DOCSLIB.ORG

A Comparative Oral History Study of the Learning Experiences of World War Ii and Afghan War Survivors

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Comparative Oral History Study of the Learning Experiences of World War Ii and Afghan War Survivors A COMPARATIVE ORAL HISTORY STUDY OF THE LEARNING EXPERIENCES OF WORLD WAR II AND AFGHAN WAR SURVIVORS by Julia Dicum A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto © Copyright by Julia Dicum (2008) Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-39804-3 Our file Notre reference ISBN: 978-0-494-39804-3 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada A COMPARATIVE ORAL HISTORY STUDY OF THE LEARNING EXPERIENCES OF WORLD WAR II AND AFGHAN WAR SURVIVORS Doctor of Philosophy (2008) Julia Dicum Department of Curriculum, Teaching and Learning University of Toronto Abstract This dissertation presents the findings of a comparative oral history study of twenty-seven learner experiences of education in two complex emergencies -- World War II and post-1979 Afghanistan. Built around an oral history methodology, the study contributes to the developing research practice on education in emergency situations. The dissertation begins with a review of the literature on emergency education, which identifies a gap of learner experience expressed in or contributing to the discourse. Each of the case studies describes curriculum experiences in these war environments focusing on learner experiences of school and classroom routine, materials, teachers and teaching methods in both formal and non-formal learning including using primary, secondary, post-secondary, apprenticeship, paid work as learning environments. The analysis within and between the cases brings forth crucial similarities and differences in five analytical categories which arose through the transcripts, but which also match discussion in the existing literature: maintenance, adaptation, resilience, politicization/resistance, and identity. The tensions that arise between the five themes offer an unresolved sense of normalcy and chaos as central to the image of learning in emergencies. The small size of the participant base, while offering a rich opportunity for the gathering of detailed histories, did not lend itself to applying the outcomes rigorously to existing policy and program reports or theoretical treatises. The dissertation therefore concludes with recommendations for expanding the scope of research through the use of oral history in further comparative studies on education in complex emergencies. Recommendations include expanding research on these two case studies, the permanent archiving of recorded oral histories for use by others, more research on learner experience in different cases to build knowledge and further develop the five characteristics, using the outcomes u of the research to influence the development of emergency education curriculum theory, education in emergencies policy and program development. in Acknowledgements Foremost I thank my supervisor Dennis Thiessen and the rest of my committee, Joe Farrell, Shahrzad Mojab, and Sarfaroz Niyozov, for their work and support. I also thank Lynn Davies for being an inspiring external examiner. OISE's efforts to have Lynn attend in person were deeply appreciated. I was lucky to have many academic mentors determined to see me through to the end. Special mention goes to: the late David N. Wilson, my stalwart Jason Nolan, Lucille Gilbert and my undergraduate mentor, Donald Schwartz, who paid me the ultimate complement by surprising me as chair my defense. Thanks to those individuals and organizations that helped me advertise the study, but which remain nameless here to protect my participants. I was also appreciative of those who made me look good with transcribing and editing assistance. Robarts Library and the Ottawa Public Library reaffirmed the importance of libraries for me. The Comparative International Development Education Centre at OISE/UT and The Centre for Refugee Studies at York University provided me with space to bounce ideas off students and faculty. The other two members of my PhD completion trio - Bruce Collet and James Cowan - were perfect companions for the post-comps road. My family, friends, and colleagues played a pivotal role plying me with humour, housing, and copious amounts of tea throughout this yeoman's effort. Finally, I cannot thank my twenty-seven participants enough for trusting me with their oral histories. This thesis was funded in part by a SSHRC Doctoral Fellowship. IV CONTENTS ABSTRACT II ACKNOWLEDGEMENTS ., IV SECTION I: LEARNING, WAR, AND EMERGENCIES: THE STUDY OF THE LEARNER'S PERSPECTIVE 1 CHAPTER 1: 1 FRAMING THE ISSUES IN EMERGENCY EDUCATION 1 The Background 2 Background Literature from "the practical" 5 ...to the Theoretical. 