This chapter maps out the current works of Julio Medem. Medem has aspired to a concept of auteurism, and now, after five fictions and one documentary in which he resembles the mythological auteur, he faces the task of maintaining what is a deeply felt condition that can only be safeguarded by his imagination. Options for Medem include the seemingly ‘all or nothing’ gambit of Aitor, from whose inevitable controversy he may never recover, but which, if successful in artistic and commercial terms, would take him beyond the political expropriation of the film and any bad feeling in the Spanish media. Medem is a work in progress, busy constructing himself as auteur in the likeness of his own ambition. His story has been one of learning the responsibilities of authorship while enjoying the privileges of auteurism.

Given the dramatic period of adaptation that followed 9/11, it is important to reflect on the changes in propaganda and deconstruct the role played by the Anglo-American relationship, with a view to bring wider discussion in academia, policy and wider society. This chapter emphasises the need for debate and comment on the shape of change in propaganda, and the future of British Atlanticism. Practitioners in UK and US government institutions often argue that propaganda is a tool of foreign policy and 'limited' war which is used to serve the public interest. The counter-insurgency response needed for fighting the US 'War on Terror' in a globalised media environment demonstrably posed a significant challenge to the US defence infrastructure. By supporting the US in its 'War on Terror' Britain's leadership was in a position where it was then committed to managing the consequences of the conflicts, 'reconstruction' and insurgencies.

A broad measure of consensus has emerged in Ireland and internationally on the nature of disability and the principles that should guide disability policy. Disability is seen as a socioeconomic phenomenon, whereby disabled people are prevented from participating fully in social and economic activities due to the presence of various barriers. This chapter presents some key concepts discussed in this book. The book explores a range of issues and debates of relevance to the economics of disability. It examines the associations between disability and a variety of measures of social inclusion. The book examines the association between the childhood disability status of households and a range of socioeconomic outcome measures, including parental labour market outcomes, levels of parental education, social class and economic hardship. It also examines the economics of mental health services and presents a broad overview of key economic issues facing the provision of such services in Ireland.

This chapter examines changing attitudes to the teaching of history after the First World War. In particular, it analyses how debates about the content and method of history education reflected interwar concerns about militarism and the effects of extreme nationalism. To some extent, these concerns were reflected in the changing content of textbooks. The chapter argues, however, that the 1920s witnessed not only the continuation of the Herbartian method in texts for young children but the uptake of key Herbartian principles by those writing textbooks. The teaching of patriotic imperial values remained important, but patriotism itself underwent a revaluation in the 1920s which was reflected in debates about how to teach imperial history. The chapter also includes analysis of the British response to League of Nations recommendations to use history as a site for peace education and international understanding.

Also based on a research study involving observation of over 370 LEP cases and detailed interviews with interpreters and legal professionals, chapter 5 describes in detail how interpreting has been incorporated into, become a feature of and impacted on District Court proceedings, and how the characteristics and dynamics of District Court proceedings impact on the interpreted criminal case in unprecedented ways. It also provides a modified description of the generic District Court case described in Chapter 2, detailing how the interpreted case can differ both linguistically and substantively.

Battersea in south London was an impoverished neighbourhood, shared by Charlotte Despard and John Burns. Holding strong political views that would inevitably conflict, both played a crucial role in the 1911 census and plots to boycott it. A well-to-do eccentric widow, Charlotte Despard chose to leave her spacious Surrey home for Battersea's cramped and noisy streets down by the Thames wharves. One-time socialist, from 1906 she shifted whole-heartedly to women's suffrage and the Pankhursts’ WSPU. Indeed, she was among the rebels who soon broke away from the WSPU and formed the Women's Freedom League, becoming its president. By contrast, John Burns, one of eighteen children, grew up in cellar-dwelling poverty nearby. A powerful orator, he became MP for Battersea. From 1905-6, Burns joined the Cabinet, its first working-class member. Appointed President of the Local Government Board (LGB), he would be responsible for administering the coming census.

This chapter examines representations of race in historical education, in particular demonstrating how Herbartian notions of ‘race recapitulation’ influenced the teaching of other races. The chapter contrasts the differences in how ‘others’ were represented in textbooks for older children and reading books for the young, and provides a case study of how slavery was taught. The chapter begins, however, with analysis of how the teaching of English history was used to teach national development: children were intended to draw moral lessons from the comparisons of modern England and the England of past historical moments. In addition to representing racial differences, stories in reading books also focused on lessons in racial assimilation. In doing so, this chapter contributes to scholarship on questions about the relationship between empire and the construction of English and British national identities.

The sexual abuse of children by Catholic clergy has had a profound effect on Irish culture and society. This chapter argues that the abuse of children by Catholic clergy in Ireland and the responses of the Catholic hierarchy must be located within a historical and comparative context. It also argues that sexual abuse by Catholic clergy is best understood not as a problem of 'flawed' individuals but as a systemic problem that comprises individual, local organisational and global institutional dimensions. The chapter examines how cultural, theological, organisational and institutional Church influences were integrated and assimilated into and in turn influenced the Irish Church in creating a climate in which the abuse of children became possible. The interplay of power and powerlessness contributed to the genesis of the problem of sexual abuse for those clergy who became abuse perpetrators.

The San community in D’Kar and surrounding villages has developed a Community Based Planning Programme focused on a community farm. The San are a population who has a history of marginalization and poverty within Botswana. The farm serves as a community organizer as well as food source and is administered by the San women. The program highlighted in this case study was developed to build leadership systems and capabilities for the women of the village while developing sustainable business opportunities for economic transformation. The tension between addressing issues of sustainability and business development are discussed.

This chapter examines Alan Watts' relationship with the Beats, as well as Christianity, which is the dominant religion of North America, and its common points with the philosophies of Hinduism, Zen, Taoism and Buddhism. It takes note of Watts' doubts about the Beats' spiritual authenticity and discusses his philosophy, which is rooted in the tradition of the American Transcendentalists, where mysticism is considered to be the most important goal of religion.

For the first half of 1976, the UK's punk world was a network of interactivity involving no more than 100 people and a handful of focal places in central London. This chapter considers how London's punk world began to spread out, generating a national punk world. Media networks broadcast information regarding punk to individuals living both within and beyond London stimulates many to become involved and spark a process which led to the emergence of local punk worlds in cities across the UK. The chapter also considers the 'moral panic' which brought punk into the mainstream cultural arena, massively increasing rates of adoption and adherence among the youth population. Television, radio and other organs of the mass media are key elements in the broadcast networks responsible for diffusing culture during the punk era.

This chapter illustrates the importance and a postcolonial analysis of the Irish context. It outlines some assumptions of postcolonial psychology and considers the ways in which psychologists have described the Irish psyche, particularly through assigning attributes. Postcolonial psychology engages with contexts and concepts related to historical processes of colonisation, postcolonial development and decolonisation. It draws on early writings on the psychology of colonisation, notably those of Frantz Fanon and Albert Memmi, and on postcolonial theory. Postcolonial theory elaborates concepts that are of interest to psychologists, such as culture, discourse, identity and consciousness. A recurring theme in postcolonial psychology concerns the loss or suppression of indigenous psychologies and healing practices as a result of colonisation. An approach to both psychological and political transformation utilises both traditional psychological practices and emerging indigenous or transpersonal practices. The chapter focuses on discussions that make explicit links to our history of colonisation.