Product Description: This volume examines British policy towards the Soviet Union in the aftermath of the invasion of Afghanistan in December 1979. The documents in this volume, many released into the public realm for the first time, describe the development of British policy towards the Soviet Union during the eventful years 1979-1982...read more

Questions of discipline and order arise wherever formal education is practised, and are particularly acute for those training to teach or in their first school posts. For many years now writing on these topics has tended to depict teaching as the deployment of ‘skills’ and ‘techniques’ and competent teachers as those who successfully ‘manage’ their classes. This approach is criticised by Richard Smith as manipulative and destructive of the kind of pupil-teacher relationship conducive to any but the most trivial sorts of learning. Thus the philosophical issues which the book explores are shown throughout to have their roots in problems associated with established thinking and practice, and the author’s ideas have considerable practical relevance. He argues for a thorough reappraisal of the nature and basis of the teacher’s authority and demonstrates the importance of a proper understanding of the function of punishment. He suggests that many of the problems of discipline that teachers meet may actually stem from inappropriate ways of treating pupils, and shows that solutions to these problems must be compatible with the degree of initiative and personal responsibility that it is the business of education to foster. Schools have changed in many ways, largely for the better, since the first edition of this book appeared: the young people in them are generally treated with far more respect than was the case a quarter of a century ago. The voices of a more repressive tradition however still make themselves heard from time to time. It is therefore important continually to re-state the principles on which civilised relationships between pupils and teachers need to be based.

Product Description: The idea of education as therapy goes back to ancient times. Today, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to these issues...read more

This study explores the dynamics of race and masculinity to provide fresh historical insight into the First World War and its Imperial dimensions, examining the experiences of Jamaicans who served in British regiments. Reluctance to accept West Indian volunteers was rooted in the belief that black men lacked the qualities necessary for modern warfare. This, combined with fears over white racial degeneration, resulted in the need to preserve established hierarchies, which was achieved through the exclusion of black soldiers from the front line and their confinement in labour battalions. However, despite their exclusion from the battlefield, the author shows that the experience of war was invaluable in allowing veterans to appropriate codes of heroism, sacrifice and citizenship in order to wage their own battles for independence on their return home, culminating in the nationalist upsurge of the late 1930s. This book offers a lively and accessible account that will prove invaluable to those studying the Imperial dimensions of the First World War, as well and those interested in the wider notions of race and masculinity in the British Empire.