Who Framed Theatre? The ‘Moment of Change’ in British TV Drama

1999 ◽  
Vol 15 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Madeleine MacMurraugh-Kavanagh ◽  
Stephen Lacey
Keyword(s):  
Cultural Context ◽  
New Technology ◽  
Television Drama ◽  
Doctoral Research ◽  
British Drama ◽  
History Of ◽  
Post War ◽  
The 1960S ◽  
The Moment ◽  
The University

It has long been the received wisdom that television drama has become increasingly ‘filmic’ in orientation, moving away from the ‘theatrical’ as its point of aesthetic reference. This development, which is associated with the rejection of the studio in favour of location shooting – made possible by the increased use of new technology in the 1960s – and with the adoption of cinematic as opposed to theatrical genres, is generally regarded as a sign that the medium has come into its own. By examining a key ‘moment of change’ in the history of television drama, the BBC ‘Wednesday Play’ series of 1964 to 1970, this article asks what was lost in the movement out of the studio and into the streets, and questions the notion that the transition from ‘theatre’ to ‘film’, in the wake of Ken Loach and Tony Garnett's experiments in all-film production, was without tension or contradiction. The discussion explores issues of dramatic space as well as of socio-cultural context, expectation, and audience, and incorporates detailed analyses of Nell Dunn's Up the Junction (1965) and David Mercer's Let's Murder Vivaldi (1968). Madeleine MacMurraugh-Kavanagh is the Post-Doctoral Research Fellow on the HEFCE-funded project, ‘The BBC Wednesday Plays and Post-War British Drama’, now in its third year at the University of Reading. Her publications include Peter Shaffer: Theatre and Drama (Macmillan, 1998), and papers in Screen, The British Journal of Canadian Studies, The Historical Journal of Film, Radio and Television, and Media, Culture, and Society. Stephen Lacey is a lecturer in Film and Drama at the University of Reading, where he is co-director of the ‘BBC Wednesday Plays’ project. His publications include British Realist Theatre: the New Wave and its Contexts (Routledge, 1995) and articles in New Theatre Quarterly and Studies in Theatre Production.

Constructing Hidden Narratives

2018 ◽  
pp. 173-197
Author(s):  
Charlotte Lauder
Keyword(s):  
Higher Education ◽  
History Of Education ◽  
Academic Research ◽  
Postgraduate Study ◽  
History Of ◽  
University Of Edinburgh ◽  
Post War ◽  
The 1960S ◽  
The University ◽  
The Impact

This chapter reviews the history of the Institute for Advanced Studies in the Humanities (IASH) at the University of Edinburgh. The IASH, formally established in 1970, is the oldest Institute for Advanced Study (IAS), Britain’s first, and Scotland’s only IAS. However, in its nearly fifty-year history, no effort has been made to tell IASH’s story. This can be partly attributed to a lack of understanding of IASs within the history of education, as well as a gap in the literature concerning IASs more generally. Investigating the history of IASH and its role in the development of postgraduate study not only adds to the scholarship on post-war Scottish higher education but also highlights the impact of academic research in Scotland since the 1960s.

State-run celebration of Liberation Day in Czechoslovakia (based on audiovisual sources)

2019 ◽  
pp. 251-268
Author(s):  
Timur Gimadeev
Keyword(s):  
Political Development ◽  
Communist Regime ◽  
Political Regime ◽  
The Political ◽  
Historical Experience ◽  
History Of ◽  
Post War ◽  
The 1960S ◽  
The Military

