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This book, now available in paperback, is the result of national research conducted amongst England’s directly elected mayors and the councillors that serve alongside them. It is the first such major publication to assess the impact on local politics of this new office and fills a gap in our understanding of how the Local Government Act 2000 has influenced local governance. The book also draws from a range of research that has focused on elected mayors - in England and overseas - to set out how the powers, roles and responsibilities of mayors and mayoral councils would need to change if English local politics is to fundamentally reconnect with citizens. It not only explores how English elected mayors are currently operating, but how the office could develop and, as such, is a major contribution to the debate about the governance of the English localities.

The first major publication to assess the impact on local politics of the new office of directly-elected mayor, now finally available in paperback.

America has a long tradition of middle-class radicalism, albeit one that intellectual orthodoxy has tended to obscure.The Radical Middle Classseeks to uncover the democratic, populist, and even anticapitalist legacy of the middle class. By examining in particular the independent small business sector or petite bourgeoisie, using Progressive Era Portland, Oregon, as a case study, Robert Johnston shows that class still matters in America. But it matters only if the politics and culture of the leading player in affairs of class, the middle class, is dramatically reconceived. This book is a powerful combination of intellectual, business, labor, medical, and, above all, political history. Its author also humanizes the middle class by describing the lives of four small business owners: Harry Lane, Will Daly, William U'Ren, and Lora Little. Lane was Portland's reform mayor before becoming one of only six senators to vote against U.S. entry into World War I. Daly was Oregon's most prominent labor leader and a onetime Socialist. U'Ren was the national architect of the direct democracy movement. Little was a leading antivaccinationist. The Radical Middle Classfurther explores the Portland Ku Klux Klan and concludes with a national overview of the American middle class from the Progressive Era to the present. With its engaging narrative, conceptual richness, and daring argumentation, it will be welcomed by all who understand that reexamining the middle class can yield not only better scholarship but firmer grounds for democratic hope.

This book explores the political co-operations and textual connections which linked anti-colonial, nationalist, and modernist groups and individuals in the empire in the years 1890-1920. By developing the key motifs of lateral interaction and colonial interdiscursivity, this book builds a picture of the imperial world as an intricate network of surprising contacts and margin-to-margin interrelationships, and of modernism as a far more constellated cultural phenomenon than previously understood. Individual case studies consider Irish support for the Boers in 1899-1902, the path-breaking radical partnership of the Englishwoman Sister Nivedita and the Bengali extremist Aurobindo Ghose, Sol Plaatje's conflicted South African nationalism, and the cross-border, cosmopolitan involvements of W. B. Yeats, Rabindranath Tagore, and Leonard Woolf. Underlining Frantz Fanon's perception that ‘a colonized people is not alone’, the book significantly questions prevailing postcolonial paradigms of the self-defining nation, syncretism and mimicry, and dismantles still-dominant binary definitions of the colonial relationship.

This book reveals women writers' key role in constituting seventeenth-century public culture and, in doing so, offers a new reading of that culture as begun in intimate circles of private dialogue and extended along transnational networks of public debate.

This book considers why narrative realism in literature is seen as a 'full account' of 'real life' and the individual self. Unconventionally, Carnell shows that the formal conventions of narrative realism emerged in the seventeenth century in response to an explosion of partisan writings that put into play competing versions of political selfhood.

The authors showcase critical, participatory literacy as a motivator for English learners’ literacy development. The urban middle school English learners reported in this narrative metamorphosed from reluctant to empowered writers when they inserted themselves into the local politics of school district zoning. Their investment in the zoning issue provided a base for learning argumentative writing as part of state English language arts standards. The students experienced writing as an action that brings about change after receiving a personal response from the superintendent of the school district: a profound realization that the way they view the world matters. Most important, they learned that as active participants, their voices can contribute to the making of a just society.

PurposeThis article assesses the development of flood relief and recovery, and their narratives, as political sites for the central and local governments to negotiate each other's standing and role in imperial Japan.Design/methodology/approachThe article examines local flood narratives, most prominently from Okayama, to assess how imperial Japan's central government intruded into the periphery through disaster relief, and how the localities negotiated and challenged Tokyo's political agenda on the ground and through these narratives.FindingsThe above sources reveal that the national government attempted to use flood experiences to unite the pluralizing society by three main means: building meteorological stations, relief laws, and through the imperial being. The process was systematized gradually, and local prefectures aided and challenged Tokyo's attempts. The prefectures also used disasters to try to bring unity within their community.Originality/valueHistorical flood narratives are often used to mine data from which future preventative and management measures are constructed. The article suggests the narratives' political nature, and hence the nuances that must be considered in these efforts.

This paper proposes and describes a context- and subject-specific professional digital competence (PDC) framework for beginning English language teachers in Hong Kong. Taking a localised approach, the framework was developed through a four-stage data collection process, (1) Literature review of empirical studies conducted in Hong Kong of English language teachers’ technology use, (2) Review of local government curriculum documents; (3) An online survey of English language teachers’ technology use ( n  = 83); (4) follow-up individual interviews ( n  = 22). The study revealed that the local subject-specific PDC of teachers includes five aspects; Technological proficiency; Pedagogical compatibility; Preparing students for the digital world; Risk, well-being and ethical awareness and Professional work. Each aspect includes ability statements. The framework can be used to evaluate existing teacher education programmes, support the development of pre-service English-language teachers and facilitate self-, peer- and teacher assessment. The elements of PDC can be converted into programme- and course-level learning outcomes or incorporated into assessment rubrics. In addition, the methods used to develop the framework can be used by scholars in other contexts and subject areas to develop localised subject-specific PDC frameworks.