A lost sketch book on a Portuguese castle rampart left Manuel Joao Ramos bereft, and the impulse to draw deserted him - but his first trip to Ethiopia reawakened this pleasure, so long denied. Drawing obsessively and free from care, his rapidly caught impressions convey the rough edges of the intensely lived experiences that are fundamental to the desire to travel. For the travel sketch is more than a record or register of attendance (`been there, seen that'): it holds invisibly within itself the remnant of a look, the hint of a memory and a trace of an osmosis of feelings between the sketcher and the person or objects sketched. Less intrusive than using a camera, Ramos argues drawing comprises a less imperialist, more benign way of researching: his sketchbook becomes a means of communication between himself and the world in which he travels, rendering him more human to those around him. As he journeys through the Ethiopian Central Highlands, collecting historical legends of the power struggles surrounding the arrival of the first Europeans in the mid-sixteenth century, he is drawn to the Portuguese legacy of castles, palaces and churches, near ruins now, though echoes of their lost splendour are retained in oral accounts. Excerpts from his diary, as well as journalistic pieces, share the conviviality of his encounters with the priests, elders and historians who act as custodians of the Amhara oral tradition. Their tales are interwoven with improvised, yet assured, drawings, and this informality of structure successfully retains the immediacy and pleasure of his discovery of Ethiopia. It also suggests the potential for drawing to play a more active part in anthropological production, as a means of creating new narratives and expositional forms in ethnography, bringing it closer to travel writing or the graphic novel.

The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.

The essential guide that allows both sides to be heard Rabbi Professor Dan Cohn-Sherbok presents the Israeli perspective, while Dr Dawoud El-Alami presents the Palestinian perspective Updated to cover the most recent events, including the US recognition of Jerusalem as the capital of Israel and the May 2021 fighting in Gaza, this bestselling introduction explores the history, motivations and people behind the Palestine-Israel conflict - and assesses the prospects for peace after almost eighty years.

How teachers may be better educated for a changing global world is a challenge that faces many systems of education worldwide. This book addresses key issues of quality and change in teacher education in the context of the new public management achievement agendas which are permeating teacher education structures, cultures and programmes and the work of teacher educators internationally. Graduate schools of education in the United States and the UK, for example, are making fundamental changes in the structures, courses, programs and faculties that prepare beginning teachers each year. Drawing upon examples from the United States, United Kingdom, China, Hong Kong, Australia and elsewhere, its authors provide a unique critical overview of emerging themes and challenges of raising the quality of teaching and the quality of student learning outcomes. They suggest possible ways forward for teachers, teacher educators, researchers and policy-makers as they seek to raise the quality of teaching and student outcomes whilst sustaining their moral purposes and values of equity, inclusion and social justice. Taken together, the chapters contain informed, critical discussions of "normal education" and "teacher education" of "professional standards", "4+2/+1" post-degree training, "PGDE versus BEd", integration of subject specializations and professional education. Each one provides new visions of the teacher as a professional and to cultivate high quality teachers in the West and the Greater China region. For all those interested in issues of quality, change and forward movement in teacher education in contexts of policy led reform, this is a must read.

A discussion of the contributions made by African Americans to public and private black schools in the USA in the 19th and 20th centuries. It suggests that cultural capital from African American communities may be important for closing the gap in the funding of black schools in the 21st century.

Republican Legal Theory discusses the history, constitution and purposes of law in a free state. This is the most comprehensive study since James Madison, Alexander Hamilton and The Federalist of republican legal ideas. Sellers explains the importance of popular sovereignty, the rule of law, the separation of powers, and other essential republican checks and balances in protecting liberty and against tyranny and corruption.

One hundred years ago, when Martinus W. Beijerinck in Delft and Friedrich Loeffler on Riems Island discovered a new class of infectious agents in plants and animals, a new discipline was born. This book, a compilation of papers written by well-recognized scientists, gives an impression of the early days, the pioneer period and the current state of virology. Recent developments and future perspectives of this discipline are sketched against a historic background. With contributions by A. Alcami, D. Baulcombe, F. Brown, L. W. Enquist, H. Feldmann, A. Garcia-Sastre, D. Griffiths, M. C. Horzinek, A. van Kammen, H.-D. Klenk, F. A. Murphy, T. Muster, R. O'Neill, P. Palese, C. Patience, R. Rott, H.- P. Schmiedebach, S. Schneider-Schaulies, G. L. Smith, J. A. Symons, Y. Takeuchi, V. ter Meulen, P. J. W. Venables, V. E. Volchkov, V. A. Volchkova, R. A. Weiss, W. Wittmann, H. Zheng

In another surreal and unprecedented year in which even the most seasoned commentators have struggled to keep pace with the news cycle, letter writers to The Daily Telegraph have once again provided their refreshing and witty take on events. Now in its fourteenth year, this new edition of the best-selling series is a review of the year made up of the wry and astute observations of the unpublished Telegraph letter writers. Readers of the Telegraph Letters Page will be fondly aware of the eclectic combination of learned wisdom, wistful nostalgia and robust good sense of humour that characterise its correspondence - and this volume contains yet more pearls of insight. From Putin and the war in Ukraine to Boris Johnson and Partygate to Liz Truss and the cost of living crisis, no one escapes their hilariously whimsical and sometimes risque musings. With an agenda as enticing as ever, the fourteenth book in the bestselling Unpublished Letters series will prove, once again, that the Telegraph's readers still have a shrewd sense of what really matters.

This book explores how school history textbooks are used to perpetuate nationalistic policies within divided regions. Exploring the 'divide and rule' politics across ex-Yugoslav successor states, the editors and contributors draw upon a wide range of case studies from across the region. Textbooks and other educational media provide the foundations upon which the new generation build understanding about their own context and the events that are creating their present. By promoting nationalistic politics in such media, textbooks themselves can be used as tools to further promote and preserve ongoing hostility between ethnic groups following periods of conflict. This edited collection will appeal to scholars of educational media, history education and post-conflict societies.

This volume traces the socialization processes, professional development, career paths, and theories and research of contemporary pioneers in education and psychology. This volume contains interviews of leading scholars who are at the vanguard of teaching and learning. They shared how their childhood development influenced their theoretical paths and research endeavors and revealed their thoughts, beliefs, and experiences that made them who they are today. These scholars responded to questionspertaining to their childhood socialization, initial interest in education and psychology, role models, research interests and major findings, future direction of their research, educational implications derived from their research, and perception of their legacy. They are real people who have had experiences like anybody else, but who found homes and teachers who supported them. While in college, they found educators who mentored them. Readers will find that this volume offers them an opportunity to learn the background of contemporary pioneers in education and psychology, provides helpful sources where they can learn about how major theories developed and where they are moving, and reveals the personal anecdotes that influenced the conceptualization of contemporary theories and research. Educators andstudents will find that this book provides hope and a rejuvenated enthusiasm about the status of education and psychology and that they too can be leaders in their own ways.

This book clarifies the fundamental difference between North America-based instrumental motivation and Korea (and East Asia)-specific competitive motivation by which the EFL learners' excessive competition to be admitted to famous universities and to be hired at a large-scale conglomerate is the main source of L2 motivation. It enables readers to understand that EFL-learning motivation reflects unique sociohistorical contexts grounded in a specific region or country. This book in turn necessitates the need to develop EFL motivation theory and research tradition which are firmly based on East Asian values and culture.