It is perilous to be a Catholic in the Ireland of 1735, and almost more than can be borne for fifteen-year-old Padraic Fitzbrian. Nearly 100 years before, Lord Protector Cromwell of England had put down the Irish rebellion—confiscating lands, killing priests, outlawing the Mass and prohibiting education of any kind for Irish Catholics. Padraic and his two friends, Liam and Rose, are in their last year as scholars in the forbidden and risky “all-weathers” classroom under the hedgerow. Fiery Padraic, whose family lands had been seized so long before, chafes under the injustice as though it were yesterday, making trouble for himself and those around him. Liam, as determined a patriot, holds the hope of being able to fight for his people’s freedom in an entirely different way. And warm-hearted Rose, gifted with pluck, is also—thankfully—rich in good sense. Behind the scenes, a mysterious figure called the “Kestrel” stirs the fires of Irish identity, and Padraic longs to do as much. Harmless adventures mount into dangerous trouble as the three young people strive, in each new difficulty, to take hold of the faith and patience that brings freedom amidst the worst tyranny. Gloria Whelan is a National Book Award winner for Young People’s Literature and author of many books, including The Miracle of St. Nicholas. Living History Library Quality Softcover, $14.95 Ireland 1730's AD, Ages 12-up, RL 5

For over 136 years the hedge schoolmasters were the dominant educators in Ireland. For most of that time, they worked underground due to the strictures of the Penal Laws. Their books were an eclectic mix of romantic chapbooks, as well as the best available literature of the eighteenth century, purchased by parents as cheap piracies of expensive English originals.

Pulitzer prize–winner Chris Hedges charts the dramatic and disturbing rise of a post-literate society that craves fantasy, ecstasy and illusion. Chris Hedges argues that we now live in two societies: One, the minority, functions in a print-based, literate world, that can cope with complexity and can separate illusion from truth. The other, a growing majority, is retreating from a reality-based world into one of false certainty and magic. In this “other society,” serious film and theatre, as well as newspapers and books, are being pushed to the margins. In the tradition of Christopher Lasch’s The Culture of Narcissism and Neil Postman’s Amusing Ourselves to Death, Hedges navigates this culture — attending WWF contests as well as Ivy League graduation ceremonies — exposing an age of terrifying decline and heightened self-delusion.

"Major changes have occurred in the workplace during the last several decades that have transformed the nature of work, and our preparation for work. In recent years, we have seen the globalization of thousands of companies and most industries, organizational downsizing and restructuring, greater use of information technology at work, changes in work contracts, and the growth of various alternative education and work strategies and schedules"--

The book examines one aspect of the national self-image of Ireland as it was trans-generationally transmitted in the Irish National School environment through the medium of the Celtic mythology tales. Celtic mythology embodied a unique Irishness without being contentious in the wider social and political spheres and the texts had the capability to impart a national self-image, a character and ideological model for the young generation to follow and exemplify, while concurrently act as a sanctuary in which a unique, neutral, Irish self-past and contemporary self-image could be connected to. From 1922 onwards a state-run National School curriculum was set up to propagate a national ideal through the teaching of the Irish language, Irish history and a rekindled awareness of Ireland’s unique past. The mythology tales were employed to portray this unique past and their inclusion in the textbooks provided a platform for the policies of the inculcation of national pride, self-respect and self-image in the Irish nation, official government and Department policy following the Second National Programme Conference and Report in 1926. The aim of this book is an imagological one focusing on what made these tales ideological. The study incorporates a triangular approach: contextual, intertextual and textual. It is at the point of intersection between 4 specialisms: the historical study of Irish nationalism; the history of culture and education in 20th century Ireland; imagology and corpus linguistics. The conclusions drawn are based upon factual, statistical information garnered from the analyses conducted on the corpus and utilise information that is concrete and not hypothetical. This volume is of interest for all those working in Irish school literature, Irish studies – especially cultural, intellectual and educational history of Ireland, imagology and European studies.

Paul Muldoon and the Language of Poetry is the first book in years that attends to the entire oeuvre of the Irish-American poet, critic, lyricist, dramatist and Princeton professor from his debut with New Weather in 1973 up to his very recent publications. Ruben Moi’s book explores, in correspondence with language philosophy and critical debate, how Muldoon’s ingenious language and inventive form give shape and significance to his poetry, and how his linguistic panache and technical verve keep language forever surprising, new and alive.

A moving portrait of school reform in New Orleans through the eyes of the students and educators living it.