DOCSLIB.ORG

PROGRAMME 1968 - the Year of Barricades and Dreams

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
PROGRAMME 1968 - the Year of Barricades and Dreams PROGRAMME 1968 - the year of barricades and dreams. For a moment anything was possible. Twenty years on, the barricades have been dismantled and the dreamsshattered. Marxism Today invites you to revisit that heady fusion of politics and culture Saturday May 7th, 10.00am-6.00pm London School of Economics, Houghton Street, London WC2 Hoi born Tube MORNING 10.30am-12.30pm LATE AFTERNOON 4.30-6.00pm The Experience of '68 (Old Theatre) - DAVID EDGAR and ANNA Significance of '68 (Old Theatre) - STUART HALL reviews the dreams COOTE discuss '68 with ROBIN BLACKBURN and DAVETRIESMAN. that have faded and the hopes that remain for the 1990s. War in Vietnam (Room A86) - Before 1968 the USA boasted that victory Ireland: Banners and Bullets (Room A86) -1968 was the year the in Vietnam was possible. The Tet Offensive shattered the boast. civil rights movement brought Northern Ireland to international attention. Reviewing its impact will be sixties campus activist MICHAEL KLEIN, BERNADETTE McALISKEY, KEN LIVINGSTONE, INEZ McCORMACK JOHN GITTINGS of the Guardian, and the Vietnamese ambassador to and CHRIS MYANTdiscuss the cause of Ireland. Britain. Rebirth of Feminism (Room A85) - The emergence of the Women's Prague Spring (Room A85) - In 1968 Czechoslovakia experienced an Liberation Movement in the late sixties was seen by many as a reaction to exciting, but tragically short, period of socialist democracy. EDUARD the male domination of the events of '68. BEATRIX CAMPBELL, HILARY GOLDSTUCKER, then a member of the Czechoslovakian Communist WAINWRIGHT and MELISSA BENN discuss the significance of the Party's central committee, MARTIN SLING and JON BLOOMFIELD rebirth. review the Prague Spring. The Underground (Room A42) - What was it really like in the '68 and the Left (Room A42) - ERNESTO LACLAU speaks on the Underground? STEVE ABRAMS, NIGEL FOUNTAIN, JEFF NUTTALL theoretical importance of 1968. and MICHELENE WANDOR join author JONATHAN GREEN to provide some answers. LUNCHTIME CONVERSATIONS 1.00-2.00pm TREVOR GRIFFITHS discusses his work with ROBIN BLACKBURN '68 FILM SHOW (New Theatre) (RoomA86). 10.00am Paris Confrontation - documentary footage of '68 in Paris. The Age of Glasnost (Room A85) - ANTHONY BARNETT talks to 10.30-11.00am The who, when and where of '68 with DAVID CAUTE. VICTOR ORLIK, editor of Soviet Weekly, about the age of Glasnost. 11.00-12.45pm Performance, directed by Nic Roeg - a gangster-movie fantasia, with Mick Jagger. GEORGE MATTHEWS, editor of the Morning Star in 1968, discusses the impact of the year's events on British Communists with SARAH BENTON 12.45-2.15pm W.R. Mysteries of the Organism - Makjevic's (RoomA42). outrageous exploration of the sexual liberation ideas of Wilhelm Reich. 2.30-3.30pm '68 on Film - COLIN MacCABE reviews the year on film EARLY AFTERNOON 2.00-4.00pm with critic JUDITH WILLIAMSON plus directors PETER WOLLEN and '68 and Europe (Old Theatre) - A discussion on the legacy of Europe's ANDYMETCALFE. 1968. 3.30-5.15pm La Chinoise, directed by Jean-Luc Godard. A hilarious, USA -from Civil Rights to Black Power (Room A86) - This was the prophetic romp through the French student movement. year Martin Luther King was assassinated, of race riots in many American 5.15-6.45pm Head - a psychedelic trip of a pop group movie starring The cities, and the year Black Power took hold of the imagination. Speakers in Monkees. this session will include CORA KAPLAN. THROUGHOUTTHE DAY Personal as Political (Room A85) - What effect has '68 had on how we view relationships today? Speakers include SUSIE ORBACH, JEFFREY Bar • Food • 'Paris in May' Exhibition • Creche WEEKS, MELANIE McFADYEAN and STUARTCOSGROVE. THE "68 SHOW tickets E6.00/E4.50 for unwaged (please provide Sixties Style (Room A42) - In '68, London was the fashion capital of the evidence of status) world. BRENDA POLAN chairs a nostalgic discussion with MOLLY THIS EVENT HAS BEEN ORGANISED WITH THE ASSISTANCE OF LONDON PARKIN, ANGELA NEUSTATTER, FRANK MORT and JOHN STREET. SCHOOL OF ECOf .OMICS STUDENTS UNION DETAILS Phone 01 -608 0265 For tickets or further details please fill in the form below and send to The '68 Show, 16 St John Street, London EC1M 4AY. Tel: 01 -608 0265 D Please send me further details I enclose a cheque/postal order for £ (payable to The '68 Show) D Please send me waged '68 Show tickets (£6) • Please send me unwaged'68 Show tickets (£4.50) Name (please provide evidence of status) Address D Please send me creche registration form (must register before April 29) Postcode Tel No. M(68) 29 MARXISM TODAY MAY 1988.
