DOCSLIB.ORG

Gender and Race After Hitler Spring 2019 Lecture: TR 12:30-1:45; Location: SARAR-101

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Gender and Race After Hitler Spring 2019 Lecture: TR 12:30-1:45; Location: SARAR-101 1 HIST 395-006/WMST 379-005/GRMN 336-001: Gender and Race after Hitler Spring 2019 Lecture: TR 12:30-1:45; Location: SARAR-101 Dr. Tiffany Florvil Email: [email protected] Office: 2080 Mesa Vista Hall Office Hours: T: 2:00-3:30pm, R: 2:00-3:30pm, and by appointment Course Description: Post-World War II relationships between American GIs and European women, the creation of the European Union, 1960s European political activism, Black Lives Matter protests in London, protests against an abortion ban in Warsaw, new waves of immigration, Brexit, as well as other examples of gender inequality, racial violence, xenophobia, and political conservatism help to illustrate how the concepts of gender and race have remained critical throughout twentieth century European history. In this reading-intensive course, students will explore the ideas, debates, and anxieties over the nation, migration/immigration, ethnicity, gender, culture, community, citizenship, religion, sexuality, class, and race that emerged after the Second World War. Though the Allied Powers were victorious and defeated fascism, some European dynamics and ideas (oftentimes fascist and discriminatory in nature) did not exactly change after the war. We will also consider how these concepts were and are still informed by a common if often unspoken belief that European identity is exclusively white and Judeo-Christian. In tracing diverse transformations and understandings of identity, nation building/nationalism, discrimination, difference, and political activism, the course will attend to continuities and discontinuities about political ideas, racial thinking, gendered relations, and sexual practices from the postwar to the contemporary periods. Required Reading: Slavenka Drakulić, How We Survived Communism and Even Laughed Frantz Fanon, Black Skin, White Masks Ika Hügel-Marshall, Invisible Women Andrea Levy, Small Island Joan Scott, The Politics of the Veil **Additional required readings will be available through the course’s UNM Learn webpage. Suggested Reading: Mary Louise Roberts, What Soldiers Do: Sex and the American GI in World War II France Student Learning Objectives: ▪ Identify the important developments with regards to race and gender in postwar Europe from c. 1945 to the present. ▪ Assess the relationships between historical events and agents during this time and develop analyses based on these assessments. ▪ Evaluate and communicate historical knowledge of primary and/or secondary source material through analytical, interpretive essays. ▪ Cultivate critical thinking skills about the concepts of race and gender in historical context. Course Objectives and Requirements: Discussion and Reading 2 This is a reading intensive course! Discussion is also crucial to this seminar, and I will evaluate your participation grade based on three main criterion: 1) active, regular participation; 2) direct and specific engagement with the readings by offering insightful reflections, posing questions, assessing problems, etc; and 3) collegial interaction with your peers that builds on their comments, asks further questions, and puts forth a different view with respect and courtesy. I do understand that students might not feel comfortable speaking in class, and I will offer some additional opportunities for those students. The readings for this course form the backbone of our seminar activity, and therefore, careful reading and active participation are essential. Your grade for the course is based on the completion of the all of following assignments, whether you are enrolled in it as HIST 395, WMST 379, or GRMN 336. Any HIST 595 students enrolled in this course for graduate credit will need to speak to the instructor. 1) Attendance is mandatory. An excused absence is one that can be documented by an outside source (for instance, a doctor’s note, an obituary, a mechanic’s bill, a veterinary visit, among other forms of documentation). If there are other circumstances that emerge, please feel free to contact me if you feel comfortable doing so, and I will try my best to work with you. Students can have no more than THREE (3) unexcused absences total from this class. If you miss class, you are responsible for getting the notes and assignments. You must communicate with me and schedule an appointment with me to discuss the theme of the missed lecture. Subsequent unexcused absences from class will lower your overall course grade by THREE PERCENTAGE (3%) POINTS. Excessive absences from class will result in an overall failing grade. Multiple absences, even though excused, might result in your receiving an “Incomplete” for a final course grade. Should this happen, you will need to meet with me in person before the end of the semester to establish an appropriate timetable in which you must complete all the missing work. Unsuccessfully fulfilling those assigned tasks within the prescribed timetable will result in an overall failing grade. 