Much has been written about the role and presence of the Arabs in the world at the beginning of this millennium, and their ability to meet the challenges overwhelming our planet, bristling as it is with science, technology and latest lethal weapons. Now this new book by Sheikh Mohamed Bin Issa Al Jaber penetrates to the heart of the Arab situation by a new route, hitherto uncharted. The author gives us a practical and precise summary of his own contemporary Arab experience from an intercontinental perspective, notable for its success, variety and modernity. Sheikh Mohamed has been able to scale the peaks of international corporate and institutional life, and impose his presence and voice upon them. Here, in a distillation of wisdom drawn from a unique career, he presents us with a practical account of the lessons of his success, so that they can be applied to economic and social institutions and thence to society at large. This book is a translation of the Arabic original, first published in 2009. It therefore pre-dates the events of the`Arab Spring' and other recent upheavals in the Arab world. Its insights are none-theless valid, and are just as applicable to the Arab world today as they were four years ago. Indeed, they have taken on extra urgency in the light of the author's prescient diagnosis of the Arab peoples' thirst for democracy, human rights and proper citizenship in their own countries. SHEIKH MOHAMED BIN ISSA AL JABER was born in Jeddah, Saudi Arabia, in 1959, and is today a prominent international businessman and philanthropist. He is founder and chairman of the MBI Group, a worldwide investment institution operating in the hospitality, real estate, finance, oil and gas, and food industries, as well as the founder and sole patron of the MBI Al Jaber Foundation, a UK-registered charity focused on building bridges between the Middle East and the wider world. Among many other roles he is Special Envoy of the Director General of UNESCO for tolerance, democracy and peace, official UN spokesman for good governance, founder of the London Middle East Institute at SOAS, and a fellow of Corpus Christi College, Oxford. With a Foreword by Professor Michael Worton.

Thinking through anti, post, and decolonial theories, this book examines, analyses, and conceptualises 'visibly Muslim' Lebanese women's lived experiences of discrimination, assault, wounding, and erasure. Based on in-depth research alongside over 100 Sunni and Shia participant between 2017 and 2019 it situates these experiences at the intersection of the local and the global and argues for their conceptualisation as a form of structural and lived anti-Muslim racism. In doing this, it discusses the convergences and divergences of anti-Muslim racism in Lebanon with anti-Muslim racism in other parts of both the global north and the global south. It examines the production of this racialisation as well as its workings across spheres of public, private, work, and state - including an analysis of internalised self-hate. It further explores various forms of resistance and negotiation and the contemporary possibilities and impossibilities of working beyond the epistemic framework of Eurocentric modernity. As the first in-depth and extensive study of anti-Muslim racism within Muslim-majority and Arab-majority spaces, it offers an urgent and timely redress to multiple gaps and biases in the study of the Muslim-majority and Arab-majority worlds as well as racialisation broadly and Islamophobia specifically.

For hundreds of years, the American public education system has neglected to fully examine, discuss, and acknowledge the vast and rich history of people of African descent who have played a pivotal role in the transformation of the United States. The establishment of Black studies departments and programs represented a major victory for higher education and a vindication of Black scholars such as W. E. B. Du Bois and Nathan Huggins. This emerging field of study sought to address omissions from numerous disciplines and correct the myriad distortions, stereotypes, and myths about persons of African descent. In An Introduction to Black Studies, Eric R. Jackson demonstrates the continuing need for Black studies, also known as African American studies, in university curricula. Jackson connects the growth and impact of Black studies to the broader context of social justice movements, emphasizing the historical and contemporary demand for the discipline. This book features seventeen chapters that focus on the primary eight disciplines of Black studies: history, sociology, psychology, religion, feminism, education, political science, and the arts. Each chapter includes a biographical vignette of an important figure in African American history, such as Frederick Douglass, Louis Armstrong, and Madam C. J. Walker, as well as student learning objectives that provide a starting point for educators. This valuable work speaks to the strength and rigor of scholarship on Blacks and African Americans, its importance to the formal educational process, and its relevance to the United States and the world.

How race and racism shape middle-class families’ decisions to homeschool their children While families of color make up 41 percent of homeschoolers in America, little is known about the racial dimensions of this alternate form of education. In The Color of Homeschooling, Mahala Dyer Stewart explores why this percentage has grown exponentially in the past twenty years, and reveals how families’ schooling decisions are heavily shaped by race, class, and gender. Drawing from almost a hundred interviews with Black and white middle-class homeschooling and nonhomeschooling families, Stewart’s findings contradict many commonly held beliefs about the rationales for homeschooling. Rather than choosing to homeschool based on religious or political beliefs, many middle-class Black mothers explain their schooling choices as motivated by their concerns of racial discrimination in public schools and the school-to-prison pipeline. Indeed, these mothers often voiced concerns that their children would be mistreated by teachers, administrators, or students on account of their race, or that they would be excessively surveilled and policed. Conversely, middle-class white mothers had the privilege of not having to consider race in their decision-making process, opting for homeschooling because of concerns that traditional schools would not adequately cater to their child's behavioral or academic needs. While appearing nonracial, these same decisions often contributed to racial segregation. The Color of Homeschooling is a timely and much-needed study on how homeschooling serves as a canary in the coal mine, highlighting the perils of school choice policies for reproducing, rather than correcting, long-standing race, class, and gender inequalities in America.