to being defined as ‘other,’ ‘criminal’ or ‘deviant.’ Using data from a focus group discussion with 12 male incarcerated students inside an Australian prison, this article gives voice to our incarcerated university students, their attempts to construct new horizons for the self through education, and the numerous barriers they encounter along the way

Testing the limits: Archbishop Bancroft and exorcism cases in the High Commission

Senior members of the English Church became involved in cases of bewitchment and dispossession in the later-sixteenth and early-seventeenth centuries. They sought to exonerate the elderly women accused of witchcraft and their involvement led to the disproving of the efficacy of exorcisms performed by puritan ministers. Although a number of bishops intervened in witchcraft cases, this work was most assiduously carried out by Richard Bancroft, the Bishop of London. In doing so, Bancroft came head to head against the Lord Chief Justice of the Common Pleas, Sir Edmund Anderson, and more broadly against judges and justices of the peace who accepted the verity of cases of possessions and accusations of bewitchment. Particular cases therefore reveal themselves as occasions where episcopacy and judiciary clashed. However these should not be read as cases of the Church versus the Law. The Church was part of the law, in terms of contemporary understandings of the origin of divine positive law. However the cases do suggest that cases involving exorcists were opportunities to propagandize against the episcopate and the justice it delivered via the High Commission. Accordingly Bancroft became involved in these cases because they were opportunities for bishops to assert the authority of their order and the High Commission against their opponents’ polemic and were a means to articulate the scope of episcopal authority

Information literacy: culturally and linguistically diverse postgraduate students and their needs

This chapter brings together two important elements of research at the doctoral level: information literacy (IL) and culturally and linguistically diverse (CALD) students. Having answered the question: ‘What is information literacy?’ the chapter explains that IL encompasses the most effective way to negotiate complex information sources and modes of study. The linkage between information, learning, scholarship and research is integral to successful postgraduate study. Focusing on both the need for IL and the best ways to deliver this support, the chapter provides a model for inculcating IL into the learning experience of CALD HDR students. The chapter’s focus on established practices at a regional university demonstrates the efficacy of providing students with targeted and specific support. It is also particularly pertinent for staff and students at a newly established university and this is one of the chapter’s most important aspects. It describes the use of different methodologies (face-to-face and online learning support; workshops and seminars) and personnel (lecturers, library staff, supervisors and a learning support academic who is available on site for students). Importantly, as a way to validate the model, its effectiveness is underlined by providing the results of data collected from students

Aiming and Promising, and Recognising the Contradictions and Problems

The global prison population continues to grow, and only a relatively small proportion of the world’s incarcerated people have access to or undertake formal education (Gottschalk, 2006, pp. 1, 181; Kilgore, 2015, p. 18). Delivering education in prisons not only presents logistical and technical challenges, but is also a sensitive and culturally charged issue for governments and communities. Governments seeking to deliver a ‘tough on crime’ or ‘law and order’ political agenda with policies that drive up the rates of incarceration may also find that a concomitant or complementary action to their approach is cutting off prisoners’ access to education. The punitive impulses that drive the era of mass incarceration can also drive the restriction of education to people in prison and further drive the cutting of funds to education programs (Stern, 2014). Spending tax payer money on the education of prisons is well described as an emotional issue (Behan, 2021). Pointing to the discernible connections between anti-recidivism and education (see for example Esperian 2010; Ellison et al., 2017; Battams et al., 2021) may not be enough to dispel community concern or neutralise political discourse regarding criticism of using public money to educate prisoners. Certain measures, such as the cutting of the Pell Funding in the mid-1990s, are well documented instances of the reduction of resources for prisoner education, with the associated outcome of restricting education to a large population of people from minorities (Lillis, 1994; Slater, 1995)

Lesbians, nymphomaniacs, and enema specialists: nurses, horror, and agency

Nursing is the healing profession, established by Florence Nightingale on high-minded principles, to comfort and treat the sick. Films of her life and career, especially in the wards at Scutari, made in 1915, 1936 and 1951 showed her as this source of comfort (see Richard Bates’s chapter in this collection). Similarly, hospitals are (or should be) places of safety and healing. What therefore are the messages to taken from those media texts, primarily films, which situate menace not only among the ranks of the nursing profession but in the putatively safe spaces of hospitals? Pursuing these points, and focusing on the unsettling juxtaposition of the horrific and the healing, this chapter examines instances of horror where nurses, nursing and places of healing become sites of horror. It takes examples from English-language film and television productions extending from the 1970s to the present

Introduction

The image of the nurse is ubiquitous, both in life and in popular media. One of the earliest instances of nursing and media intersecting is the Edison phonographic recording of Florence Nightingale’s voice in 1890. Since then, a parade of nurses, good, bad or otherwise, has appeared on both cinema and television screens. How do we interpret the many different types of nurses— real and fictional, lifelike and distorted, sexual and forbidding—who are so visible in the public consciousness? This book is a comprehensive collection of unique insights from scholars across the Western world. Essays explore a diversity of nursing types that traverse popular characterizations of nurses from various time periods. The shifting roles of nurses are explored across media, including picture postcards, film, television, journalism and the collection and preservation of uniforms and memorabilia

The Nurse in Popular Media: Critical Essays

The image of the nurse is ubiquitous, both in life and in popular media. One of the earliest instances of nursing and media intersecting is the Edison phonographic recording of Florence Nightingale’s voice in 1890. Since then, a parade of nurses, good, bad or otherwise, has appeared on both cinema and television screens. How do we interpret the many different types of nurses— real and fictional, lifelike and distorted, sexual and forbidding—who are so visible in the public consciousness? This book is a comprehensive collection of unique insights from scholars across the Western world. Essays explore a diversity of nursing types that traverse popular characterizations of nurses from various time periods. The shifting roles of nurses are explored across media, including picture postcards, film, television, journalism and the collection and preservation of uniforms and memorabilia

Tough on the Causes: Religion and the Penitent in Prison Education

Historically, the education of not only prison populations but the population in general was religious in content and emphasis and was provided by religious organizations, with Sunday Schools being one of the few formal and widespread sources of education until the later 19th century. The education of prisoners has therefore long carried a religious emphasis; after all, to be a penitent in a penitentiary implied some degree of religious instruction and knowledge as well as the ability to hear, read and learn from the scriptures. For the incarcerated, religious instruction would be carried through a period of imprisonment, perhaps to a terminal exit, with a chaplain officiating on the gallows at execution