12 Curriculum Experiences in the Dialogue on Emergency Education 17 Five Curriculum Experience Themes on Learning During War 21 Introducing The Research Method 26 Oral History Methodology 26 Choosing Cases and Participants: World War 11 and Afghanistan 27 Structure of the Dissertation 29 Conclusion 29 CHAPTER 2: ORAL HISTORY METHODOLOGY IN THE COMPARATIVE STUDY OF EDUCATION DURING WAR AND CONFLICT 31 Putting the Discourse Into Action: Finding a Research Methodology 32 The Challenges of Research in War and Conflict 35 Choosing Oral History for the Research Methodology 38 Oral History Methodology in Comparative International Education 44 Developing and Implementing the Study 46 Choosing the Communities 47 Choosing Participants 49 Designing the Oral History Interview 53 Conducting the Interviews 55 Information Management and Analysis 61 The Writing Process 68 Conclusion 71 SECTION II: THE CHILDREN OF WORLD WAR II LOOK BACK: LEARNING FROM AND IN SCHOOLS, BOMB SHELTERS, GHETTOS, HIDING, AND DP CAMPS 73 CHAPTER 3: .. 73 INTRODUCTION: 73 SETTING THE CONTEXTS OF LEARNING AMONG THE CHILDREN OF WORLD WAR II 73 Participants 76 Background: Pre-War Education Curriculum 81 Conclusion 85 CHAPTER4: 1939-1945: LEARNING AT THE HEIGHT OF THE WAR 87 Eastern European Memories 88 Primary School 88 Secondary School 93 Post-Secondary School , 104 The War in School 108 Learning Opportunities for Jewish Learners 115 German Children's Memories 123 Conclusion 129 CHAPTER 5: 131 1945-1952: 131 LEARNING IMMEDIATELY "POST-WAR" 131 Learning in the British and American Zones 132 Primary and Secondary Learning in the DP Camps of Germany 133 V DPs' Post-secondary Learning in Germany and Austria , 140 German Memories 144 Learning in Soviet Occupied Countries to 1953 146 Conclusion 152 CHAPTER 6: .' 154 SYNTHESIS OF LEARNING DURING WORLD WAR II 154 Maintenance of Learning Across the National Contexts 154 Maintenance of Familiar Learning Curricula .....,, ,. 155 The Roles of Teachers and Mentors in the Classroom 156 Adaptation 157 Resilience/Tenaciousness 161 Politicization and Resistance 163 Politicization and Political Resistance 163 Learner Resistance in the Classroom 167 Identity Issues 168 Conclusion 171 SECTION III: ONE CORNER OF THE CARPET: LEARNING AND SURVIVING DURING CONFLICT IN AFGHANISTAN 174 CHAPTER 7: 174 SETTING THE CONTEXT OF AFGHAN LEARNING 174 The Participants 175 The Structure of Formal Education In Afghanistan 179 Conclusion 183 CHAPTER 8: 185 LEARNING IN CONFLICT RIDDEN AFGHANISTAN: 185 1978 - C. 2001 185 Primary Education School Routines 185 Secondary Education: 195 School Routines Breaking Down 195 Classroom Life in Primary and Secondary Schools 200 Post-secondary Education 205 War and Violence in School 214 Conclusion 217 CHAPTER 9: 218 AFGHAN LEARNING IN REFUGEE CONTEXTS 218 School-based Education in the Refugee Context 218 Pakistan 219 The Afghan private system 220 Afghans in the Pakistani system 223 Post-secondary education 232 Adult Education 233 Iran 235 Home education 235 Secondary education 236 Post-secondary education 238 Learning Through
Load more

Recommended publications
  • Geopolitical Overview of Conflicts 2016
    Geopolitical overview of Spanish Institute for conflicts 2016 Strategic Studies MINISTERIO DE DEFENSA Geopolitical overview Spanish Institute for of conflicts 2016 Strategic Studies MINISTERIO DE DEFENSA SPANISH OFFICIAL PUBLICATIONS CATALOGUE http://publicacionesoficiales.boe.es Edita: SECRETARÍA GENERAL TÉCNICA http://publicaciones.defensa.gob.es/ © Author and Publisher, 2017 NIPO: 083-16-308-8 (print on demand) NIPO: 083-16-309-3 (e-book edition) Publication date: september 2017 The authors are solely responsible for the opinions expresed in the articles in this publication. The exploitation righits of this work are protected by the Spanish Intellectual Property Act. No parts of this publication may be produced, stored or transmitted in any way nor by any means, electronic, mechanical or print, including photo- copies or any other means without prior, express, written consent of the © copyright holders. ÍNDEX Page Introduction The role of the major powers in current conflicts ...................................................... 9 Miguel Ángel Ballesteros Martín Conflict trends ............................................................................................................................... 9 The resolutions of the Security Council as a gauge of its activity ...................................... 11 Russia’s comeback as a world power ...................................................................................... 13 The military policy of China as an emerging power .............................................................
