Jennifer Wallace

This book provides a narrative account of the experiences of twenty former scholarship students from historically disadvantaged communities who attended elite public and private secondary schools. It draws on in-depth, one-on-one semi-structured interviews conducted with former scholarship recipients who were between the ages of 19 and 24 years at the time of the interviews. Various themes are explored, specifically focusing on elite schooling in relation to the experiences and navigational practices of the scholarship recipients and the adjustments that they felt they needed to make in order to fit into the elite school space. The book analyses and discusses the reflective experiences of students who were awarded a scholarship to attend an elite secondary school. It reveals that accepting the gift of a scholarship is far more complex, multi-layered, and at times harsh and even painful for the individual recipients than is possibly realized by those involved in thispractice. This book contributes to academic educational debates within the sociology of education, elite schools and schooling in the post-apartheid South African context.

This book provides a narrative account of the experiences of twenty former scholarship students from historically disadvantaged communities who attended elite public and private secondary schools. It draws on in-depth, one-on-one semi-structured interviews conducted with former scholarship recipients who were between the ages of 19 and 24 years at the time of the interviews. Various themes are explored, specifically focusing on elite schooling in relation to the experiences and navigational practices of the scholarship recipients and the adjustments that they felt they needed to make in order to fit into the elite school space. The book analyses and discusses the reflective experiences of students who were awarded a scholarship to attend an elite secondary school. It reveals that accepting the gift of a scholarship is far more complex, multi-layered, and at times harsh and even painful for the individual recipients than is possibly realized by those involved in thispractice. This book contributes to academic educational debates within the sociology of education, elite schools and schooling in the post-apartheid South African context.

Raising the Sparks, Jennifer Wallace's sixth poetry collection, is inspired by the alignment of Christian and Judaic traditions. The idea of raising the sparks, tikkun olam, comes from 16th century mystical Judaism--the belief that, if people worked to "gather or raise the sparks" from the sacred vessels that shattered at the moment of creation, a repair of the world from its initial splitting would be complete. It is the duty of each one of us to raise the sparks from wherever they are imprisoned and to elevate them to holiness. Also informing this work is the Jesuit idea of finding God in all things and conversing (without clerical intervention) directly with Jesus. The poems in this collection engage with these theological traditions by witnessing the human joys and challenges of attending to their mandates.

It has been over twenty years since the people of Scotland, Wales and Northern Ireland voted for devolution. Over that time, the devolved legislatures have established themselves and matured their approach to governance. At different times and for different reasons, each has put wellbeing at the heart of their approach - codifying their values and goals within wellbeing frameworks. This open access book explores, for the first time, why each set their goal as improving wellbeing and how they balance the core elements of societal wellbeing (economic, social and environmental outcomes). Do the frameworks represent a genuine attempt to think differently about how devolved government can plan and organise public services? And if so, what early indications are there of the impact is this having on people's lives? This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

It has been over twenty years since the people of Scotland, Wales and Northern Ireland voted for devolution. Over that time, the devolved legislatures have established themselves and matured their approach to governance. At different times and for different reasons, each has put wellbeing at the heart of their approach - codifying their values and goals within wellbeing frameworks. This open access book explores, for the first time, why each set their goal as improving wellbeing and how they balance the core elements of societal wellbeing (economic, social and environmental outcomes). Do the frameworks represent a genuine attempt to think differently about how devolved government can plan and organise public services? And if so, what early indications are there of the impact is this having on people's lives? This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

A 2021 Choice Outstanding Academic TitleFrom the trauma of September 11th, through the wars in Afghanistan and Iraq, to the aftermath of the Arab Spring and the environmental warning signs of climate change, this book reflects on the crises and terrifying events of the early 21st century and argues that a knowledge of tragedy from the works of Sophocles to Shakespeare to Samuel Beckett can help us understand them. Jennifer Wallace offers a cultural analysis of the tragic events of the past two decades with reference to a litany of key dramatic texts, including Aeschylus’ Oresteia, Euripides’ Hecuba, Iphigenia in Aulis, Trojan Women and Bacchae, Homer’s Iliad, Ibsen’s Emperor and Galilean and Enemy of the People, and Shakespeare’s Julius Caesar, Macbeth and King Lear, among others.