2) Participation involves engaging in various in-class discussions and activities by being alert, attentive, respectful, and courteous as well as answering questions on Discussion Board on UNM Learn. Students should remain awake during class hours. Text messaging is strictly prohibited and will impact your participation grade. During class, laptops should be used for taking notes and should not be used to check Facebook, Tinder, Twitter, or Instagram. Do not play games on your laptop during class time. If I see anyone asleep or playing on their phones or laptops, you will be given a warning for the first instance, and after subsequent incidences, your participation grade will be lowered. I may even prohibit laptops for the entire class if problems continue. The default participation grade is 70%, which students raise by asking questions and offering their own thoughts and lower through unexcused absences and disrespectful classroom behavior. In the unlikely event that a student behaves in a manner disruptive to teaching and learning, they will be required to leave class and have their cumulative grade for the course lowered by THREE PERCENTAGE (3%) POINTS. Failure to complete all the requirements of the course will result in an overall failing grade. 3) Students will be required to take in-class pop quizzes, write in-class brief responses, and participate in-class group assignments based on the assigned readings. Students will also be required to produce work on the course’s Discussion Board on UNM Learn. 4) Students will be required to complete a 750-1000 word Blog Post that examines contemporary developments in Europe and then compares it to something that we have covered in the class. This assignment encourages you to recognize continuities and discontinuities between the past and the present. This Blog Post must be double-spaced with 12-point font and standard one-inch margins. 3 The Blog Post should be submitted on UNM Learn by its due date in Doc, Docx, or Pages format. Do not submit blogs as pdfs. Students should use The Chicago Manual of Style for their citations (endnotes or footnotes); do not use parenthetical citations. Blog posts that do not follow this format will be marked down by THREE PERCENTAGE (3%) POINTS. Late Blog Posts will lose a HALF A LETTER grade for each 24-hr period. You have a choice to turn this blog post in either on Saturday, February 23th (Week 6), Saturday, March 30th (Week 11), or Saturday, April 13th (Week 13). 5) Students will be required to write four Analytical Essays. Essay #1 should be between 4 full to 5 full pages in length, and will be due on Saturday, February 9th (Week 4) by 6pm on UNM Learn. Essay #2 should be between 4 full to 5 full pages in length, and will be due on Friday, March 8th (Week 8) by 6pm on UNM Learn. Please note the different time and date for this paper; it is due before Spring Break. Essay #3 should be between 5 full to 7 full pages in length, and will be due on Saturday, April 20th (Week 14) by 6pm on UNM Learn. Essay #4 should be between 3 full to 5 full pages in length, and will be due on Thursday, May 9th by 11:59pm (Finals Week). Please note the different time and date for the final paper. All of these essays must be double-spaced with 12- point font and standard one-inch margins, and should be submitted on UNM Learn by their due dates in Doc, Docx, or Pages format. Do not submit papers as pdfs. Students should use The Chicago Manual of Style for their citations (endnotes or footnotes); do not use parenthetical citations. Essays that do not follow these format guidelines will be marked down by THREE PERCENTAGE (3%) POINTS. Late essays will lose a HALF A LETTER grade for each 24-hr period. *If you have any conflicts, concerns, or questions, please see me during office hours, or make an appointment if you cannot make those hours. Students should avoid questions whose answers are contained in the course syllabus or course handouts. Your emails should be written in formal, professional language, and with attention to the propriety accorded to the position of the writer and the addressee. I do reserve the right to not respond to your email if it is poorly or improperly addressed. Proper etiquette includes (“Dear Dr. Florvil,” “Dear Professor Florvil”) and sends a positive and respectful message to me. Grade Breakdown: Attendance and Participation: 20% Quizzes, Responses, and Group Assignments: 5% Blog Post: 10% Four Analytical Papers (16.25% each): 65% Total: 100% Scale: A+: (97-100%) A: (94-96%) A-: (90-93%) B+: (87-89%) B: (84-86%) B-: (80-83%) C+: (77-79%) C: (74-76%) C-: (70-73%) D+: (69-67%) D: (64-66%) D-: (60-63%) F: (0-59%) Need for Accommodation: If there is anything that could affect your class participation or performance and/or you may need accommodation, e.g., a religious holiday, disability, etc., please tell me by the SECOND week of classes so that appropriate arrangements can be made.
