Comparative and International Education: A Diversity of Voices aims to provide a comprehensive range of titles, making available to readers work from across the comparative and international education research community. Authors will represent as broad a range of voices as possible, from geographic, cultural and ideological standpoints. The editors are making a conscious effort to disseminate the work of newer scholars as well as that of well-established writers. The series includes authored books and edited works focusing upon current issues and controversies in a field that is undergoing changes as profound as the geopolitical and economic forces that are reshaping our worlds. The series aims to provide books which present new work, in which the range of methodologies associated with comparative education and international education are both exemplified and opened up for debate. As the series develops, it is intended that new writers from settings and locations not frequently part of the English language discourse will find a place in the list.

Carolyn Sharp

ironic representation, authorial voice, and meaning 37 © Koninklijke Brill NV, Leiden, 2004 Biblical Interpretation 12, 1 Also available online – IRONIC REPRESENTATION, AUTHORIAL VOICE, AND MEANING IN QOHELET CAROLYN J. SHARP Yale University Divinity School The book of Qohelet


Verónica Orqueda

4.1 Introduction This chapter provides an analysis of verbs in the middle voice, in order to determine if this morphological category is a reflexive strategy in Vedic or not. The chapter is organized as follows: I start with explaining the criteria for selecting the sample and how it will be

Herman Wasserman and Anthea Garman

Democratic South Africa, with its highly inclusive constitution and embrace of all races, creeds and colours, could be understood as having an ideal form of citizenship to be emulated by other nations. At the heart of the 1996 constitution is the eradication of apartheid separation and the provision that all South Africans have shared humanity (‘ubuntu’). The Truth and Reconciliation Commission entrenched three founding critical ideas in public life: the right to talk, the recognition of shared humanity and the impulse to speak out about the horrors of the past. As a result the public sphere is filled with a great outpouring of personal stories and experiences in both the mainstream and popular forms of media. But South Africans continue to be preoccupied with the status of their citizenship; who a South African is and who belongs is uppermost in many public conversations. Recently, in the elite public sphere, a number of columnists and public figures have launched attacks, often highly racialised, on sections of the South African population or on high-profile members, calling into question their loyalty and belonging. The media has also been criticised for not adhering to ‘African values.’ And characteristic too of the New South Africa is an increase in protest action on the streets and violence against protesters by police and state agents, calling into question whether the practice of citizenship is possible for the impoverished, unemployed majority who are marginalised from formal political processes and the mediated public sphere. We ask whether these features of our public life are indicative of a crisis in mediated citizenship and whether the South African news media have the capacity to enable a wide range of voices and subject positions to enter the public sphere and shape debate and decision-making.


Edited by Le-Ha Phan and Bradley Baurain

This volume aims to provide insights into the process of knowledge construction in EFL/ESL writing - from classrooms to research sites, from the dilemmas and risks NNEST student writers experience in the pursuit of true agency to the confusions and conflicts academics experience in their own writing practices. Knowledge construction as discussed in this volume is discussed from individualist, collectivist, cross-cultural, methodological, pedagogical, educational, sociocultural and political perspectives. The volume features a diverse array of methodologies and perspectives to sift, problematise, interrogate and challenge current practice and prevailing writing and publishing subcultures. In this spirit, this volume wishes to break new ground and open up fresh avenues for exploration, reflection, knowledge construction, and evolving voices.

Jean Koh Peters

also spotlight three crucial values in representing children – voice, story, and dignity. First, I am an Article 12 lawyer in the only country that has not ratified the un Convention on the Rights of the Child. When I first read Article 12, I was thrilled to learn that international law has

Min Hooi Yong and Ted Ruffman

, 2003 ; Adachi & Hampton, 2011 ), and capuchin monkeys, rhesus monkeys and squirrel monkeys can match familiar human faces and voices (Evans et al., 2005 ; Adachi & Fujita, 2007 ; Sliwa et al., 2011 ). Dogs’ ability in intermodal matching tasks has been tested using conspecific and human stimuli as

Rutger Allan

Ancient Greek has three morphologically distinct voice categories: the active voice, the middle voice and the passive voice. The act. and mid. voices are distinguished by contrasting sets of personal endings. The passive voice is marked by a special morpheme -thē- or -ē- and only occurs in the

Eurof Walters, Peter Hague and Elizabeth Shillito Walser

VOCAL RECOGNITION OF RECORDED LAMBS VOICES BY EWES OF THREE BREEDS OF SHEEP by ELIZABETH SHILLITO WALSER1) PETER HAGUE and EUROF WALTERS2) (ARC Institute of Animal Physiology, Babraham, Cambridge, England) (Acc. 28-VIII-1981) INTRODUCTION One of the problems of investigating vocal recognition

Hannelie Doubell and Johanna Geldenhuys

International Journal of Children’s Rights 19 (2011) 321–337 © Koninklijke Brill NV, Leiden, 2011 DOI 10.1163/157181811X547254 T HE I NTERNATIONAL J OURNAL OF C HILDREN ’ S R IGHTS South African children’s voice on school discipline: A case study Johanna Geldenhuys and Hannelie