    [Show full text]
  • Coping by Remembering
    1 / 142 COPING BY REMEMBERING Coping by remembering Introduction Model learning Constructive remembering God images Personality type Positive psychology Empathy training 1 Empathy training 2 Considering stereotypes Historical psychology Remembering for the future 1 Remembering for the future 2 Remembering for the future 3 Remembering for the future 4 Remembering for the future 5 Resume References Copyright 2 / 142 COPING BY REMEMBERING STUDIES IN CONTEXTUAL PSYCHOLOGY OF RELIGION 3 / 142 INTRODUCTION War children as a core example for multidimensional trauma-coping Besides the cruelties during the war, in 1945, children also suffered in the war, losing their homes and belongings, their parents or older siblings. (Stargardt, 2005 and 2013; Glaesmer & Brähler, 2011). Therefore, research about their experiences is crucial (Bohleber, 2006). In this context, the so-called “skeptical generation”, born in the 1930s (Schelsky, 1957), is a core-sample for such research, because these people suffered as children from bombing, evacuations, and refuge or expulsion, and mostly have to live without father or both parents with significant post-traumatic symptoms, such as panic, depression, weak (gender-) identity (Radebold, 2006). Such persons also avoid remembrance and emotions, and, at the same time, suffer from re-actualizing of such traumatic situations in nightmares, often caused by key-impulses (noises, sounds etc.). The following studies evaluate a particular kind of psychological and autobiographical literature, which emphasizes the religious, psychological, and cultural aspects of experiences and coping strategies of people, who experienced War and after wartime as children in Germany, or of children expelled from Eastern Europe. In particular, it emphasizes the post-traumatic symptoms.
    [Show full text]
  • World History--Part 2: Teacher's Guide [And Student Guide]. Parallel Alternative ,Strategies for Students (PASS)
    DOCUMENT RESUME ED 462 785 EC 308 849 AUTHOR Schaap, Eileen, Ed.; Fresen, Sue, Ed. TITLE World History--Part 2: Teacher's Guide [and Student Guide]. Parallel Alternative ,Strategies for Students (PASS). INSTITUTION Leon County Schools, Tallahassee, FL. Exceptional Student Education. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. PUB DATE 2000-00-00 NOTE 900p.; Course No. 2109310. Part of the Curriculum Improvement Project funded under the Individuals with Disabilities Education Act (IDEA), Part B. AVAILABLE FROM Florida State Dept. of Education, Div. of Public Schools and Community Education, Bureau of Instructional Support and Community Services, Turlington Bldg., Room 628, 325 West Gaines St., Tallahassee, FL 32399-0400. Tel: 850-488-1879; Fax: 850-487-2679; e-mail: [email protected]; Web site: http://www.leon.k12.fl.us/public/pass. PUB TYPE Guides Classroom Learner (051)-- Guides Classroom Teacher (052) EDRS PRICE MF06/PC36 Plus Postage. DESCRIPTORS *Academic Accommodations (Disabilities); Academic Standards; Curriculum; *Disabilities; Educational Strategies; Enrichment Activities; *European History; Inclusive Schools; Instructional Materials; Latin American History; Secondary Education; Social Studies; Teaching Guides; *Teaching Methods; Textbooks; Units of Study; World Affairs; *World History; World War I; World War II IDENTIFIERS *Florida; Holocaust; Russia ABSTRACT This teacher's guide and student guide unit contains supplemental readings, activities, and methods adapted for secondary students who have disabilities and other students with diverse learning needs. The materials differ from standard textbooks and workbooks in several ways: simplified text; smaller units of study; reduced vocabulary level; increased frequency of drill and practice; concise directions; and presentation of skills in small, sequential steps.