Load more

Recommended publications
  • Revolutions in the Arab World Political, Social and Humanitarian Aspects
    REPORT PREPARED WITHIN FRAMEWORK OF THE PROJECT EXPANSION OF THE LIBRARY OF COUNTRY OF ORIGIN INFORMATION UNIT, CO-FUNDED BY EUROPEAN REFUGEE FUND REVOLUTIONS IN THE ARAB WORLD POLITICAL, SOCIAL AND HUMANITARIAN ASPECTS RADOSŁAW BANIA, MARTA WOŹNIAK, KRZYSZTOF ZDULSKI OCTOBER 2011 COUNTRY OF ORIGIN INFORMATION UNIT OFFICE FOR FOREIGNERS, POLAND DECEMBER 2011 EUROPEJSKI FUNDUSZ NA RZECZ UCHODŹCÓW REPORT PREPARED WITHIN FRAMEWORK OF THE PROJECT EXPANSION OF THE LIBRARY OF COUNTRY OF ORIGIN INFORMATION UNIT, CO-FUNDED BY EUROPEAN REFUGEE FUND REVOLUTIONS IN THE ARAB WORLD POLITICAL, SOCIAL AND HUMANITARIAN ASPECTS RADOSŁAW BANIA, MARTA WOŹNIAK, KRZYSZTOF ZDULSKI COUNTRY OF ORIGIN INFORMATION UNIT OFFICE FOR FOREIGNERS, POLAND OCTOBER 2011 EUROPEAN REFUGEE FUND Revolutions in the Arab World – Political, Social and Humanitarian Aspects Country of Origin Information Unit, Office for Foreigners, 2011 Disclaimer The report at hand is a public document. It has been prepared within the framework of the project “Expansion of the library of Country of Origin Information Unit” no 1/7/2009/EFU, co- funded by the European Refugee Fund. Within the framework of the above mentioned project, COI Unit of the Office for Foreigners commissions reports made by external experts, which present detailed analysis of problems/subjects encountered during refugee/asylum procedures. Information included in these reports originates mainly from publicly available sources, such as monographs published by international, national or non-governmental organizations, press articles and/or different types of Internet materials. In some cases information is based also on experts’ research fieldworks. All the information provided in the report has been researched and evaluated with utmost care.
    [Show full text]
  • ANNUAL REPORT 2013 Traditionally a Leader Is One “Who Commands Power and Guides Others
    Accountable Leadership. Women’s Empowerment. Youth Development. ANNUAL REPORT 2013 TRADITIONALLY A LEADER IS ONE “WHO COMMANDS POWER AND GUIDES OTHERS. OVER THE YEARS, TIME HAS CHANGED THIS DEFINITION TRANSFORMING THE TRADITIONAL ROLE OF THE LEADER. LEADERSHIP IS NO LONGER JUST A POSITION, IT IS A MINDSET. WHEN LEADERS SEE A NEED FOR CHANGE THEY HAVE TO BE ABLE TO TAKE ACTION. LEADERS HAVE TO TURN THEIR TALENT, KNOWLEDGE AND IDEAS INTO CONSTRUCTIVE STRATEGIES TO ADDRESS SOCIAL POLITICAL AND HUMANITARIAN ISSUES OF ALL KINDS. ” H.E. Mr Nassir Abdulaziz Al-Nasser High Representative for the UN Alliance of Civilizations 2 Accountable Leadership. Women’s Empowerment. Youth Development. Under the auspices of the Municipality of Athens LEADERSHIP & COLLABORATION ATHENS, GREECE - DECEMBER 3 & 4 2013 In association with GLOBAL THINKERS FORUM WAS BORN WITH A VISION AND A MISSION: TO FOSTER POSITIVE “CHANGE AND HELP OUR WORLD BECOME A BETTER PLACE BY NURTURING THE NEW GEN- ” ERATION OF LEADERS. THE SPACE THAT GTF HAS SO SUCCESSFULLY CREATED AS A TRULY PROLIFIC AND DIVERSE FORUM… IS A PLACE WHERE LEADERS CAN COME TOGETHER, SHARE THEIR STORIES AND ACHIEVEMENTS, COLLABO- RATE, AND POINT TOWARDS THE FUTURE. IT IS A PLACE WHERE WE GENERATE NEW KNOWL- EDGE AND WE PASS THIS NEW KNOWLEDGE TO THE YOUNGER GENERATIONS. Elizabeth Filippouli Founder & CEO Global Thinkers Forum ” 3 GLOBAL THINKERS FORUM 2013 ‘LEADERSHIP & COLLABORATION’ A very timely conversation around leadership in a changing world took place in Athens, Greece in the beginning of December. Global Thinkers Forum organized its annual event and the GTF 2013 Awards for Excellence under the theme ‘Leadership & Collaboration’ convening over 30 leaders and thought leaders from 18 countries to discuss leadership, ethics, collaboration & cross-cultural understanding.