The article deals with the history of celebrating the Liberation Day in Czechoslovakia organised by the state. Various aspects of the history of the holiday have been considered with the extensive use of audiovisual documents (materials from Czechoslovak newsreels and TV archives), which allowed for a detailed analysis of the propaganda representation of the holiday. As a result, it has been possible to identify the main stages of the historical evolution of the celebrations of Liberation Day, to discover the close interdependence between these stages and the country’s political development. The establishment of the holiday itself — its concept and the military parade as the main ritual — took place in the first post-war years, simultaneously with the consolidation of the Communist regime in Czechoslovakia. Later, until the end of the 1960s, the celebrations gradually evolved along the political regime, acquiring new ritual forms (ceremonial meetings, and “guards of memory”). In 1968, at the same time as there was an attempt to rethink the entire socialist regime and the historical experience connected with it, an attempt was made to reconstruct Liberation Day. However, political “normalisation” led to the normalisation of the celebration itself, which played an important role in legitimising the Soviet presence in the country. At this stage, the role of ceremonial meetings and “guards of memory” increased, while inventions released in time for 9 May appeared and “May TV” was specially produced. The fall of the Communist regime in 1989 led to the fall of the concept of Liberation Day on 9 May, resulting in changes of the title, date and paradigm of the holiday, which became Victory Day and has been since celebrated on 8 May.

Introduction

2018 ◽  
Author(s):  
Jenny Andersson
Keyword(s):  
Cold War ◽  
Critical Systems Thinking ◽  
Critical Systems ◽  
Political Ideologies ◽  
The Future ◽  
History Of ◽  
Post War ◽  
The 1960S ◽  
The Cold War ◽  
Future Visions

The book proposes that the Cold War period saw a key debate about the future as singular or plural. Forms of Cold War science depicted the future as a closed sphere defined by delimited probabilities, but were challenged by alternative notions of the future as a potentially open realm with limits set only by human creativity. The Cold War was a struggle for temporality between the two different future visions of the two blocs, each armed with its set of predictive technologies, but these were rivaled, from the 1960s on, by future visions emerging from decolonization and the emergence of a set of alternative world futures. Futures research has reflected and enacted this debate. In so doing, it offers a window to the post-war history of the social sciences and of contemporary political ideologies of liberalism and neoliberalism, Marxism and revisionist Marxism, critical-systems thinking, ecologism, and postcolonialism.

The Early Years of Republic

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Educational Development ◽  
Early Years ◽  
Modern Education ◽  
British Raj ◽  
University Development ◽  
Regulatory Policies ◽  
Education In India ◽  
History Of ◽  
Post War ◽  
The University

The chapter is a prologue to the main narrative of the book. It offers an evaluation of Macaulay’s minute which paved the way for introduction of modern education in India, the idea of National System Of Education which dominated Indian thinking on education for over sixty years from the Partition of Bengal (1905) to the Kothari Commission (1964), and the division of responsibility between the Central and Provincial Governments for educational development during British Raj. It offers a succinct account of the key recommendations of the landmark Sarjent Committee on Post-War Educational Development, the Radhakrishnan Commission on University Development, and the Mudaliar Commission on Secondary Education, of the drafting history of the provisions relating to education in the Constitution, the spectacular expansion of access after Independence, the evolution of regulatory policies and institutions like the University Grants Commission (UGC), and of the delicate compromise over language policy.

Our Rightful Place

2020 ◽  
Author(s):  
Terry L. Birdwhistell ◽  
Deirdre A. Scaggs
Keyword(s):  
Women Students ◽  
The United States ◽  
University Of Kentucky ◽  
Campus Environment ◽  
Rightful Place ◽  
Women's Culture ◽  
History Of ◽  
The 1960S ◽  
The University ◽  
The Impact

Since women first entered the University of Kentucky (UK) in 1880 they have sought, demanded, and struggled for equality within the university. The period between 1880 and 1945 at UK witnessed women’s suffrage, two world wars, and an economic depression. It was during this time that women at UK worked to take their rightful place in the university’s life prior to the modern women’s movement of the 1960s and beyond. The history of women at UK is not about women triumphant, and it remains an untidy story. After pushing for admission into a male-centric campus environment, women created women’s spaces, women’s organizations, and a women’s culture often patterned on those of men. At times, it seemed that a goal was to create a woman’s college within the larger university. However, coeducation meant that women, by necessity, competed with men academically while still navigating the evolving social norms of relationships between the sexes. Both of those paths created opportunities, challenges, and problems for women students and faculty. By taking a more women-centric view of the campus, this study shows more clearly the impact that women had over time on the culture and environment. It also allows a comparison, and perhaps a contrast, of the experiences of UK women with other public universities across the United States.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals The Origins of the Institute for the History and Philosophy of Science and Technology

