In this magisterial cultural history of the Palestinians, Nur Masalha illuminates the entire history of Palestinian learning with specific reference to writing, education, literary production and the intellectual revolutions in the country. The book introduces this long cultural heritage to demonstrate that Palestine was not just a 'holy land' for the four monotheistic religions - Islam, Christianity, Judaism and Samaritanism - rather, the country evolved to become a major international site of classical education and knowledge production in multiple languages including Sumerian, Proto-Canaanite, Greek, Syriac, Arabic, Hebrew and Latin. The cultural saturation of the country is found then, not solely in landmark mosques, churches and synagogues, but in scholarship, historic schools, colleges, famous international libraries and archival centres. This unique book unites these renowned institutions, movements and multiple historical periods for the first time, presenting them as part of a cumulative and incremental intellectual advancement rather than disconnected periods of educational excellence. In doing so, this multifaceted intellectual history transforms the orientations of scholarly research on Palestine and propels current historical knowledge on education and literacy in Palestine to new heights.

The Vietnamese diaspora is now a truly global diaspora. This collection, one of the first of its kind, traces the Vietnamese diaspora's multifaceted roots in late 19th and early 20th century French colonialism, the end of the War in Vietnam, and economic migrations to fellow communist states in the 1970s and 1980s. Out of these migrations, Vietnamese communities have now formed in many of the major immigrant receiving countries around the world. This collection traces the connection between the historically traumatic forms of dispersal from Vietnam and todays transnational Vietnamese communities. It considers questions about how conditions of exit from Vietnam shape Vietnamese diaspora identities and patterns of settlement and economic integration. It also addresses questions of how memory politics shape the ways in which various segments of the Vietnamese diaspora engage with contemporary Vietnam, and shape what is now an intergenerational diaspora. Contributors are: Tamsin Barber, Gisele Bousquet, Tuan Hoang, Gertrude Huwelmeier, C. N. Le, Nathalie Huynh Chau Nguyen, Vic Satzewich, Ivan Small, Grazyna Szymanska-Matusiewicz and Anna Vu.

With these engaging manipulatives in hand, your students will flip for reading practice This interactive format--a favorite for generations--includes 30 different "fun flaps" that feature initial consonants, short and long vowels, vowel combinations, blends, digraphs, and more. Kids fill in a missing letter or letter combination, lift the flap to reveal the answer, then read additional words with the same sound-spelling rule Also features self-checking quizzes and a blank template for make-your-own fun flaps. For use with Grades K-2.

Allowing learners to take some responsibility may seem obvious yet what is actually afforded to them, and how this process works, remains difficult to grasp. It is therefore essential to study the real objects of devolution and the roles played by the subjects involved. Devolution and Autonomy in Education questions the concept of devolution, introduced into the field of education in the 1980s from disciplinary didactics, and described in Guy Brousseau's Theory of Didactical Situations in Mathematics as: the act by which the teacher makes the student take responsibility for a learning situation (adidactic) or problem and accepts the consequences of this transfer. The book revisits this concept through a variety of subject areas (mathematics, French, physical education, life sciences, digital learning, play) and educational domains (teaching, training, facilitation). Using these intersecting perspectives, this book also examines the purpose and timeline of the core process for thinking about autonomy and empowerment in education.

We live at a time when the competitive, capitalist model of action has eclipsed all other contemporary social and economic models and threatens the greater cooperative good of society. Neoliberalism is an attempt to reimagine governance in an age of mass democratic policies by its intention to inoculate capitalism against the threat of democracy. Education for Action: A Curriculum for Social Activists sees social action as a vital vehicle in challenging this intense individualistic, managerial and competitive ethos. Such action is a collective, transformative response to capitalism which combines local activism, community development and the advocacy of social, political and economic rights to help committed citizens initiate, stimulate and support social change at both local and global levels. The book explains the methods, instruments, theories and practices that help educators encourage activists to build power amongst concerned individuals using a curriculum that emphasises the importance of critical theory and which is accessible to everybody and rooted in their community. The author also stresses the vital role of education in helping activists resist the ideologies, actions and slogans imposed on society by authoritarian powerholders while simultaneously regenerating grass-roots politics and its belief in the viability of collective solidarity and social activism.