    [Show full text]
  • Leadership and Change: Prime Ministers in the Post-War World - Alec Douglas-Home Transcript
    Leadership and Change: Prime Ministers in the Post-War World - Alec Douglas-Home Transcript Date: Thursday, 24 May 2007 - 12:00AM PRIME MINISTERS IN THE POST-WAR WORLD: ALEC DOUGLAS-HOME D.R. Thorpe After Andrew Bonar Law's funeral in Westminster Abbey in November 1923, Herbert Asquith observed, 'It is fitting that we should have buried the Unknown Prime Minister by the side of the Unknown Soldier'. Asquith owed Bonar Law no posthumous favours, and intended no ironic compliment, but the remark was a serious under-estimate. In post-war politics Alec Douglas-Home is often seen as the Bonar Law of his times, bracketed with his fellow Scot as an interim figure in the history of Downing Street between longer serving Premiers; in Bonar Law's case, Lloyd George and Stanley Baldwin, in Home's, Harold Macmillan and Harold Wilson. Both Law and Home were certainly 'unexpected' Prime Ministers, but both were also 'under-estimated' and they made lasting beneficial changes to the political system, both on a national and a party level. The unexpectedness of their accessions to the top of the greasy pole, and the brevity of their Premierships (they were the two shortest of the 20th century, Bonar Law's one day short of seven months, Alec Douglas-Home's two days short of a year), are not an accurate indication of their respective significance, even if the precise details of their careers were not always accurately recalled, even by their admirers. The Westminster village is often another world to the general public. Stanley Baldwin was once accosted on a train from Chequers to London, at the height of his fame, by a former school friend.
    [Show full text]
  • Concerns Over Visibility, Gender Equity and Diversity at BBC Arabic World Service
    Concerns over Visibility, Gender Equity and Diversity at BBC Arabic World Service Concerns over Gender Equality and Diversity on BBC Arabic Journalism Shows By Iqbal Tamimi Director of Arab Women Media Watch Centre in the UK Email: [email protected] Bristol-UK Iqbal Tamimi Page 1 Concerns over Visibility, Gender Equity and Diversity at BBC Arabic World Service Concerns over Gender Equality and Diversity on BBC Arabic Journalism Shows-------------------------Page Content---------------------------------------------------------------------------------------------------------------------------2 Abstract--------------------------------------------------------------------------------------------------------------------------3 Key Words-----------------------------------------------------------------------------------------------------------------------3 Introduction---------------------------------------------------------------------------------------------------------------------4 Women’s credibility in the news --------------------------------------------------------------------------------------------5 Arab women journalists on Arab news channels------------------------------------------------------------------------6 Launch of BBC World Arabic Television Service---------------------------------------------------------------------11 BBC Diversity Strategy 2011-15-------------------------------------------------------------------------------------------11 BBC Arabic World Service: Gender Equity Concerns---------------------------------------------------------------14
    [Show full text]
  • POLL 4/1/3 File 2, June-October 1968