    [Show full text]
  • Material Cultures of Childhood in Second World War Britain
    Material Cultures of Childhood in Second World War Britain How do children cope when their world is transformed by war? This book draws on memory narratives to construct an historical anthropology of childhood in Second World Britain, focusing on objects and spaces such as gas masks, air raid shelters and bombed-out buildings. In their struggles to cope with the fears and upheavals of wartime, with families divided and familiar landscapes lost or transformed, children reimagined and reshaped these material traces of conflict into toys, treasures and playgrounds. This study of the material worlds of wartime childhood offers a unique viewpoint into an extraordinary period in history with powerful resonances across global conflicts into the present day. Gabriel Moshenska is Associate Professor in Public Archaeology at University College London, UK. Material Culture and Modern Conflict Series editors: Nicholas J. Saunders, University of Bristol, Paul Cornish, Imperial War Museum, London Modern warfare is a unique cultural phenomenon. While many conflicts in history have produced dramatic shifts in human behaviour, the industrialized nature of modern war possesses a material and psychological intensity that embodies the extremes of our behaviours, from the total economic mobiliza- tion of a nation state to the unbearable pain of individual loss. Fundamen- tally, war is the transformation of matter through the agency of destruction, and the character of modern technological warfare is such that it simulta- neously creates and destroys more than any previous kind of conflict. The material culture of modern wars can be small (a bullet, machine-gun or gas mask), intermediate (a tank, aeroplane, or war memorial), and large (a battleship, a museum, or an entire contested landscape).
    [Show full text]
  • FORMER CHILD SOLDIERS AS REFUGEES in GERMANY Quaker United Nations Office
    FORMER CHILD SOLDIERS AS REFUGEES IN GERMANY Quaker United Nations Office Quaker United Nations Office 13, Avenue du Mervelet 1209 Geneva, Switzerland Project study by Michaela Ludwig Former Child Soldiers as Refugees in Germany Project study by Michaela Ludwig English Edition Quaker United Nations Office 13, Avenue du Mervelet 1209 Geneva Switzerland Tel.: 0041 22 748 48 00 Fax: 0041 22 748 48 19 Email: [email protected] Internet: www.quno.org Revised and with a new introduction by Rachel Brett, Representative (Human Rights and Refugees), Quaker UN Office, Geneva Editor Rebecca Kmentt Translation Rebecca Kmentt German Edition (Original) terre des hommes Bundesrepublik Deutschland e.V. Hilfe für Kinder in Not Postfach 4126 49031 Osnabrück Tel: 0049 541 7101-0 Fax 0049 541 707233 Email [email protected] Internet: www.tdh.de Spendenkonto 700 800 700 Volksbank Osnabrück eG BLZ 265 900 25 Editors Andreas Rister Albert Riedelsheimer Editorial assistant Cornelia Dernbach Author Michaela Ludwig Born 1969, studied German Literature and Sociology in Marburg and Hamburg. She has worked with unaccompanied refugee minors, travelling twice to Uganda to research the political situation and deployment of child soldiers in Northern Uganda. She lives and works in Hamburg as a freelance journalist with a special focus on child soldiers. Contact details: [email protected] 2 Contents 1. Introduction to English edition 4 VI. Self-image of child soldiers 18 2. Executive summary of the German edition 5 VII. Desertion of the group 20 3. Child soldiers worldwide – VIII. Flight to Germany 21 a brief overview 7 Route to Germany 21 Definitions 7 Hopes and fears 21 Child Soldiers in the political context 8 Psychosocial situation of former child soldiers 9 IX.
