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Books > History > History of specific subjects > General
The Education of Eros is the first and only comprehensive history of sexuality education and the "problem" of adolescent sexuality from the mid-20th century to the beginning of the 21st. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks the rise of new social movements in civil society and the academy in the last half of the 20th century that began to re-frame the "problem" of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society.
The Terrorism Reader is an intriguing introduction to a notorious and disturbing international phenomenon. The book draws together material from a variety of experts and clearly explains their opinions on terrorism, allowing understanding, conjecture and debate. David J. Whittaker explores all aspects of terrorism from its definition, psychological and sociological effects, legal and ethical issues to counter-terrorism. In a particularly original way, the Reader illustrates the growth and variety of terrorism with a series of case studies from four continents including: the Taliban and the al-Qaida terror network, and America's war against terrorism ETA and Spain the Revolutionary Armed Forces of Colombia the Liberation Tigers in Sri Lanka the IRA and UFF in Northern Ireland the Shining Path in Peru. This new edition includes fully updated chapters on Palestine and Israel, the London 7/7 bombings and a a new chapter on Jihad, as well as a focus on issues of contemporary concern such as state terrorism, terrorist withdrawal and deradicalisation, and human rights.
We live in a "museum age," and sport museums are part of this phenomenon. In this book, leading international sport history scholars examine sport museums including renowned institutions like the Olympic Museum in the Swiss city of Lausanne, the Babe Ruth Birthplace and Museum in Baltimore, the Marylebone Cricket Club Museum in London, the Croke Park Museum in Dublin, and the Whyte Museum in Banff. These institutions are examined in a broad context of understanding sport museums as an identifiable genre in the "museum age", and more specifically in terms of how the sporting past is represented in these museums. Historians explain, debate and critique sport museums with the intention of understanding how this important form of public history represents sport for audiences who see museums as institutions that are inherently reliable and trustworthy.
Cincinnati is certainly judged by its chili. Some claim it's not even chili, but those are just fighting words to natives who have developed the crave. Cincinnati is a long way from El Paso, and our chili is not Tex-Mex style. It is a unique blend typically served as a three-way: over spaghetti and covered in shredded cheddar cheese. From its 1922 roots with the Slavic-Macedonian immigrant brothers Kiradjieff in a burlesque theater, Cincinnati chili has become a million-dollar industry supporting 250 chili parlors. Many chili parlors have come and gone, but a few familiar names remain: Dixie, Camp Washington, Gold Star, Price Hill and Skyline. This is their amazing chili story.
This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.
This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.
Liverpool FC On This Day revisits all the most magical and memorable moments from the club's glorious past, mixing in a maelstrom of quirky anecdotes and legendary characters to produce an irresistibly dippable diary of Reds history - with an entry for every day of the year. From the acrimonious Victorian foundation of the club to the 21st century's heady European and FA Cup victories, the Anfield faithful have witnessed the First Division triumphs of the '20s and '40s turn into an avalanche of silverware in the '60s, '70s and '80s - and they have also witnessed tragedies. Pivotal days in history which saw the airing of 'You'll Never Walk Alone', the completion of multifarious Doubles and Trebles and the shock retirement of Bill Shankly all form a backdrop against which Liverpool greats - Kevin Keegan, Ian Rush and Billy Liddell, Steven Gerrard, Tommy Smith and Kenny Dalglish - loom larger than life.
Scholars have historically associated John Wesley's educational endeavours with the boarding school he established at Kingswood, near Bristol, in 1746. However, his educational endeavours extended well beyond that single institution, even to non-Methodist educational programmes. This book sets out Wesley's thinking and practice concerning child-rearing and education, particularly in relation to gender and class, in its broader eighteenth-century social and cultural context. Drawing on writings from Churchmen, Dissenters, economists, philosophers and reformers as well as educationalists, this study demonstrates that the political, religious and ideological backdrop to Wesley's work was neither static nor consistent. It also highlights Wesley's eighteenth-century fellow Evangelicals including Lady Huntingdon, John Fletcher, Hannah More and Robert Raikes to demonstrate whether Wesley's thinking and practice around schooling was in any way unique. This study sheds light on how Wesley's attitudes to education were influencing and influenced by the society in which he lived and worked. As such, it will be of great interest to academics with an interest in Methodism, education and eighteenth-century attitudes towards gender and class.
In this unique, highly detailed examination, Gordon C Cook explores disease in the merchant navy through the history of the Seamen's Hospital Society. From its foundation in 1812, until the present day, the Seamen's Hospital Society has been responsible for the physical welfare of merchant seamen and has headed many remarkable advances in medical science. This handsome volume is ideal for all those with an interest in the Seamen's Hospital Society, medical and naval historians, and general readers with an interest in maritime and naval history.
Originally published in 1974, a comprehensive history of Nigerian Education, from early times right through to the time of publication, had long been needed by all concerned with Education in Nigeria, students, teachers and educational administrators. No one was better qualified than Professor Fafunwa to provide such a book, and in doing so he gave due emphasis to the beginnings of Education in its three main stages of indigenous, Muslim and Christian Education. Nigerian Education had been considered all too often as a comparatively recent phenomenon, but this book points out from the start that 'Education is as old as Man himself in Africa' and that both Islam and Christianity were comparative newcomers in the field. A historical treatment of these three strands which have combined to make up the modern Educational system was vital to a clear understanding of what was needed for the future, and most of the first half of the book is concerned with these Educational beginnings. The imposing of a foreign colonial system on this framework did not always lead to a happy fusion of the systems, and the successes and the failures are examined in detail. There was no shortage of documentary evidence in the form of reports and statistics during the decades prior to publication, but this evidence was frequently scattered and inaccessible to the student, so that the author's careful selection of key evidence and reports, often drawn from his own personal experience, will be invaluable for those wishing to trace the development of Education in Nigeria up to the early 1970s. A knowledge of the history and development of the Nigerian Education system, of the numerous and intensely varied personalities and beliefs which have combined and often conflicted to shape it, is indispensable to all students in colleges and universities studying to become teachers. It is this knowledge that Professor Fafunwa set out to provide, drawing on his wide experience as teacher writer and educationalist.
