This book explores the impact that politics had on the management of mental health care at the turn of the nineteenth and twentieth centuries. 1888 and the introduction of the Local Government Act marked a turning point in which democratically elected bodies became responsible for the management of madness for the first time. With its focus on London in the period leading up to the First World War, it offers a new way to look at institutions and to consider their connections to wider issues that were facing the capital and the nation. The chapters that follow place London at the heart of international networks and debates relating to finance, welfare, architecture, scientific and medical initiatives, and the developing responses to immigrant populations. Overall, it shines a light on the relationships between mental health policies and other ideological priorities.
This integrated collection of perspectives on the spaces of teaching and learning uses `learning space' to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research. The selection of chapters demonstrates the value of gathering together multiple sources of evidence, viewed through different epistemological lenses in order to push the field forward in a timely fashion. The book provides both a broad review of current practices as well as a deep-dive into particular educational and epistemological challenges that the various approaches adopted entail. Contrasts and commonalities between the different approaches emphasise the importance of developing a broad, robust evidence-base for practice in context. This is the inaugural book in the series Understanding Teaching-Learning Practice.
This book presents new perspectives on the multiplicity of voices in the histories of mental ill-health. In the thirty years since Roy Porter called on historians to lower their gaze so that they might better understand patient-doctor roles in the past, historians have sought to place the voices of previously silent, marginalised and disenfranchised individuals at the heart of their analyses. Today, the development of service-user groups and patient consultations have become an important feature of the debates and planning related to current approaches to prevention, care and treatment. This edited collection of interdisciplinary chapters offers new and innovative perspectives on mental health and illness in the past and covers a breadth of opinions, views, and interpretations from patients, practitioners, policy makers, family members and wider communities. Its chronology runs from the early modern period to the twenty-first century and includes international and transnational analyses from Europe, North America, Asia and Africa, drawing on a range of sources and methodologies including oral histories, material culture, and the built environment.
Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
