Realpolitik as a component of the Olympic Games held in East Asia has been largely ignored by historians. However, sport was an integral part of cultural diplomacy and the expression of national prowess for the three Games held in East Asia: 1964 Tokyo, 1988 Seoul and 2008 Beijing. It is time this was recorded. The Olympic Games had transformational political, economic and cultural effects for the host cities and countries. This also is a neglected topic. The Triple Asian Olympics: Asia Rising explores the realities of global transformation, regional ascendancy and metaphorical modernity of the East Asian Olympics and, by extension, East Asia. As the axis of global geo-political and economic power shifts to the East, analyzing the significance of the Olympic Games in East Asia becomes significant to an understanding the shifting nature of the nations of East Asia. The Triple Asian Games are harbingers of dramatic geopolitical change. This is the first study to record, confront and examine this contemporary phenomenon. For this reason, this unique collection promises to attract a wide readership. This book was originally published as a special issue of The International Journal of the History of Sport.

When the National Government assumed power in 1948, one of the earliest moves was to introduce segregated education. Its threats to restrict the admission of black students into the four ‘open universities’ galvanised the staff and students of those institutions to oppose any attempt to interfere with their autonomy and freedom to decide who should be admitted.

In subsequent years, as the regime adopted increasingly oppressive measures to prop up the apartheid state, opposition on the campuses, and in the country, increased and burgeoned into a Mass Democratic Movement intent on making the country ungovernable.

Protest escalated through successive states of emergency and clashes with police on campus became regular events. Residences were raided, student leaders were harassed by security police and many students and some staff were detained for lengthy periods without recourse to the courts.

First published in 1996, Wits: A University in the Apartheid Era by Mervyn Shear tells the story of how the University of the Witwatersrand (Wits) adapted to the political and social developments in South Africa under apartheid. This new edition is published in the University’s centenary year with a preface by Firoz Cachalia, one of Wits’ student leaders in the 1980s. It serves as an invaluable historical resource on questions about the relationship between the University and the state, and on understanding the University’s place and identity in a constitutional democracy.

The Nazis burned books and banned much modern art. However, few people know the fascinating story of German modern dance, which was the great exception. Modern expressive dance found favor with the regime and especially with the infamous Dr. Joseph Goebbels, the Minister of Propaganda. How modern artists collaborated with Nazism reveals an important aspect of modernism, uncovers the bizarre bureaucracy which controlled culture and tells the histories of great figures who became enthusiastic Nazis and lied about it later. The book offers three perspectives: the dancer Lilian Karina writes her very vivid personal story of dancing in interwar Germany; the dance historian Marion Kant gives a systematic account of the interaction of modern dance and the totalitarian state, and a documentary appendix provides a glimpse into the twisted reality created by Nazi racism, pedantic bureaucrats and artistic ambition.

The Yiddish Historians and the Struggle for a Jewish History of the Holocaust identifies the Yiddish historians who created a distinctively Jewish approach to writing Holocaust history in the early years following World War II. Author Mark L. Smith explains that these scholars survived the Nazi invasion of Eastern Europe, yet they have not previously been recognized as a specific group who were united by a common research agenda and a commitment to sharing their work with the worldwide community of Yiddish-speaking survivors. These Yiddish historians studied the history of the Holocaust from the perspective of its Jewish victims, focusing on the internal aspects of daily life in the ghettos and camps under Nazi occupation and stressing the importance of relying on Jewish sources and the urgency of collecting survivor testimonies, eyewitness accounts, and memoirs. With an aim to dispel the accusations of cowardice and passivity that arose against the Jewish victims of Nazism, these historians created both a vigorous defense and also a daring offense. They understood that most of those who survived did so because they had engaged in a daily struggle against conditions imposed by the Nazis to hasten their deaths. The redemption of Jewish honor through this recognition is the most innovative contribution by the Yiddish historians. It is the area in which they most influenced the research agendas of nearly all subsequent scholars while also disturbing certain accepted truths, including the beliefs that the earliest Holocaust research focused on the Nazi perpetrators, that research on the victims commenced only in the early 1960s, and that Holocaust study developed as an academic discipline separate from Jewish history. Now, with writings in Yiddish journals and books in Europe, Israel, and North and South America having been recovered, listed, and given careful discussion, former ideas must yield before the Yiddish historians' published works. The Yiddish Historians and the Struggle for a Jewish History of the Holocaust is an eye-opening monograph that will appeal to Holocaust and Jewish studies scholars, students, and general readers.