    The Speeches of John Enoch Powell POLL 4/1/3 Speeches, July 1966-July 1975, 5 files POLL 4/1/3 File 2, June-October 1968 Image 10 The Literary Executors of the late Rt. Hon. J. Enoch Powell & content c the copyright owner. 2011. 15/6/1968 Government and Nation The Tory Opposition Assoc. of Cons. Clubs AGM Westminster June-Oct 1968 Page 134 18/6/1968 The European Union. Defence Britain's Position In The World Esher Cons. Women’s Advisory June-Oct 1968 Page 125 and Foreign Policy. Committee 21/6/1968 The Economy/Industry Exchange Rate Public Meeting, High Wycombe June-Oct 1968 Page 122 Annual Conference of Conservative 22/6/1968 Education and Literature Education National Advisory Committee on June-Oct 1968 Page 107 Education 28/6/1968 Government and Nation. The Mr Jocelyn Hambro’s Salary West Riding Branch of Institute of June-Oct 1968 Page 102 Economy/Industry. Directors, Harrogate 28-30/06/1968 Government and Nation Conservatism And Social Salary Swinton Conservative College June-Oct 1968 Page 84 10/7/1968 Labour/Socialism/Trade Unions Socialism And Wales Astrid Mynach, Caerphilly June-Oct 1968 Page 82 GLYC Summer School on Defence, 21/7/1968 Defence and Foreign Policy Warsaw Pact June-Oct 1968 Page 76 Oxford 4/9/1968 The Economy/Industry The Fixed Exchange And Dirigisme The Mont Pelerin Society, Aviemore June-Oct 1968 Page 58 Conference 9/9/1968 Defence and Foreign Policy Russia & Nato Rowley Regis Round Table June-Oct 1968 Page 47 12/9/1968 The Economy/Industry Denationalisation Public Meeting, Watford June-Oct 1968 Page 33 18/9/1968 Defence and Foreign Policy Britain's Military Role In The 70S R.U.S.I.
    [Show full text]
  • “They Might Feel Rather Swamped”: Understanding the Roots of Cultural Arguments in Anti-Immigration Rhetoric in 1950S–1980S Britain Author: Chiara Ricci
    “They Might Feel Rather Swamped”: Understanding the Roots of Cultural Arguments in Anti-Immigration Rhetoric in 1950s–1980s Britain Author: Chiara Ricci Stable URL: http://www.globalhistories.com/index.php/GHSJ/article/view/53 DOI: http://dx.doi.org/10.17169/GHSJ.2016.53 Source: Global Histories, Vol. 2, No. 1 (Oct. 2016), pp. 33–49 ISSN: 2366-780X Copyright © 2016 Chiara Ricci License URL: https://creativecommons.org/licenses/by/4.0/ Publisher information: ‘Global Histories: A Student Journal’ is an open-access bi-annual journal founded in 2015 by students of the M.A. program Global History at Freie Universität Berlin and Humboldt-Universität zu Berlin. ‘Global Histories’ is published by an editorial board of Global History students in association with the Freie Universität Berlin. Freie Universität Berlin Global Histories: A Student Journal Friedrich-Meinecke-Institut Koserstraße 20 14195 Berlin Contact information: For more information, please consult our website www.globalhistories.com or contact the editor at: [email protected]. “They Might Feel Rather Swamped”: The Changing in Anti-Immigration Rhetoric in 1950s–1980s Britain CHIARA RICCI Chiara Ricci grew up in Italy and graduated in Pisa with a B.A. with High Honors in Phi- losophy with a major in ethics and civic education. After studying Global Economic History in London School of Economics, she is presently completing her M.A. in Global History at the Free University in Berlin, Germany. She has previously received study grants from the Eras- mus Program to study in Germany and London. Her research interests include 20th century European and international history, international migration history, history of science, and the history of environment.