2017 ◽  
Vol 39 (1) ◽  
pp. 51-73 ◽  
Author(s):  
Philip Enros
Keyword(s):  
Philosophy Of Science ◽  
History Of Science ◽  
Science And Technology ◽  
University Of Toronto ◽  
History Of ◽  
The 1960S ◽  
Programs Of Study ◽  
The University ◽  
Phd Programs

An effort to establish programs of study in the history of science took place at the University of Toronto in the 1960s. Initial discussions began in 1963. Four years later, the Institute for the History and Philosophy of Science and Technology was created. By the end of 1969 the Institute was enrolling students in new MA and PhD programs. This activity involved the interaction of the newly emerging discipline of the history of science, the practices of the University, and the perspectives of Toronto’s faculty. The story of its origins adds to our understanding of how the discipline of the history of science was institutionalized in the 1960s, as well as how new programs were formed at that time at the University of Toronto.

Iberia and The Western Mediterranean

2014 ◽  
Author(s):  
William O'Brien
Keyword(s):  
New Technology ◽  
Western Mediterranean ◽  
Ore Deposits ◽  
Northern Spain ◽  
Metal Mining ◽  
Copper Ore ◽  
Copper Deposits ◽  
History Of ◽  
Copper Metallurgy ◽  
The 1960S

The Iberian Peninsula is one the most mineralized parts of Europe, with a long history of metal mining from prehistoric and Roman to modern times. The earliest evidence for copper metallurgy dates to the fifth millennium BC; however, distinctive Chalcolithic metalworking traditions did not emerge in most regions until 3000 BC onwards. There are widespread occurrences of copper mineralization in Spain and Portugal, including many areas with deposits of lead, tin, silver, and gold. Copper deposits occur in the Galician and Cantabrian mountain ranges of northern Spain, extending east to the Pyrenees. They are also numerous in central Spain, in the provinces of Madrid, Avila, Salamanca, and Segovia in the Central Range, and also in the Toledo and Betic mountains of Cordoba. Farther south, there are major copper deposits in the so-called Pyrite Belt, extending from Seville to Huelva into southern Portugal, and also in the Penibetic range from Cartagena to Malaga crossing the sierras of Almeria (Rovira 2002: fig. 3c; see Delibes de Castro and Montero Ruiz 1999 for regional surveys of copper deposits and indications of early mining; also Gómez Ramos 1999; Hunt Ortiz 2003). The widespread availability of ore deposits was a significant factor in the establishment of copper metallurgy in Iberia. How early is contentious, as is the means by which the new technology first developed in different parts of the peninsula. The older explanation of metal-seeking colonists from the east Mediterranean introducing this technology to southern Spain was replaced in the 1960s by a model that emphasized autonomous development (Renfrew 1967, 1973; Montero Ruiz 1994). This was based on the apparent antiquity of copper mining and metallurgy in Iberia and the distinctive technological processes that developed there relative to other parts of Europe. The earliest indication of copper metallurgy in Iberia may come from the settlement of Cerro Virtud in Almeria, south-west Spain. A single sherd from a metallurgical crucible used to reduce oxidized copper ore was discovered in a layer dated to the early fifth millennium BC (Montero Ruiz and Ruíz Taboada 1996; Ruíz Taboada and Montero Ruiz 1999).

Gilles Deleuze

2019 ◽  
Author(s):  
Paul Patton ◽  
Jing Yin
Keyword(s):  
Gilles Deleuze ◽  
Early Period ◽  
Respiratory Illness ◽  
Felix Guattari ◽  
Francis Bacon ◽  
Doctoral Studies ◽  
History Of ◽  
The 1960S ◽  
A Minor ◽  
The University