Details the major aspect of Brazilian popular music and its relation to the formation of national identity in Brazil including a wealth of in-depth musical history about such sub-genres as choro, bahia, bossa nova, axe music, Brazilian jazz, and a retrospective on leading musicians. There are extensive portraits on great singers, composers like Antonio Carlos Jobim ("Girl from Ipanema"), and Americans such as Lyle Mays, Herbie Mann who have long been associated with Brazil's music.

The first critical analysis of the Titanic as a modern myth, this book focuses on the second of the two Titanics. The first was the physical Titanic, the rusting remains of which can still be found twelve thousand feet below the north Atlantic. The second is the mythical Titanic which emerged just as its tangible predecessor slipped from view on April 15, 1912. It is the second of the two Titanics which remains the more interesting and which continues to carry cultural resonances today. The Myth of the Titanic begins with the launching of the "unsinkable ship" and ends with the outbreak of the "war to end all wars." It provides an insight into the particular culture of late-Edwardian Britain and beyond this draws far greater conclusions about the complex relationship between myth, history, popular culture and society as a whole.

This two-volume study of progressive education covers the period between 1750 and 1967. The work shows educational innovations to be not just a 1990s phenomenon but one with historical roots going back to the 18th century.;The first volume traces the many currents of thought on education during the late 18th and early 19th centuries. Examining the state of education in the aftermath of the Industrial Revolution, the volume takes into account the social and economic changes of the 19th century and looks at the role of the school as agent of historical reform. As well as documenting the writings of theorists, teachers, social reformers, philanthropists and continental educational thinkers, the study deals with the contributions made by a number of British pioneers and innovative educational institutions which hitherto had not received full recognition.;Volume two reviews three waves of progressive schools, from pre-World War I up to the outbreak of World War II, before following the changing position of the progressive schools up to 1967. Although primarily concerned with England, the author discusses some progressive international movements, including key European developments .

Published in honor of the 85th anniversary of the International Federation of Library Associations and Institutions (IFLA), 85 Years IFLA: A History and Chronology of Sessions 1927-2012 presents a thorough history of the organization from its 1927 founding through 2012. Supplemented with a bibliography, appendixes, and index, 85 Years IFLA is the definitive guide to the largest international library association in the world, as well as the leading body representing the interests of library and information services and their users today.

With the onset of a more conservative political climate in the 1980s, social and especially labour history saw a decline in the popularity that they had enjoyed throughout the 1960s and 1970s. This led to much debate on its future and function within the historical discipline as a whole. Some critics declared it dead altogether. Others have proposed a change of direction and a more or less exclusive focus on images and texts. The most constructive proposals have suggested that labour history in the past concentrated too much on class and that other identities of working people should be taken into account to a larger extent than they had been previously, such as gender, religion, and ethnicity. Although class as a social category is still as valid as it has been before, the questions now to be asked are to what extent non-class identities shape working people's lives and mentalities and how these are linked with the class system. In this volume some of the leading European historians of labour and the working classes address these questions. Two non-European scholars comment on their findings from an Indian, resp. American, point of view. The volume is rounded off by a most useful bibliography of recent studies in European labour history, class, gender, religion, and ethnicity.

This book presents a set of new and innovative essays on landscape and garden culture in precolonial India, with a special focus on the Deccan. Most research to date has concentrated on the comparatively well preserved gardens and built landscapes of the celebrated Mughal empire, giving the impression that they have been lacking in other times and regions. Not only does this volume provide a corrective to such assumptions, it also moves away from traditional art-historical approaches by posing new questions and exploring hitherto neglected source materials.