Load more

Recommended publications
  • Caroline Benn Memorial Lecture 2006
    Caroline Benn Memorial Lecture 2006 Comprehensive schooling: current trends in England and the Nordic countries Lecturer: Peter Montimore I am very pleased to give this lecture. I was a great admirer of Caroline Benn. I met her on a number of occasions when I was working for ILEA and she was a governor of Holland Park School. I have also studied her two excellent books about the struggle for comprehensive education – ‘Half way there’ and ‘Thirty years on’. I admired her not only as a great a advocate of the comprehensive cause but as someone who, unlike those who provide support in principle but consider the system not quite suitable for their own family, chose to entrust her children to a comprehensive school where - as we know from Melissa Benn’s lecture last year – they flourished. In this lecture I will note some of the risks and the potential benefits of using a comparative approach to examine the role and success of school systems. I will then describe briefly some of the characteristics of four of the Nordic countries: Denmark, Finland, Norway and Sweden. Analyses of the results of an international test of fifteen year-olds[i] will be used to illustrate the performance of these countries in comparison to that of England. I will end by asking the question as to whether there are any lessons that can be learned about comprehensive education from these Nordic countries. First, though, there are a number of caveats to be made. Since my retirement in 2000 I have spent some time in Denmark and Norway as a consultant for the OECD and have visited many schools and spoken to students and teachers.
    [Show full text]
  • Read Ebook {PDF EPUB} MADONNA and CHILD TOWARDS a NEW POLITICS of MOTHERHOOD by Melissa Benn MADONNA and CHILD : TOWARDS a NEW POLITICS of MOTHERHOOD by Melissa Benn
    Read Ebook {PDF EPUB} MADONNA AND CHILD TOWARDS A NEW POLITICS OF MOTHERHOOD by Melissa Benn MADONNA AND CHILD : TOWARDS A NEW POLITICS OF MOTHERHOOD by Melissa Benn. Our systems have detected unusual traffic activity from your network. Please complete this reCAPTCHA to demonstrate that it's you making the requests and not a robot. If you are having trouble seeing or completing this challenge, this page may help. If you continue to experience issues, you can contact JSTOR support. Block Reference: #a665a3f0-cdd1-11eb-b037-bbeb73e6988b VID: #(null) IP: 116.202.236.252 Date and time: Tue, 15 Jun 2021 12:03:08 GMT. Melissa Benn. Melissa Benn is a writer, journalist and campaigner. She was educated at Holland Park comprehensive and the London School of Economics where she graduated with a first in history. Her early jobs included working at the National Council for Civil Liberties as an information assistant for Patricia Hewitt, later Secretary of State for Health, and as a researcher, under Professor Stuart Hall, at the Open University. Benn worked on the co-operatively run London magazine City Limits and her journalism has appeared in numerous newspapers and magazines including The Guardian, The Independent, The Times, Marxism Today, the London Review of Books, Cosmopolitan, Public Finance and the New Statesman. She is a regular contributor to The Guardian and a columnist for Public Finance magazine. Benn has written six books, including two novels: Public Lives (1995) – described by writer Margaret Forster as ‘remarkably sophisticated’ for a first novel – and One of Us (2008) which was widely praised and shortlisted for Waterstone’s New Writer of the Year award at the British Book Awards in 2008 and chosen by Richard and Judy as one of their best reads of the year.