    [Show full text]
  • Understanding the War Experience of Adolescents: the Role of Forgiveness and Future Prospect
    UNDERSTANDING THE WAR EXPERIENCE OF ADOLESCENTS: THE ROLE OF FORGIVENESS AND FUTURE PROSPECT. Nyarko Felix University of Tampere, School of Social Science and Humanities Tampere Peace Research Institute (TAPRI) Master’s in Peace, Mediation and Conflict Research Specialization in Psychology Supervised by Prof. Raija Leena Punamäki University of Tampere School of Social Sciences and Humanities Tampere Peace Research Institute (TAPRI) NYARKO FELIX: Understanding the War Experience of Adolescents: the Role of Forgiveness and Future Prospect Master’s Programme in Peace, Mediation and Conflict Research Master’s Thesis, 145 pages, 0 appendixes MAY, 2015. ______________________________________________________________________________ ABSTRACT The fourteen year Liberian civil war left in its wake a disenchanted citizenry most of whom sought refuge in neighbouring countries and elsewhere. The purpose of this study was to understand the war experience of adolescents, the role of forgiveness and future prospects among Liberian young adults at the Buduburam Refugee Camp in Ghana. The study employed a qualitative approach where semi-structured interview were conducted among thirteen (13) Liberian war survivors. They lived in Ghana and were 25-35 years of age. A phenomenological approach was used in analysing the data. The findings revealed themes which demonstrate that civil war had a variety of impacts on them. Partly the experiences were painful, involving witnessing atrocities and abuses, loss of parents, reliving the memories of the war, and hardships. The results also indicated that in spite of their traumatic past some exhibited resilience and optimism about the future. The stories showed a great effort to reconstruct their shattered lives yet others finds no meaningful purpose in life.
    [Show full text]
  • Reading with a Critical Global Perspective: a Study of Children's & Adolescent's Literature on South Asia, 1989-2009
    University of Missouri, St. Louis IRL @ UMSL Dissertations UMSL Graduate Works 7-9-2010 Reading with a Critical Global Perspective: A Study of Children's & Adolescent's Literature on South Asia, 1989-2009. Manika Subi Lakshmanan University of Missouri-St. Louis, [email protected] Follow this and additional works at: https://irl.umsl.edu/dissertation Part of the Education Commons Recommended Citation Lakshmanan, Manika Subi, "Reading with a Critical Global Perspective: A Study of Children's & Adolescent's Literature on South Asia, 1989-2009." (2010). Dissertations. 476. https://irl.umsl.edu/dissertation/476 This Dissertation is brought to you for free and open access by the UMSL Graduate Works at IRL @ UMSL. It has been accepted for inclusion in Dissertations by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. READING WITH A CRITICAL GLOBAL PERSPECTIVE: A STUDY OF CHILDREN‘S AND ADOLESCENT‘S LITERATURE ON SOUTH ASIA, 1989-2009. by MANIKA SUBI LAKSHMANAN B.A., University of Perugia, Italy, 1980 M.A.T., Webster University, St. Louis, 2005 A DISSERTATION THESIS Submitted to the Graduate School of the UNIVERSITY OF MISSOURI-ST.LOUIS In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY in EDUCATION July, 2010 Advisory Committee E. Wendy Saul, Ph.D. Chairperson Charles Fazzaro, Ed.D. Nancy Robb Singer, Ph.D. Eric Turley, Ph.D. Copyright 2010 by Manika Subi Lakshmanan All Rights Reserved Lakshmanan, Subi, 2010, UMSL, p. iii ABSTRACT This study examines how children‘s and adolescent‘s literature promotes global awareness, cross-cultural understanding and cosmopolitanism.
