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Beyond 'Presentism'

Re-imagining the Historical, Personal, and Social Places of Curriculum

Edited by James Nahachewsky and Ingrid Johnston

"Precisely titled, this powerful collection constitutes a “chronotope,” an erudite enactment of interstices within and among historical time, spiritual place, and political culture, a recollection focused forward to those “hybrid” generations (in Canadian classrooms) whose frontier is haunted by forts populated by not always their ancestors, inscribed in their national, regional, aboriginal identities. Homophobic, hygienic, the curriculum is always already inhabited by the language of the Other, propelling us toward “post-post” being, forested in difference, rooted in images, refracted through mirrors and windows. In constructing this crucial collage of decolonization, the contributors summon us to study with them the place we inhabit."

WILLIAM F. PINAR, Professor and Canada Research Chair,
Department of Curriculum and Pedagogy, University Of British Columbia, Canada

Carmen Gloria Zúñiga, Thomas O'Donoghue and Simon Clarke

The focus of this book is on the secondary school history curriculum in Chile from colonial times to the present. By way of background, attention is paid to the development of the history curriculum in the three countries which have most influenced educational developments in Chile, namely, England, the United States of America and Spain. The academic literature on the history curriculum throughout the English-speaking and Latin-speaking world, especially on the purposes attached to history as a school subject and the variety of pedagogical approaches prescribed is also considered. The results of a project that addressed the following interrelated research questions are then outlined:
• What is the historical background to the current secondary school history curriculum in Chile?
• What are the current developments of the secondary school history curriculum in Chile?
• What are the issues of concern for secondary school history teachers in Chile?
At various times the teaching of the subject ranged from being in the ‘great tradition’ approach, emphasizing teacher-centred activities and repetition of content knowledge, to being in the ‘new history’ tradition, emphasizing the promotion of active learning, student-centred activities and the encouragement of the historical method of enquiry. The analysis also details current issues of concern for teachers regarding the implementation of the current curriculum framework for secondary school history. The book concludes with a consideration of implications for practice in areas pertaining to curriculum development, teaching and learning, management and administration, teacher preparation, and professional development practices in Chile.

Edited by Helle Alrø, Ole Ravn and Paulo Valero

Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education. The work of Ole Skovsmose has provided a seminal contribution to the shaping of those concerns in the international community of mathematics educators and mathematics education researchers. This book gathers contributions of researchers from five continents, for whom critical mathematics education has been an inspiration to think about many different topics such as the dialogical and political dimensions of teacher education, mathematical modeling, the philosophy of mathematics from social and political perspectives, teaching practices in classrooms, the connection between mathematics and society, the scope and limits of critical thinking in relation to mathematics and mathematics education, and the political dimension of researching mathematics education.
The book is not only a tribute to Ole Skovsmose’s long academic career; it is also a way of providing an overview of the roots of the critical mathematics education concerns, their current developments in different parts of the world, and their future directions. With a diversity of styles and forms of texts, this book is addressed to all those teachers and researchers who would like to be introduced or would like to go deeper into the types of insights that critical mathematics education offers.

Pragmatic Idealism

Critical Essays on Nicholas Rescher’s System of Pragmatic Idealism

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Edited by Axel Wüstehube and Michael Quante

The System of Pragmatic Idealism is of special importance for Nicholas Rescher's philosophical work, because here he has presented the systematic approach at once. Dedicated to his 70th birthday a group of European and U.S-american philosophers discuss the main topics of Rescher's philosophical system. The contributions which are presented here for the first time and Nicholas Rescher's responses cover the most important topics of philosophy and give a deep and detailed insight into the strenght of Rescher's pragmatic idealism. This volume is of interest for philosophers studying Rescher's philosophy and for all those who are interested in systematic philosophy and the vividnes of pragmatism and idealism in present philosophy.

