Historians have often assumed that the lives of the poor and illiterate can never be known because they have left little record of their existence. This book, however, will establish some of the main themes of a new field of historical study: that of 'ordinary writings' - the improvised writings of the poor and the young.

A fascinating account of how ordinary people met the challenges of literacy in modern Europe, as distances between people increased.

George Orwell set out ‘to make political writing into an art’, and to a wide extent this aim shaped the future of English literature – his descriptions of authoritarian regimes helped to form a new vocabulary that is fundamental to understanding totalitarianism. While 1984 and Animal Farm are amongst the most popular classic novels in the English language, this new series of Orwell’s essays seeks to bring a wider selection of his writing on politics and literature to a new readership. In Why I Write, the first in the Orwell’s Essays series, Orwell describes his journey to becoming a writer, and his movement from writing poems to short stories to the essays, fiction and non-fiction we remember him for. He also discusses what he sees as the ‘four great motives for writing’ – ‘sheer egoism’, ‘aesthetic enthusiasm’, ‘historical impulse’ and ‘political purpose’ – and considers the importance of keeping these in balance. Why I Write is a unique opportunity to look into Orwell’s mind, and it grants the reader an entirely different vantage point from which to consider the rest of the great writer’s oeuvre. 'A writer who can – and must – be rediscovered with every age.' — Irish Times

From the mid-eighteenth century to the early nineteenth century, the English Old Poor Law was waning, soon to be replaced by the New Poor Law and its dreaded workhouses. In Writing the Lives of the English Poor, 1750s-1830s Steven King reveals colourful stories of poor people, their advocates, and the officials with whom they engaged during this period in British history, distilled from the largest collection of parochial correspondence ever assembled. Investigating the way that people experienced and shaped the English and Welsh welfare system through the use of almost 26,000 pauper letters and the correspondence of overseers in forty-eight counties, Writing the Lives of the English Poor, 1750s-1830s reconstructs the process by which the poor claimed, extended, or defended their parochial allowances. Challenging preconceptions about literacy, power, social structure, and the agency of ordinary people, these stories suggest that advocates, officials, and the poor shared a common linguistic register and an understanding of how far welfare decisions could be contested and negotiated. King shifts attention away from traditional approaches to construct an unprecedented, comprehensive portrait of poor law administration and popular writing at the turn of the nineteenth century. At a time when the western European welfare model is under sustained threat, Writing the Lives of the English Poor, 1750s-1830s takes us back to its deepest roots to demonstrate that the signature of a strong welfare system is malleability.

This book underlines the importance of writing for the subordinate classes, and the variety of uses to which it was put. In eleven new studies by thirteen leading historians of scribal culture, it foregrounds the ‘common writer’ and contributes to a ‘New History from Below’. The book presents pauper letters, ego-documents, life-writing of various kinds, soldiers’ and emigrants’ correspondence, handwritten newspapers and graffiti in streets and prisons, analysing the major genres of ‘ordinary writings’. The studies draw on different disciplines, including cultural history, sociology and ethnography, folklore studies, palaeography and socio-historical linguistics. They range from the early modern Hispanic Empire to twentieth-century Australia, including studies of modern Britain, Iceland, Finland, Italy, Germany, South Africa and the USA. The book demonstrates the importance of studying manuscript culture to give a voice, a presence and dignity to the ordinary protagonists of history.

On July 25, 1943, news of Mussolini's resignation and subsequent arrest stunned Italians leaving them dumbfounded. After two decades, fascism had fallen without any advance warning. As festive events marked the incredible outcome and reminders of the past were destroyed, an uncontainable joy seemed to pervade Italians. But what did people actually celebrate? How did they understand the bygone dictatorship, which was soon to be reincarnated in the Italian Social Republic (RSI)? Drawing on more than one hundred diaries written by ordinary citizens (and some prominent figures as well) and inspired by Raymond Williams's concept of structures of feeling, the book examines Italians' perspectives on fascism at a very critical moment in their history. With the country mired in a devastating war further complicated by the September 8, 1943 armistice with the Allies and subsequent German occupation--followed by the eruption of an Italian-against-Italian conflict, the switching of alliances, and the declaration of war against Germany on October 13, 1943--the fast pace of history seemed to deflect Italians' attention from their immediate past. Amidst the daily experience of bombings, hunger, displacement, and death, coming to terms with twenty years of dictatorship turned out to be an arduous enterprise. Whether those who had lived under the fascist regime wished 'not to think of it and not to speak any more about it' as philosopher Benedetto Croce maintained, it is hard to ascertain. In truth, little is known of what Italians felt and thought about fascism after its precipitous demise. This book remedies the gap in historical scholarship by assessing how Italians confronted their present and negotiated their past during the two years from the fall of the regime to the definitive defeat of the RSI and the end of the world war in May 1945. By bringing to life the cultural imaginaries and practices of the past, the book raises ostensibly intractable questions on the epochal impact of what often appears as inconsequential: the typically unseen and seemingly banal power of everyday experiences.

In this inspirational book, LaMay shows readers how to transform classrooms and schools into places where youth can explore the intersection between literacy and their lives. This book is the culmination of a literacy curriculum that the author and her high school students wrote dialogically, beginning with their attempts to define love. Through real-life classroom examples, they demonstrate how an innovative curriculum that intertwines personal and academic engagement can create space for students to explore their identities, connect to literary texts, and develop agency as writers and thinkers. In this important contribution to literacy educators, the author shows how personal narratives can help students rebuild their fractured relationships with school and envision writing and academic achievement as playing a role in their futures. Book Features: Evidence of how students’ social-emotional and academic growth may intertwine in the interest of school engagement. A re-conceptualization of the complex layers of the personal narrative genre and its role in the pedagogy of academic writing. A reinterpretation of the transformational role of revision in students’ academic and life texts. Examples of writing and interview data that illustrate the diversity of student responses.