    [Show full text]
  • The Right to a Comprehensive Education
    The Caroline Benn Memorial Lecture 2002 The Right to a Comprehensive Education Lecturer: Prof.Clyde Chitty of Goldsmith’s College The title of this talk may appear quite self-explanatory – and it’s obviously a great title for any lecture designed to celebrate the life and work of Caroline Benn. But there is a special reason why it came to me when Malcolm Horne 'phoned me in early September asking for something to put on the publicity material. RICE – the Right to a Comprehensive Education – was formed by Caroline in the early 1980s to act as a sort of ‘umbrella organisation’ for pressure groups campaigning in the field of comprehensive education. Dame Margaret Miles was our President; Maurice Plaskow was the RICE Chairperson; I acted as Secretary and Treasurer; and Caroline was in charge of Publications. Despite all the setbacks of the 1970s and 1980s, Caroline and I really did feel, by the time Mrs Thatcher’s long period in office was coming to an end, that the case for five-to-sixteen comprehensive schooling was well-understood and irrefutable; and for this reason, for the last number of our RICE journal, Comprehensive Education, published in March 1989, we asked twenty teachers and academics from a wide variety of backgrounds to look at ways of extending the comprehensive principle beyond the age of sixteen. We retained what some may view as our naïve optimism in the 1990s – largely because comprehensive schools themselves were refusing to be written off as ‘failures’ – and although there is now so much to be depressed about, I know that Caroline would want me to spend a large part of this talk looking to the future in a positive way and seeking your views and advice as to where we go from here.
    [Show full text]
  • School Wars: and Is Statean Educational Education
    Debates on Education is a project created by Jaume Bofill Foundation and the Open University of Catalonia (UOC, in Catalan) with MACBA collaboration to raise awareness among society in general, but fundamentally among insti- tutions, opinion leaders, social actors who are responsible for day-to-day educational practice, bodies and institutions from the educational world, policymakers and politicians DEBATES who define the policies for the school system and all those who question what the future of education should be. This Collection includes some presentations by renowned ON EDUCATION authors in national and international scope, that have served www.debats.cat/enwww.debats.cat/en to initiate debates: www.debats.cat/en 34 www.debats.cat/en Debates on Education | 38 How can we build student engagementSchool Wars: and Is Statean educational Education School Wars: Is State Education in Europe at Risk? in community?Europe at Risk? UAnna iniinitiativeciativa deof AmbIn collaboration la col·laborac iówith de ValerieMelissa Hannon Benn How can we build student engagement and an educational community? DebatsDebates on oneducation Education| 34 | 38 071-122401-DEBATS EDUCACIO 38(COB).indd 1 09/02/16 10:59 DEBATES ON EDUCATION www.debats.cat/en 34 School Wars: Is State Education in Europe at Risk? Melissa Benn How can we build student engagement and an educational community? Valerie Hannon How can we build student engagement and an educational community? Debats on education | 31 Debates on Education | 38 An initiative of In collaboration with Universitat Oberta de Catalunya www.uoc.edu Transcript of Melissa Benn’s keynote speech at MACBA Auditorium.