    [Show full text]
  • Thatcherism and Women: After Seven Years
    THATCHERISM AND WOMEN: AFTER SEVEN YEARS Elizabeth Wilson In 1979 the Conservative Party won the British general election led by a woman-paradoxically, after ten years of leftwing feminist activism, it was the Tories that gave the British their first woman Prime Minister. And the most paradoxical aspect of all has been that Margaret Thatcher, the 'exceptional woman' par excellence, has done nothing to advance the cause of women, indeed during her period of office the quality of life for the majority of women in this country has deteriorated. This has been as a direct result of the tremendous class attack launched by the Conservative government against working people, both women and men. The initial reaction of the British left, and this included many feminists, was on the one hand disbelief that the British people could have voted such a reactionary government into power, and on the other the rapid construction of an explanation for this event in terms of an ideology of t hatcher ism'.' The development of this concept rested on a conviction that disillusionment with socialism and progress had willed the whole populace to the Right. Bob ~esso~~and others have recently mounted an extensive and measured critique of the 'Thatcherism' thesis, particularly as it has been developed in the work of Stuart Hall and in a series of articles published in Marxism Today. Jessop and his co-authors argue, for example, that Stuart Hall's notion of 'authoritarian populism', upon which 'Thatcherism' is based, is ambiguous and incoherent. They suggest that the Left has too readily accepted the Right's own assessment of itself and its decisive ideological break with the past.
    [Show full text]
  • Clarke, Amy.Pdf
    A University of Sussex PhD thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details National Lives, Local Voices Boundaries, hierarchies and possibilities of belonging Amy Clarke Department of Geography, University of Sussex Thesis submitted to the University of Sussex for the Degree of Doctor of Philosophy December 2017 2 Work not Submitted Elsewhere for Examination I hereby declare that this thesis has not been and will not be, submitted in whole or in part to another University for the award of any other degree. Signature…………………………………………. 3 Contents Contents 3 Acknowledgements 6 Abstract 7 List of figures 8 Map of the research area 9 1. Introduction 10 1.1 Research aims 11 1.2 Outline of the thesis 13 2. Britain and ‘Britishness’: belonging, nation and identity 17 2.1 From multiculturalism to British values 18 2.2 National belonging, boundaries and hierarchies 21 2.3 The (white) middle-classes in England 25 2.4 Whiteness and (post)colonial continuities 30 2.5 National identification in England 35 2.6 British attitudes to immigration 39 2.7 Asking questions 44 2.8 Conclusion 46 3.
    [Show full text]
  • Unveiling the Truth-Proof-With Annex.Indd
    AT HOME IN EUROPE Unveiling the Truth Why 32 Muslim Women Wear the Full-face Veil in France Unveiling the Truth Why 32 Muslim Women Wear the Full-face Veil in France At Home in Europe Project Copyright © 2011 Open Society Foundations. All rights reserved, including the right to reproduce this report or portions thereof in any form. Open Society Foundations 400 West 59th Street New York, NY 10019 USA www.soros.org Október 6 Street 12 H–1051 Budapest, Hungary 100 Cambridge Grove W6 0LE London, United Kingdom At Home in Europe Project Open Society Foundations Website www.soros.org/initiatives/home Cover design by Dennis Ahlgrim l Ahlgrim Design Group Cover photograph by Naima Bouteldja Layout by Judit Kovács l Createch Ltd. l Hungary Contents Foreword 5 Acknowledgements 7 Definitions 9 1. Key Findings 11 2. Introduction 19 3. Methodology 23 4. French Political Content and History of Legislation on the Full-face Veil 27 5. Wearing the Full-face Veil 35 6. Influences and/or Coercion 47 7. How the Women Respond to Insults and Abuse 65 8. The Question of Identity 71 9. Wearing the Full-face Veil Once the Law Is Implemented 73 10. Conclusion 75 Annex 77 3 Foreword Unveiling the Truth: Why 32 Women Wear the Full-face Veil in France examines an issue causing considerable debate and controversy throughout Europe: the relationship between religion and European identity or, more succinctly, Islam’s compatibility with European values. The report offers the views of 32 women across France who wear the full-face veil, their reasons for doing so, and their experiences in public before and after the debate over banning the veil.