    [Show full text]
  • Download The
    EARLY CHILDHOOD BEFORE, DURING AND AFTER WAR AND DISPLACEMENT IN NORTHERN UGANDA by THERESA MCELROY B.Sc.O.T., The University of British Columbia, 1998 M.I.H., Curtin University of Science and Technology, 2006 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (Interdisciplinary Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2012 © Theresa McElroy, 2012 Abstract Background: Research from numerous fields of science is providing strong evidence demonstrating that the conditions young children live within mould their health and developmental trajectories. While science and policy call for nurturing environments to preserve developmental potential, the current global reality is that war and civil unrest displace millions of children from their homes, desecrating their social supports and environments. Furthermore, little research has drawn attention to the experience of the youngest children during and after war. Objective: To holistically document the environments of young children (0 to 3 years) before, during and after a 20-year war and mass internal displacement in northern Uganda in order to deepen current understandings, address research gaps and inform interventions. Methods: This applied ethnography used purposive sampling in three sites of the Amuru District over a one-year period. Interviews, focus groups, longitudinal case studies, participant observation, document review, and photo documentation with young children, caregivers (siblings, parents, and others) and community leaders explored multiple views on early childhood health and development. Results: War and displacement seriously thwarted caregivers from employing their extensive knowledge and traditional care practices that protected and nurtured their young children in rural agrarian communities.
    [Show full text]
  • They Enter the Book. Voilà
    VOL. 47, NO. 4 OCTOBER 2009 ON WAR: When Children Die in War; Death in War Literature for Children and Youth • Bringing Books and Children Together: Croatian War Experiences • Peace and Peacemakers in Books for Children • The War Inside Books • What Do We Tell the Children? War in the Work of Roberto Innocenti The Journal of IBBY, the International Board on Books for Young People Copyright © 2009 by Bookbird, Inc. Reproduction of articles in Bookbird requires permission in writing from the editor. Editors: Catherine Kurkjian and Sylvia Vardell Address for submissions and other editorial correspondence: kurkjianc@ gmail.com and kurkjianc@ comcast.net and [email protected] Bookbird’s editorial office is supported by Central Connecticut State University, New Britain, CT Editorial Review Board: Sandra Beckett (Canada),Emy Beseghi (Italy), Ernest Bond (USA), Penni Cotton (UK), Hannelore Daubert (Germany), Claire Malarte-Feldman (USA), Erica Hateley (Australia), Nancy Hadaway (USA), Hans-Heino Ewers (Germany), Janet Hilbun (USA), Jeffrey Garrett (USA), June Jacko (USA), Kerry Mallan (Australia), Nadia El Kholy (Egypt), Kerry Mallan (Australia), Chloe Mauger (Australia), Lissa Paul (USA), Linda Pavonetti (USA), Ira Saxena (India), Anna Karlskov Skyggebjerg (Denmark), Deborah Soria (Italy), Liz Thiel (UK), Mary Shine Thompson (Ireland), Mudite Treimane (Latvia), Jochen Weber (Germany), Terrell A. Young (USA) Board of Bookbird, Inc. (an Indiana not-for-profit corporation): Joan Glazer (USA), President; Ellis Vance (USA), Treasurer; Alida Cutts (USA),
    [Show full text]
  • Trafalgar Square Fall 2021
    ANIMA The Little Library Christmas Kate Young A collection of 50 festive recipes from Kate Young, accompanied by reading recommendations. Summary The perfect Christmas gift for cooks and bibliophiles alike. The Little Library Christmas is a collection of 50 festive recipes from Kate Young, the Little Library cook. From edible gifts and cocktail party catering, to the big day itself and ideas for your leftovers, this book will guide you through the Christmas period with meals, treats, tipples and – of course – plenty of reading recommendations. Anima 9781838937461 Beautifully photographed throughout and in a gorgeous, giftable, format, this is the perfect book to put under Pub Date: 11/1/21 $33.95 CAD your tree this Christmas. Includes dual measures. Trade Paperback 320 Pages Contributor Bio Cooking / Holiday Kate Young is an award-winning food writer and cook. As a dedicated bookworm, Kate's reading inspires her 7.7 in H | 5.4 in W in the kitchen. After mastering the treacle tart from Harry Potter, Kate started blogging about her creations and was named Blogger of the Year in 2017 by the Guild of Food Writers. Her first book, The Little Library Cookbook, was shortlisted for Fortnum & Mason's debut food book award and won a World Gourmand food writing award. Kate has written for the Guardian, Sainsbury's Magazine and The Pool. Originally from Australia, Kate now lives in the English countryside. Bella My Life in Food Annabel Langbein Summary Bursting with tender and funny anecdotes and gorgeous recipes, Bella is Annabel Langbein's must-read memoir. For the first time, Annabel Langbein, New Zealand's most popular cookbook author, writes about her remarkable life and how food has shaped it, highlighting some of the recipes that have resonated most strongly with her over the years.