A 2021 Choice Outstanding Academic TitleFrom the trauma of September 11th, through the wars in Afghanistan and Iraq, to the aftermath of the Arab Spring and the environmental warning signs of climate change, this book reflects on the crises and terrifying events of the early 21st century and argues that a knowledge of tragedy from the works of Sophocles to Shakespeare to Samuel Beckett can help us understand them. Jennifer Wallace offers a cultural analysis of the tragic events of the past two decades with reference to a litany of key dramatic texts, including Aeschylus’ Oresteia, Euripides’ Hecuba, Iphigenia in Aulis, Trojan Women and Bacchae, Homer’s Iliad, Ibsen’s Emperor and Galilean and Enemy of the People, and Shakespeare’s Julius Caesar, Macbeth and King Lear, among others.

It has been over twenty years since the people of Scotland, Wales and Northern Ireland voted for devolution. Over that time, the devolved legislatures have established themselves and matured their approach to governance. At different times and for different reasons, each has put wellbeing at the heart of their approach – codifying their values and goals within wellbeing frameworks. This open access book explores, for the first time, why each set their goal as improving wellbeing and how they balance the core elements of societal wellbeing (economic, social and environmental outcomes). Do the frameworks represent a genuine attempt to think differently about how devolved government can plan and organise public services? And if so, what early indications are there of the impact is this having on people’s lives?

Rooted in the grit of urban Baltimore and the forests of rural Massachusetts, these poems remind us that life’s tensions and polarities are energies we carry within ourselves. These are poems of witness and commentary, conversation and meditation. They offer moments of close looking, and of looking away; of loving, and of bungled attempts to be more loving. They call us to look long and hard— and generously —at our lives. Written with radiant honesty and fierce tenderness, they suggest a path of inner discovery where mystery awaits us in the ordinary.

Poetry. THE WANT FIRE explores memory, aging, the elemental pleasures of wind and waves, and earthly creatures of all shapes and sizes, painting moments glimpses inside the spirit world that reside in the physical world around us."

Tragedy is the art-form created to confront the most difficult experiences we face: death, loss, injustice, thwarted passion, despair. From ancient Greek theatre up to the most recent plays, playwrights have found, in tragic drama, a means to seek explanation for disaster. But tragedy is also a word we continually encounter in the media, to denote an event which is simply devastating in its emotional power. This introduction explores the relationship between tragic experience and tragic representation. After giving an overview of the tragic theatre canon - including chapters on the Greeks, Shakespeare, Ibsen, Chekhov, post-colonial drama, and Beckett - it also looks at the contribution which philosophers have brought to this subject, before ranging across other art-forms and areas of debate. The book is unique in its chronological range, and brings a wide spectrum of examples, from both literature and life, into the discussion of this emotional and frequently controversial subject.

Tragedy is the art-form created to confront the most difficult experiences we face: death, loss, injustice, thwarted passion, despair. From ancient Greek theatre up to the most recent plays, playwrights have found, in tragic drama, a means to seek explanation for disaster. But tragedy is also a word we continually encounter in the media, to denote an event which is simply devastating in its emotional power. This introduction explores the relationship between tragic experience and tragic representation. After giving an overview of the tragic theatre canon - including chapters on the Greeks, Shakespeare, Ibsen, Chekhov, post-colonial drama, and Beckett - it also looks at the contribution which philosophers have brought to this subject, before ranging across other art-forms and areas of debate. The book is unique in its chronological range, and brings a wide spectrum of examples, from both literature and life, into the discussion of this emotional and frequently controversial subject.

When Jennifer Wallace travelled round Greece as a student, hiking through olive groves to hunt out the stones of old temples and lost cities, she became fascinated by archaeology. It was magical. It was absurd. Give an archaeologist a few rocks and, like a master storyteller, he could bring another world to life. Give him a vague hunch about the past, and he was prepared to spend hours raking through the soil in search of proof. From the plain of Troy to the Titanic, and from Britain's Stonehenge to Ground Zero in New York, Digging the Dirt explores the excavation sites that have exerted the strongest pull on the public imagination. Some sites, in which bones are indistinguishable from dust, have driven archaeologists to despair. Other sites haunt poets with memories of loss and romance. All reveal the relevance of archaeology to our deepest cultural anxieties. Passionate and intelligent, Digging the Dirt engages with the work of philosophers and writers who have been stirred by the life below the ground, while never losing sight of the pressing demands of archaeologists today. In a world of postmodern spin, Wallace calls for a renewed sense of the poetics of depth and shows how ex

Important reforms are taking place in children's services in the UK, with a move towards greater integration. In England, Scotland and Sweden, early childhood education and care, childcare for older children, and schools are now the responsibility of education departments. This book is the first to examine, cross-nationally, this major shift in policy. With case studies and practical examples to illustrate how changes have been implemented, this book is essential reading for practitioners, managers, politicians, trainers and researchers in children's services, including schools, early years, school-age childcare, leisure and recreation, child welfare and health.