Gilles Deleuze was one of the most important French philosophers of the second half of the 20th century. Born in 1925, he studied philosophy in Paris at the Lycée Carnot and the Sorbonne during the Second World War, passing the agrégation in 1949. He was trained in the history of philosophy by Ferdinand Alquié, Georges Canguilhem, and Jean Hippolyte, among others, and his early works were mostly monographs on individual philosophers, including Hume (Empiricism and Subjectivity, 1991 [1953]), Nietzsche (Nietzsche and Philosophy, 1983 [1962]), Kant (Kant’s Critical Philosophy, 1983 [1963]), and Bergson (Bergsonism, 1988 [1966]). He also published a book on Proust during this early period, which signaled a lifelong preoccupation with literature (Proust and Signs: The Complete Text, 2000 [1964]). He published essays on Sacher-Masoch (“Coldness and Cruelty,” in Masochism: Coldness and Cruelty by Gilles Deleuze and Venus in Furs by Leopold von Sacher-Masoch, 1991 [1967]), Beckett, T. E. Lawrence, Melville, and Whitman (collected in Essays Critical and Clinical, 1997 [1993]). The end of this early period saw the publication of Deleuze’s doctoral studies, Difference and Repetition (1994 [1968]) and Expressionism in Philosophy: Spinoza (1990 [1968]), followed by The Logic of Sense (1990 [1969]). Deleuze’s metaphysics of difference intersected at some points with Derrida’s philosophy, but also departed from it in that Deleuze saw his practice of philosophy as straightforwardly metaphysical and constructive rather than deconstructive. In the 1960s, Deleuze taught at the University of Clermont-Ferrand. In 1969, at Foucault’s invitation, he took up a post at the experimental University of Paris 8 at Vincennes (later St. Denis), where he taught until his retirement in 1987. His encounter with Félix Guattari in the aftermath of May 1968 led to their two coauthored volumes under the general title Capitalism and Schizophrenia: Anti-Oedipus (1983 [1972]), followed by A Thousand Plateaus (1987 [1980]). This work produced a number of concepts that have been taken up in diverse fields across the humanities and social sciences. They also coauthored Kafka: For a Minor Literature (1986 [1975]), and a decade later they produced a reflective account of their practice of philosophy: What Is Philosophy? (1994 [1991]). A final phase of Deleuze’s work began after the publication of A Thousand Plateaus, and continued until his death in 1995. During this period he published an essay on the painting of Francis Bacon (Francis Bacon: The Logic of Sensation, 2003 [1981]) and two short monographs: Foucault (1988 [1986]) and The Fold: Leibniz and the Baroque (1993 [1988]). He also published a very influential two-volume study of the nature and history of cinema: Cinema 1: The Movement-Image (1986 [1983]) and Cinema 2: The Time-Image (1989 [1985]). As noted above, a collection of his literary philosophical essays, Essays Critical and Clinical, appeared in 1993 before being translated into English in 1997. After a long period of respiratory illness, Deleuze committed suicide in November 1995.

Causes and history of forest loss in Cambodia

2019 ◽  
Vol 21 (3) ◽  
pp. 372-384 ◽  
Author(s):  
R. TSUJINO ◽  
T. KAJISA ◽  
T. YUMOTO
Keyword(s):  
Forest Cover ◽  
Arable Land ◽  
Growth Period ◽  
Rapid Expansion ◽  
Small Scale ◽  
Forest Loss ◽  
Rapid Economic Growth ◽  
History Of ◽  
Post War ◽  
The 1960S

To reconstruct the history of forest loss in Cambodia, the literature and national/provincial statistics of landuse patterns and the socio-economic situation were investigated. Forest cover in the 1960s was 73.3 % (13.3 Mha). However, this drastically decreased to 47.3% (8.6 Mha) in 2016. In the 1960s, the forest was less-disturbed. From 1970 to 1993, the forest was lost gradually owing to the political instability caused by the Cambodian Civil War. In the post-war reconstruction period from 1993 to around 2002, the need for reconstruction, international demand for timber, and forest logging concessions led to a significant increase in timber production. In the rapid economic growth period from 2002 until present, while several political actions were taken to combat rapid deforestation, economic land concessions, which promoted agroindustrial plantations, as well as small-scale agriculture has been leading to the rapid expansion of arable land and deforestation since 2009.

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