    [Show full text]
  • 'Why Tories Won: Accounting for Conservative Party Electoral
    'Why Tories Won: Accounting for Conservative Party Electoral Success from Baldwin to Cameron' Dr Richard Carr, Churchill College, Cambridge - 15 November 2012 [email protected] Thank you Allen for that kind introduction. Thank you too, of course, to Jamie Balfour and the Winston Churchill Memorial Trust for the support that enabled the research that I will lay out in part today. The research grant was extremely valuable for an early career academic – providing the means to support archival research that still informs my work some two years later, which has borne fruit in three of the articles that will be referred to at the bottom of the slides behind me, and in three monographs on twentieth century British politics I am due to publish in 2013. 6 publications and counting therefore owe part of their genesis to this grant, not withstanding the good work of my two sometime co-authors throughout this period, Dr Bradley Hart (a former PhD student here at Churchill College and current lecturer at California State University Fresno), and Rachel Reeves MP.1 By final way of preamble I must also thank the staff here at the Churchill Archives Centre, and indeed the Master, for various kindnesses over the years – not least in relation to a conference Bradley and I played a small role in coordinating in November 2010, during my By-Fellowship.2 So, today’s lecture is entitled ‘Why Tories Won: Accounting for Conservative Party Electoral Success from Baldwin to Cameron.’ Now, given Stanley Baldwin became Conservative Party leader in 1923, and David Cameron – Boris and the electorate permitting – seems likely to serve until at least 2015, that is quite an expanse of time to cover in 40 minutes, and broad brush strokes – not to say, missed policy areas - are inevitable.
    [Show full text]
  • The Anthony Powell Society Newsletter
    The Anthony Powell Society Newsletter Issue 35, Summer 2009 ISSN 1743-0976 5th Biennial Anthony Powell Conference Thursday 10 to Saturday 12 September 2009 Georgetown University, Washington, DC, USA Speakers include: Alan Furst, Prof. Alison Lurie, Prof. Rick Rylance Full details in enclosed booking leaflet **10% DISCOUNT ** on bookings received & paid 1 June to 14 July Contents From the Secretary’s Desk … 2 Anthony Powell and Sport ... 3-4 Erich von Stroheim ... 5-7 Book Review: Maurice Bowra ... 8-9 Advance Notice: Full of Money ... 11 Cuttings ... 12-13 Notice of AGM ... 14 Society News … 14 Dates for Your Diary ... 16-17 Local Group News … 18-19 Collage Event ... 10, 15, 19 From the APLIST … 20-26 Letters to the Editor … 27-29 Merchandise & Membership … 30-32 Anthony Powell Society Newsletter #35 From the Secretary’s Desk The Anthony Powell Society It’s taken a year and there have been a few Registered Charity No. 1096873 hiccups along the way, but at long last the The Anthony Powell Society is a charitable redesigned Anthony Powell website is live. literary society devoted to the life and works OK, that’s surely no big deal, is it? Well, of the English author Anthony Dymoke yes and no. From the outside I would agree Powell, 1905-2000. that little has apparently changed apart from the design of the front page and the Officers & Executive Committee contents navigator. These are important in Patron: John MA Powell their own right as the website is one of the President: Simon Russell Beale Society’s most important shop windows and we now have a new, clean shopfront.
    [Show full text]
  • A Focus on Women in Baptist Ministry
    Ch arcoal dra wing by Robert James Findlay A foc us on women in Baptist ministry Baptists Together Deposit Accounts Baptist member churches with savings and reserves are encouraged to lodge New rates for 2019 these in a Baptists Together Deposit account. 1.35% interest on 1 year fixed rate deposit These accounts, provided by the Baptist Union Corporation Limited, offer a competitive rate of interest 1.1% interest to depositors. They also provide funds which are used to on 3 month notice account make loans to finance the purchase of new church sites 0.85% interest and manses and fund the construction of new churches, on 7 day notice account as well as redevelopment and improvement projects. Such projects help churches to develop their mission in (all rates subject to regular review) their community and it is a fantastic way for churches with Minimum deposit £1,000 surplus funds to support mission across the Baptist family. for all accounts For more information visit www.baptist.org.uk/depositaccounts Baptist Deposit Account advert-A4_Nov2018.indd 1 27/11/2018 10:23 CONTENTS FEATURES 6 Introducing Violet Hedger 9 Molly Boot shares the story of the first Baptist woman to be college trained and ordained When is a minister not a 10 minister? Julie Aylward explores the ministry of the Deaconess Order A short history of Baptist women in ministry Ruth Gouldbourne outlines some of the key developments in the story of Baptist Women in ministry women in leadership 18 Beth Allison-Glenny questions the complementarian theories Reflecting on women
    [Show full text]