The contributors understand gardens in two related ways: first as real or imagined spaces and manipulated landscapes that are often invested with pronounced semiotic density; and second as congeries of institutions and practices with far-reaching social ramifications for the constitution of elite societies. The essays here present a multi-disciplinary approach to the study of garden culture in precolonial India, and together suggest several new and exciting directions of enquiry for those working in the Deccan, Mughal India, and beyond.

This book examines key theorists in depth in order to give some insight into cultural change as reflected in their curricular recommendations and in the interplay they reveal between the two fundamental educational concepts of artifice and nature . The essays on the various theorists Erasmus, Vives, Castiglione, Elyot, Montaigne, Bacon, Comenius, Locke and Rousseau can be read separately but the book also forms an integrated whole, with a continuity of themes explored from theorist to theorist. The book not only charts a historical development but also reveals much that may deepen our understanding of contemporary educational dilemmas.

This volume completes G H Bantock 's comprehensive study of educational thought, and its relationship to the broad development of European culture, from the time of the Renaissance to the present day. During the period under consideration, the new freedom from dogma and hierarchy allowed for the emergence of a large number of models of education intended to accommodate the autonomous personality and at the same time to meet the demand for educational expansion. The need to educate the masses was increasingly recognized, and the dilemma posed by mass civilisation and minority culture became acute as liberal autonomy was increasingly threatened by new egalitarian and collectivist notions. The author considers the work of key theorists from the period, including such writers as Coleridge, Nietzsche and Tolstoy, all relatively neglected as educationists.

This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.

Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from pre-history to 1919. The author 's proposals were radical at the time of original education, although they embrace concepts which are now taken for granted in schools: that education of the "whole person" is vital; that the arts should enjoy equal prominence with the sciences; that schools are communities and that the educational experience will be richer for individuals if they work as and for a community.

This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.

This volume describes the Russian tradition in education and in particular the dominant role of Russian nationality. The whole history of Russian education is covered from Peter the Great to Khruschev.

Developments and trends in Communist education are traced in this authoritative survey by specialists. Eight chapters deal with particular aspects: ideology, psychology, the selective process, the roles of teachers and parents, polytechnical education, the universities and professional institutes. Three chapters survey the former East Germany, Poland and China as special case-studies. A concluding chapter examines common ground between Communist and other systems.

This volume offers a conceptual justification and methodology for comparative studies of education matching developments in the social sciences and other comparative disciplines. It also relates comparative studies of education to the practical business of policy formulation at all levels. Thus it bridges the widening gap between the purely academic world and the world of decision for development. The author draws illustrations from educational reforms, but goes further in suggesting suitable procedures or institutions which might achieve soundly based policies and secure their implementation. He takes account of the planning techniques and achievements of UNESCO, OECD and other international organizations, and examines the activities and aims of national planning for education in a wider perspective of world re-orientation.

The American ideal has exercised a powerful influence over English educational policy over the last two centuries, even as it has itself changed. Today the very size of America enables it to rehearse problems we shall meet tomorrow. This volume answers key questions for education, as relevant now as they were when it was originally published: Is there an optimal size and a maximal use of a school? Are there adequately sophisticated batteries of attainment tests? Or valid methods of vocational guidance?

This volume provides an international perspective on educational dependency in considering both theories and actual developments throughout the world. Some less developed countries, in expanding their education systems, have emulated Western academic-style systems and have increased their dependence on Western models in various respects including examination validation. Others have deliberately avoided this path and have experimented with systems more 'relevant' to development, often in a radical way. At a theoretical level, Marxist and neo-Marxist development theorists argue that education systems dependent on the West are evidence of economic dependency and confirmation of Marxist development theories; while others argue that the evidence suggests an interdependent world and that dependency theories do not apply in education.