 |
|
|
Item Details
| Title:
|
EVERYDAY VIOLENCE IN BRITAIN, 1850-1950
GENDER AND CLASS |
| By: |
Shani D'Cruze, Ivor Crewe |
| Format: |
Paperback |
| List price:
|
£49.99 |
| Our price: |
£46.24 |
| Discount: |
|
| You save:
|
£3.75 |
|
|
|
|
|
| ISBN 10: |
0582419077 |
| ISBN 13: |
9780582419070 |
| Availability: |
Usually dispatched within 1-3 weeks.
 Delivery
rates
|
| Stock: |
Currently 0 available |
| Publisher: |
TAYLOR & FRANCIS LTD |
| Pub. date: |
14 November, 2000 |
| Series: |
Women And Men In History |
| Pages: |
248 |
| Description: |
Exploring the diverse violence in Britain in the century between 1850 and 1950, this text includes sections on: everyday violence in the home; the use of violence within groups outside the home; how violence was regulated by the law and other agencies; and how violence was written about. |
| Synopsis: |
The diverse violence of modern Britain is hardly new. The Britain of 1850 to 1950 was similarly afflicted. The book is divided into four parts. 'Getting Hurt' which looks at everyday violence in the home (including a chapter on infanticide). 'Uses and Rejections' two chapters on the use of violence within groups of men and women outside the home (for example, violence within youth gangs, and male violence centred around pubs). 'Going Public' three chapters on how violence was regulated by law and the professional agencies which were set up to deal with it. 'Perceptions and Representations' this final section looks at how violence was written about, using both fiction and non-fiction sources. Throughout the book the recurring themes of gender, class, continuity and change, public/private, and experience, discourses and representations are highlighted. |
| Illustrations: |
black & white illustrations |
| Publication: |
UK |
| Imprint: |
Longman |
| Returns: |
Returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|