    [Show full text]
  • The Comprehensive Vision in Modern Circumstances
    The Caroline Benn Memorial Lecture 2005 The comprehensive vision in modern circumstances Lecturers: Melissa Benn and Fiona Millar Melissa Benn I’m delighted to be giving this lecture with Fiona Millar this afternoon. Can I just say on behalf of the wider Benn family how very pleased we are that my mother’s work on education - her life’s work in so many ways - continues to be honoured in this way by the annual lecture and to thank the Socialist Education Association and the Institute of Education for hosting it. And on a more personal note, can I just say how pleased I am, as my mother’s daughter, to be standing here, continuing in her campaigning footsteps, five year after her death. For that’s what we are here to talk about today - campaigning for the comprehensive ideal: building confidence in the alternative argument. Today’s lecture is slightly unusual in that there are two of us, so can I just briefly describe how Fiona and I started working together - and how we are going to divide today’s talk. We stand before you today, not as educationalists, or experts or teachers. We stand before you as active, campaigning parents. We are both with children in inner London schools, primary and secondary, Fiona in Camden, myself in Brent, both involved in our schools in various ways. We met late last year - having been in contact about each other’s work on education - and decided to write something together from the parents point of view, directed at new Labour, which somehow assumes that all aspirational parents - to use a new Labour term - will inevitably try to escape the state system.
    [Show full text]
  • Educating Twenty First Century Women
    WWW. EDUCATING TWENTY FIRST CeNTURY WOMEN: PASSION, POSSIBILITIES AND POWER CONFERENCE WWW. 1 WWW. 2 Introduction to the Educating Twenty First Century Women: Passion, Possibilities and Power Conference 2014 Thank you for attending this conference, which has been established to mark the 50th anniversary celebrations of Mulberry School for Girls. The governors of Mulberry decided to hold a number of events across the year from August 2014 to December 2015 to commemorate the school’s foundation in Tower Hamlets, East London. The conference is a significant event amongst a number in that it has been designed to reflect Mulberry School’s continuing commitment to promoting the leadership and education of girls and young women, as well as celebrating the achievements of all women. Our partners, represented among you, are valued friends who have helped us to fulfil this objective over the past seven years. There have been nine conferences for girls and young women, the first of which was held here at the QEII Centre in October 2007. Since then, those attending the conferences have grown in number. Over thirty schools are represented here today from London and Somerset. Conferences for girls and young women at school are an ideal way in which to bring them together with women who are successful role models with a range of age, interests and experiences. The mentoring of younger women by those with more experience is enriching for both mentor and mentee – and the sharing of stories empowers those who have yet to make their way in the world. Knowing the challenges women have faced and how they have overcome them provides a rich resource for courage and determination which can be drawn upon at need.
    [Show full text]
  • Cooper M Final Phd 071013.Pdf
    The Labour Governments 1964-1970 and the Other Equalities. Matthew Richard Cooper School of History, Queen Mary University of London. Submitted in partial fulfilment of the requirements of the Degree of Doctor of Philosophy. i The Labour Governments 1964-1970 and the Other Equalities. Matthew Cooper 2013 ii Abstract This thesis explores the idea that an equality state has evolved in Britain since the 1960s. The policies and institutions that make up the equality state are those that seek to ensure some forms of equality between its citizens. Its latest development has been through the 2010 Equality Act that promotes equality in relation to nine protected characteristics, but just two of these are considered here, race and sex. The study will investigate the origins of the equality state under the 1964-1970 Labour governments through the formulation of policies that explicitly or implicitly promoted sex and racial equality. The main areas examined in relation to racial equality are the anti- discrimination provisions of the 1965 and 1968 Race Relations Acts; measures to promote the integration of immigrants, particularly in employment, education, housing and policing; the institutions which aided integration particularly the National Committee for Commonwealth Immigrants and Community Relations Commission; and the Urban Programme and other measures taken in response to Enoch Powell's 1968 'Rivers of Blood' speech. With sex equality the areas considered are the 1970 Equal Pay Act; the development of policy to promote equal opportunity in employment; and the reform of law relating to abortion, divorce and the availability of contraceptive services through state agencies. iii The primary focus of the thesis is on the policy making process and the research is based on government papers in The National Archives.
