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The book charts the emergence of the COVID-19 pandemic, and the impact that it has had on the lives of young people and their communities, education systems, the teaching profession, and the responses by governments, NGOs, and donor organisations in Pakistan. Drawing on theories of postcolonialism, feminism, and neo-liberal globalisation we explore the development of Pakistan as a postcolonial nation-state, and examine the legacies of colonialism in education systems and policies, teacher education and development. The Pakistani authors bring extensive knowledge and experience to this case study of the ‘broken promise’ of education for sustainable development. It will have significant policy and development impact in post COVID-19 Pakistan, South Asia more broadly, and in other postcolonial development contexts around the world as it develops a critique of the UN SDGs as a global and more local framework for development.
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Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the ‘future of teaching’ represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in both China and the West.
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How did exiled musicians from Germany and Austria, who reached safety at Kitchener Camp in Britain, find themselves in an Australian internment camp in New South Wales in 1940? What were the institutions that helped Jewish refugee musicians survive in wartime Shanghai?What happened to Austrian musicians who were trapped in the Netherlands after the German occupation?
These and other questions, and the larger stories they refer to, form the compelling content of this book. Other topics include the struggle of the Vienna operetta composers Granichstaedten and Katscher in USA, the relationship of émigré composer Berthold Goldschmidt to his native Hamburg and the reception of his ‘exile opera’ Beatrice Cenci. Studies of Mischa Spoliansky’s music for the movie Mr. Emmanuel(1944) and Franz Reizenstein’s radio opera Anna Kraus form part of the fourteen essays on exile musical history in Britain, Europe, USA, Australia and the Far East, based on cutting edge archival research and interviews by leading scholars.
Critical, Competent, and Responsible Agents
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How we think about civic participation has changed dramatically; how is civic education being transformed? Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts?
This book offers a perspective from the Global South to analysing the Asian higher education ranking system. The narratives and major debates on world university rankings is examined and discussed to provide critical perspectives on the social implications of rankings for Asia. Specifically, the implications of the Quacquarelli Symonds (QS) world university rankings are analysed to gain insights into the usefulness of reputation rankings in addressing social inequality. The analysis provides a blueprint for global politics in rankings to shape policies and the governance of higher education in Asia. 
The majority of South African principals believe that subject heads and Heads of Departments should be in charge of curriculum and teaching monitoring. Due to this impression, curricular management by principals does not support teaching and learning. According to the KZN department of education's study from 2015 on curriculum management and delivery plan, principals now spend more time on administrative responsibilities and learner discipline than on topics related to instructional leadership. This book emphasizes how major social and economic development in rural areas is necessary in order to achieve actual quality education. Until then, the educational options available in rural areas will restrict people's ability to live long, productive lives and to learn and experience freedom, dignity, and self-respect.

Contributors are: Bongani Thulani Gamede, Samantha Govender, Nontobeko Prudence Khumalo, Azwidohwi Kutame, Mncedisi Christian Maphalala, Rachel Gugu Mkhasibe, Dumisani Wilfred Mncube, Ramashego Shila Mphahlele, Fikile Mthethwa, Edmore Mutekwe and Nokuthula Hierso.
The Significance of ELSPI Perspectives
This edited collection examines the ethical, legal, social and policy implications of genome editing technologies. Moreover, it offers a broad spectrum of timely legal analysis related to bringing genome editing to the market and making it available to patients, including addressing genome editing technology regulation through procedures for regulatory approval, patent law and competition law.

In twelve chapters, this volume offers persuasive arguments for justifying transformative regulatory interventions regarding human genome editing, as well as the various legal venues for introducing necessary or desirable changes needed to create an environment for realizing the potential of genome editing technology for the benefit of patients and society.
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Lonnin, an English dialect word, means a shared and borrowed, unofficial, track. The Lonnin Project is deliberately genre fluid, designed to resist classification by algorithm – an illustrated verse-novel and account of a creative process in which images, objects and texts are mutually affective. A quest for belonging, and the fickleness of recall in a fragile world, affect key characters in the narrative and the hybrid Project, which, in its entirety, explores creative outputs as a reciprocal refinement between image and text, reversing the habit of thought that prioritizes creative writing over art production. Here text is provisional until the visual illustrations are settled. This creative strategy has been relatively unexplored and so provides a useful guide for practice-based researchers, particularly in those interested in Performance Writing.

Unusually, the text initially precedes and provokes 3D artworks which claim to belong to characters in the novel. These objects are slowly hand-built from sustainable, repurposed materials to become the antithesis of ‘merchandise’, occupying a mythical realm between the invented world of the story and material reality, where lonnin claims history resides. The objects are then re-expressed as 2D illustrations, refined to become cyanotypes, which subsequently modify the writing that originally inspired them.