Emphasizing the changes worked by circulation and copying, interpretation and debate, this book uses the case to explore how pictures succeed and fail, gain acceptance and spark controversy. It reveals how embryonic development was made a process that we can see, compare, and discuss, and how copying - usually dismissed as unoriginal
Explores the plight of a family of refugees who end up in a boarding house in Hastings where they try to come to terms with British culture and the painful memories of the past.
"What if you woke up to find your body was slowly shutting down? Unable to walk, talk or blink and nobody knows why When Guillain Barr� Syndrome affected Adam Pownall it caused full paralysis within days. Getting Better Slowly tells his inspiring story of recovery through new writing, sound and movement. Funny, moving, and honest, Adams journey through illness and rehabilitation including months re-learning how to walk and talk invites audiences to consider how they would deal with an unexpected illness or accident, and explores how it feels when your closest relationship is with the illness thats holding you back."
This book explores important questions about the relationship between professional practice and learning, and implications of this for how we understand professional expertise. Focusing on work accomplished through partnerships between practitioners and parents with young children, the book explores how connectedness in action is a fluid, evolving accomplishment, with four essential dimensions: times, spaces, bodies, and things. Within a broader sociomaterial perspective, the analysis draws on practice theory and philosophy, bringing different schools of thought into productive contact, including the work of Schatzki, Gherardi, and recent developments in cultural historical activity theory. The book takes a bold view, suggesting practices and learning are entwined but distinctive phenomena. A clear and novel framework is developed, based on this idea. The argument goes further by demonstrating how new, coproductive relationships between professionals and clients can intensify thepedagogic nature of professional work, and showing how professionals can support others’ learning when the knowledge they are working with, and sense of what is to be learned, are uncertain, incomplete, and fragile.