    [Show full text]
  • The Trojan Horse: the Growth of Commercial Sponsorship
    Philips, Deborah, and Garry Whannel. "Education, Education, Education …." The Trojan Horse: The Growth of Commercial Sponsorship. New York: Bloomsbury Academic, 2013. 147–184. Bloomsbury Collections. Web. 24 Sep. 2021. <http://dx.doi.org/10.5040/9781472545145.ch-007>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 24 September 2021, 23:01 UTC. Copyright © 2013 Deborah Philips and Garry Whannel 2013. You may share this work for non- commercial purposes only, provided you give attribution to the copyright holder and the publisher, and provide a link to the Creative Commons licence. 7 Education, Education, Education . One of the performances offered at the Millennium Dome was to be found in the ‘Learning zone’; an audience was ushered into a simulacrum of a down-at- heel state school, and lectured at by a fearsome schoolmaster in mortar board and academic gown who was brandishing a cane. This was an image of state school education based on the school teachers of Beano cartoons; the Learning zone promised a new vision of British education, in which the ‘bad old days’ of the welfare state were to be rapidly replaced by the shiny new possibilities of new technologies. The audience were led from the classroom to a magical space where they were surrounded by a bank of computers – in which every screen declared the name of the sponsor of both the Learning zone and the computers, Tesco supermarkets. This spectacle was a clear statement from New Labour (under whose auspices the contents and sponsors of the Dome were organized) – that commercial sponsorship was more than welcome to become involved in national educational provision, indeed, that new school buildings, new equipment and new technology in schools were dependent on the generosity of sponsors.
    [Show full text]
  • Academy Schools: Case Unproven
    ACADEMY SCHOOLS: CASE UNPROVEN A report by Catherine Needham and Denis Gleeson (Catalyst) & Brendan Martin and Rose Rickford (Public World) with the sponsorship of May 2006 This report was a collaborative project of Public World and Catalyst, with the sponsorship of NASUWT Brendan Martin, Managing Director, Public World Rose Rickford, Associate Researcher, University of York Public World is an international consultancy committed to good work, democratic citizenship and human rights. Our work is guided by those values, which we believe lead to fairer policies, better goods and services, and more sustainable outcomes for our global future. For more information about Public World: http://www.publicworld.org Dr Catherine Needham, Director, Public Services Programme, Catalyst. Professor Denis Gleeson, Research Fellow, Catalyst NASUWT represents teachers in England, Northern Ireland, Scotland and Wales. The TUC-affiliated union organises in all sectors from early years to further education and represents teachers in all roles including heads and deputies. NASUWT is politically independent and is deeply committed to working to influence the education policy of the Government and employers. For more information about NASUWT: http://www.nasuwt.org.uk 2 CONTENTS 1. Executive Summary…………………………………………………..4 2. Introduction……………………………………………………………..8 3. Academy Schools: the policy context.…………………………..12 4. Charter Schools in the United States……………………………18 5. How Academies are set up and run………………………………36 6. Academy Performance ………………………………………………46 7. Parent Power……………………………………………………………58 8. In and Around Academies……………………………………………71 9. Conclusions………………………………………………………………91 10. Recommendations……………………………………………………98 11. Bibliography……………………………………………………………100 12. Glossary…………………………………………………………………110 3 1. Executive Summary . Academy schools, described by the Department for Education and Skills (DfES) as ‘publicly-funded independent schools’, have been one of the most controversial initiatives within Labour’s education agenda.
    [Show full text]