The Hogarth Press and Networks of Anti-Colonialism

Snaith, Anna

doi:10.3366/edinburgh/9780748642274.003.0005

Cited by 16 publications

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“…"Collaborative learning" approach focuses on social and intellectual engagement and shared responsibility by promoting collaboration, which holds significant potential for enhancing student learning (Leigh Smith & MacGregor, 1992). The fundamental principle of collaborative learning is rooted in the idea of achieving consensus by working together cooperatively as a group, which values and emphasizes the capabilities and contributions of each group member (Hogarth, 2010). In most collaborative learning activities, students work in groups of two or more, searching for understanding, solutions, or meanings or collectively creating a project by actively engaging in the process (Leigh Smith & MacGregor, 1992).…”

Section: Teaching Methodsmentioning

confidence: 99%

Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios

Metin

2023

JDS

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Building and construction technology education is a crucial component of architecture education, providing knowledge on tools and methods for designing and realizing building designs. While it provides knowledge as an input to other disciplines, it is also supported by the knowledge the other courses offer. On the other hand, these multilayered and interacting relations within the fields of architecture education may not be well-reflected in education curriculums, or implementation problems may occur. However, designing the architecture education curriculum based on these interacting relationships directly affects the education quality and educational outcomes. Within this respect, the AGU Department of Architecture provides a flexible curriculum design, which aims to provide experience in research and design during undergraduate architecture education and raise responsible team leaders or members. Therefore, building and construction technology courses of the curriculum are designed following the paths of the department’s and the university’s educational principles to engage all architecture disciplines with a multilayered and interacting approach. This paper explains the course design approach developed for and experienced with building and construction technology courses by aiming to contribute to the architectural design education literature from the technology education perspective. It sets forth the instructional design models and teaching methods used for designing the building and construction technology courses and also explains the course interactions within the curriculum.

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Section: Teaching Methodsmentioning

confidence: 99%

Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios

Metin

2023

JDS

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“…Its publication list reinforces Leonard Woolf’s position as one of the foremost theorists of anti-imperialism in the 1920s and 1930s, and its general function as a nodal point for networks of colonial and metropolitan intellectuals committed to the dissolution of empire. (Snaith, 2010: 103)…”

Section: Textual Explorations: C L R James and Nancy Cunardmentioning

confidence: 99%

“…Leonard Woolf, who had been a colonial administrator in Ceylon (1904–11), advised the Labour Party on imperial issues during the interwar years and closely cooperated with Mulk Raj Anand and C. L. R. James whose pamphlet on West Indian self-government Woolf included in his ‘Day to Day’ pamphlet series. It is likely that Leonard Woolf met James through Lord Olivier, the governor of Jamaica from 1907 to 1913, who was close to the Woolfs in the early 1930s (Snaith, 2010: 106). As in earlier writings, in Jamaica: The Blessed Island (1936) Olivier indicted the capitalist exploitation of the colonies and advocated peasant self-sufficiency.…”

Section: Textual Explorations: C L R James and Nancy Cunardmentioning

confidence: 99%

World War I and its aftermath: Reaching for the past and across the Atlantic

Gohrisch

2021

Journal of European Studies

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This article focuses on the British West Indies beginning with the involvement of African Caribbean soldiers in the Great War. It challenges the enduring myth of the First World War as a predominantly white European conflict. The main part focuses on C. L. R. James, the Trinidadian historian and playwright, following his paradigmatic trajectory from the colony to the ‘mother country’ and his involvement in the protracted transnational process of decolonization after the First Word War. It concentrates on one of his political pamphlets and on his play Toussaint Louverture. The work of the British writer and left-wing political activist Nancy Cunard is also presented as another ‘outsider’ text which can further an ongoing methodological project: the re-integration and cross-fertilization of received knowledge about the war with seemingly outlying knowledge, unorthodox political commitment and challenging aesthetics to produce a richer understanding of this formative period across the Atlantic divide.

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“…But in other respects, the Woolf inhabited an intensely connected world. Intellectual and political networks undoubtedly linked the Hogarth Press with critics of imperialism from the colonies such as Anand and C. L. R. James (Snaith, 2012, pp. 103–127).…”

Section: Woolf Modernist Network and Literary Genealogiesmentioning

confidence: 99%

“…1 1 It is not known whether the Hogarth Press also rejected Anand's novel. Anna Snaith suggests that ‘it is interesting to speculate …why Untouchable was not one of the Press’ titles,’ citing H. G. Wells's tirade (reported by Anand) against the Hogarth Press as ‘snobs’ who ‘only publish Lady Virginia’ (Snaith, 2012, pp. 119, 108). …”

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confidence: 99%

‘Filamentary relations’: Virginia Woolf and India

Chaudhuri

2020

Literature Compass

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Woolf's own phrase, 'filamentary relations', referring to threads or filaments, 'webs of nerve', that reach out and touch, but may also snap and break, offers a better metaphor for Woolf's links with India than notions of filiation or affiliation. This essay traces the phrase 'filaments of the nerve' to Alexander Bain's The Senses and the Intellect (1855), the first text to mention a 'stream of consciousness'. I use the trope of the filament to explore the references to India that contextualize characters and histories in Woolf's work, the transnational modernist and anti-imperial print networks within which she was placed and the threads of connection that Indian writers work into their own texts. But just as the affective range of Woolf's textual filaments is limited by location and ideology, there are breaks and ruptures, too, in the networks of transnational modernism. Nevertheless, postcolonial Indian writers can be seen to look back at Woolf through lines of textual relation, filaments that form a postmodern web of connections. The essay offers a reading of responses to Woolf by Indian novelists across three generations:

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The Hogarth Press and Networks of Anti-Colonialism

Cited by 16 publications

References 0 publications

Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios

Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios

World War I and its aftermath: Reaching for the past and across the Atlantic

‘Filamentary relations’: Virginia Woolf and India

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