    [Show full text]
  • Spring 2020 May – August BLOOMSBURY PUBLISHING MAY 2020
    BLOOMSBURY Spring 2020 May – August BLOOMSBURY PUBLISHING MAY 2020 Old Lovegood Girls Gail Godwin From the bestselling, award-winning author of Flora and Evensong comes the story of two remarkable women and the complex friendship between them that spans decades. When the dean of Lovegood Junior College for Girls decides to pair Feron Hood with Merry Jellicoe as roommates in 1958, she has no way of knowing the far-reaching consequences of the match. Feron, who has narrowly escaped from a dark past, instantly takes to Merry and her composed personality. Surrounded by the traditions and four-story Doric columns of Lovegood, the girls—and their friendship—begin to thrive. But underneath their fierce friendship is a stronger, stranger bond, one comprising secrets, rivalry, and influence—with neither of them able to predict that Merry is about to lose everything she grew up taking FICTION / HISTORICAL for granted, and that their time together will be cut short. Bloomsbury Publishing | 5/5/2020 Ten years later, Feron and Merry haven’t spoken since college. Life has led them 9781632868220 | $27.00 / $36.50 Can. Hardcover with dust jacket | 352 pages into vastly different worlds. But, as Feron says, once someone is inside your 9.3 in H | 6.1 in W “reference aura,” she stays there forever. And when each woman finds herself in 4-color frontispiece, artwork by author need of the other’s essence, that spark—that remarkable affinity, unbroken by time—between them is reignited, and their lives begin to shift as a result. Luminous and literary, Old Lovegood Girls is the story of a powerful friendship MARKETING between talented writers, two college friends who have formed a bond that takes National print and online media campaign them through decades of a fast-changing world, finding and losing and finding Library, bookseller, and book club again the one friendship that defines them.
    [Show full text]
  • [Inside] 33158 Ute Avenue U.S
    Winter Edition 2016-2017 / 5777 Nov Dec Jan Feb / Cheshvan Kislev Tevet Sh'vat Published as a Community Service by the Jewish Federation of Greater Des Moines • Online at jewishdesmoines.org • volume 33 number 2 The eight day festival begins the evening of December 24th Jewish Federation of Greater Des Moines Non-Profit Organization [Inside] 33158 Ute Avenue U.S. Postage Waukee, IA 50263-7538 PAID Des Moines, IA 2 JEWISH FILM SERIES Permit No. 2506 Address Service Requested 4-5 WDM OFFICIALS TRIP TO ISRAEL 6 CHEF DU JOUR: KAREN ENGMAN 8 TORAH TALK: DAVID FRIEDGOOD 20-23 IJHS CELEBRATES 20 YEARS Message from the Executive Director The Best Kept Secret The JCRC Committee on Outreach presents a brown bag lunch discussion What is the best kept secret you know? Is it personal, does it pertain to Tuesday, January 17, 2017 noon family or friends? Is it worth at Temple B'nai Jeshurun with a lot to you financially, or is it worth a lot to you in wanting to take care of it for a long time or both. Harvey L. Harrison The best kept secret for me is the Federation!!!! The Jewish Federation of Issues of Justice and Racial Greater Des Moines. It is Disparity in Iowa very personal to me. It Sharon Goldford, Interim Executive Director is made of a wonderful staff that care about their A graduate of the University of Iowa Law School and a jobs, care about each other, and we care about all of you. It practitioner of general civil law until his retirement in 2011, Harvey is very personal because it does pertain to our families and to L.
    [Show full text]