In addition to the main traditions in Medieval Latin and Byzantine Greek, this comprehensive introduction to the literary theory and criticism produced during the Middle Ages covers all major European vernaculars, ranging from Irish to Old Norse, from Occitan to Middle High German and Italian. Special attention is given to the contribution of Dante Alighieri and his commentators, along with the debates on the relative merits of Latin and the Italian vernacular, and the literary attitudes of the early humanists.

This latest volume in the celebrated  History of Literary Criticism addresses literary criticism of the Romantic period, chiefly in Europe. Its seventeen chapters are by internationally respected academics and explore a range of key topics and themes. The book is designed to help readers locate essential information and to develop approaches and viewpoints for a deeper understanding of issues discussed by Romantic critics or that were fundamental to their works. Primary and secondary bibliographies provide a guide for further research.

This volume provides the first comprehensive treatment of the issues that helped shape the way writers thought about literature from the late Middle Ages to the late seventeenth century. These issues touched almost every facet of Western intellectual endeavor, as well as the historical, cultural, social, scientific, and technological contexts in which that activity evolved. The sixty-one chapters by a team of internationally respected scholars are supported by specialized bibliographies for guidance in further studies of the individual topics.

The book draws upon recent studies in the areas of globalisation, equity, and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, and education reforms. The research evinces the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way that shifts in the relationship between the State and education policy affect current trends in education reforms and schooling globally. Individual chapters critically assess the dominant discourses and debates on comparative education research in education and policy reforms.

This highly original anthropological study demonstrates how methods of social analysis can be applied to the individual, while remaining entirely distinct from psychology and other perspectives on the person.