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Edited by Heidi Biseth and Halla B. Holmarsdottir

There is no single answer to the question: what are human rights? The answer depends on whom you ask. Several of the papers presented at Fourteenth World Congress of Comparative Education held at Bog

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Paul E. Ouboter and Rawien Jairam

Suriname has a long history of faunal inventories, with many of its species already described by Linnaeus. Despite that, the amphibians were only treated in a few papers in scientific journals. "Amphibians of Suriname" is the first overview of our present knowledge of this interesting group for Suriname. The book presents short descriptions and data on the distribution and natural history of the 104 species now known for the country. Most species are illustrated by one or more photographs, and a distribution map is presented as well. Two new species and two new subspecies of frogs are described for Suriname, and for several species a contribution to the taxonomic discussion is given.

The Meaning of Life

Insights of the World’s Great Thinkers

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William Gerber

The book aims to present the wisdom of sages, great thinkers, renowned writers, and philosophers, of many countries and time periods, in their own words, regarding life. The book also aims to place the numerous quotations from these sources in a structured organization, with introductory and explanatory comments and comparisons.
Main Topics or Fields - See Organization or Principal Parts.

'Cadjan – Kiduhu'

Global Perspectives on Youth Work

Edited by Brian Belton

In this book academics, practitioners and scholars from all over the planet present relatively heterogeneous perspectives to produce something of the homogenous whole that youth work might be understood to be. This promotes the understanding that to lock down youth work in notional stasis (bolt it into a ‘ carceral archipelago’) would be the antithesis of practice, which would effectively destroy it as youth work. Other writers have effectively tried to achieve just this, or perhaps identified (put a flag in) what they see (or want to be) the ‘core’ of youth work practice.
But youth work is not an apple. A global and historical perspective of youth work shows it to be a relentlessly developing range of responses to a persistently growing and shifting range of phenomena, issues and directions presented by and to societies and the young people in those societies. Here the authors offer a set of responses from within the incessantly metamorphosing field that can generically be called ‘youth work; they do this in this time, from many places and a diversity of identities, but they all identify what they present professionally and/or academically with what they agree to be the glorious rainbow palette that youth work is.

A Man Comes from Someplace

Stories, History, Memory from a Lost Time

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Judith Pearl Summerfield

A Man Comes from Someplace: Stories, History, Memory from a Lost Time is a cultural study of a multi-generational Jewish family from a shtetl in southwestern Ukraine before World War I to their international lives in the 21st century. The narrative, told from multiple perspectives, becomes a transformative space for re-presenting family stories as cultural performance. The study draws from many sources: ethnographic interviews with an oral storyteller (the author’s father), family letters, papers from immigration and relief organizations of the 1920s, eyewitness reports, newspaper clippings, photographs, maps, genealogy, and cultural, historical, and literary research.
The book investigates the ways family stories can be collected, interpreted, and re-presented to situate story in history and to re-envision connections between the past, present, and future. Family stories become memory sites for interrogating questions of loss and displacement, exile, immigration, survival, resilience, and identity. Stories function as antidotes to trauma, a means of making sense of the world. Memory is an act of resistance, the refusal to be silenced or erased, the insistence that we know the past and remember those who came before.

Speaking for Islam

Religious Authorities in Muslim Societies

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Edited by Gudrun Krämer and Sabine Schmidtke

Who speaks for Islam? To whom do Muslims turn when they look for guidance? To what extent do individual scholars and preachers exert religious authority, and how can it be assessed? The upsurge of Islamism has lent new urgency to these questions, but they have deeper roots and a much longer history, and they certainly should not be considered in the light of present concerns only.
The present volume – grown out of an international symposium at the Free University, Berlin in 2002 – is not so much concerned with religious authority, but with religious authorities, men and women claiming, projecting and exerting religious authority within a given context. It addresses issues such as the relationship of knowledge, conduct and charisma, the social functions of the schools of law and theology, and the efforts on the part of governments and rulers to organize religious scholars and to implement state-centred hierarchies.
The volume focuses on Middle Eastern Muslim majority societies in the period from the eighteenth to the twentieth centuries, and the individual papers offer case studies elucidating important aspects of the wider phenomenon. Individually and collectively, they highlight the scope and variety of religious authorities in past and present Muslim societies.

This book is also available in paperback.