This volume forms part of the 5 volume set "Early English Stages 1300-1660." This set examines the history of the development of dramatic spectacle and stage convention in England from the beginning of the fourteenth century to 1660.
Originally published in 1969. British merchants first penetrated to Moscow in the early 16th century. From that time until today developments in Russia have influenced Britain in innumerable ways - sometimes unexpectedly. In this volume Professor Armytage traces this influence, showing how Tolstoy, Kropotkin and others better known for their activities in fields other than education, have, in fact, had their effect on education in Britain. The lively account of the way in which these ideas have found their way into the British system shows that recent influences have been more direct. In particular the rapid development of higher technological education owes a great deal to the Russian example.
Originally published in 1984. This annotated bibliography is a comprehensive record of English-language materials which focus on Education in the Federal Republic of Germany (FRG) and the German Democratic Republic (GDR). It provides an excellent resource to scholars, beginning with a long introductory chapter about the role of education, formal and non-formal, in the two Germanies. The socio-historical context is presented but also the authors offer discussion of educational research trends. The bibliography is structured in useful thematic chapters and within the categories then split into those relating to East and West Germany.
Originally published in 1991. This book concerns the reception and spread of American-style progressivism in post-Fascist Italy. It places educational reconstruction in fuller historical perspective referring to newly-available archival sources. Documenting the Allied input to reconstruction efforts and the response of the Italian bureaucrats and the Church, the book shows the struggle over schooling that sheds light on other political and social questions in this period. This is an in-depth study of the Anglo-American reconstruction policy in education which is a substantial contribution to understanding America's post-war cultural and social influence throughout Western European society.
Built in 1929, Chicago Stadium was the crowning achievement of local sports promoter Paddy Harmon. The largest sports arena in the world when it was built, the stadium was completed at a total cost of $9.5 million. The "Madhouse on Madison" witnessed an active 65-year reign as the city's greatest auditorium. Home to both the Chicago Blackhawks and the Chicago Bulls, the stadium's attendance eclipsed that of others around the nation as it hosted numerous boxing matches, the first playoff game of the National Football League, rodeo competitions, and concerts (featuring Frank Sinatra, Elvis Presley, and later KISS) among other events. Chicago Stadium fell to the wrecking ball in 1995.
Few cities in the world have as many professional football clubs as London and none have the history explored in this book by journalist and broadcaster Steve Tongue. It was in the English capital that the Football Association - the first of its kind anywhere - was founded in 1863 and that the FA Cup, the world's most famous domestic cup competition, was born. After the North and Midlands dominated the first forty-odd years of league football, three clubs in particular - Arsenal, Spurs and Chelsea - began to challenge them and eventually succeeded, joining West Ham United as trophy winners not only at home but in Europe. Between those four clubs, and more than a dozen other professional clubs past and present, grew the turf wars that are the bedrock of the great rivalries and derbies across England's most vibrant football city. Turf Wars tells the story of football in the capital.
The history of education is a contested field of study, and has represented a site of struggle for the past century of its development. It is highly relevant to an understanding of broader issues in history, education and society, and yet has often been regarded as being merely peripheral rather than central to them. Over the years the history of education has passed through a number of approaches, more recently engaging with a different areas such as curriculum, teaching and gender, although often losing sight of a common cause. In this book McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future on a number of topics, including:
Throughout this book the origins of unresolved debates and tensions about the nature of the field of history of education are discussed and key examples are analysed to present a new view of future development. The Struggle for the History of Education demonstrates the key changes and continuities in the field and its relationship with education, history and the social sciences over the past century. It also reveals how the history of education can build on an enhanced sense of its own past, and the common and integrating mission that makes it distinctive, interesting and important for a wide range of scholars from different backgrounds.
Women are, and have been for many years, actively involved as players, supporters and co-ordinators in a range of sports and yet they are often missing from, or sidelined in, accounts of the history of these sports. Commenting first on the lack of inclusion of women in British sports history, the book goes on to examine aspects of women's participation between the late-nineteenth century and the mid-twentieth century more broadly. It draws together some of the latest research undertaken by international scholars working in the field, and includes case studies about golf, bridge, rowing, figure skating and athletics. Between them the chapters demonstrate that women enjoyed mixed fortunes in sport. They positively highlight the scope of participation, as well as the complex interactions and responses that participation generated on account of life stage, social class, ethnicity and national identity across time and place. The incorporated methodological and theoretical approaches invite readers to reconsider existing sport historiography and point to new directions for future research. This book was first published as a special issue of Sport in History.
This book analyses the efforts throughout East Asia to deploy education for purposes of political socialization, and in particular in order to shape notions of identity. The chapters also examine the trend of 'common textbook initiatives', which have recently emerged in East Asia with the aim of helping to defuse tensions arguably fuelled by existing practices of mutual (mis)representation. These are analysed in relation to the East Asian political context, and compared with previous and ongoing endeavours in other parts of the world, particularly Europe, which have been keenly observed by East Asian practitioners. Written by a group of international education experts, chapters discuss the enduring focus on the role of curricula in inculcating homogenous visions of the national self, and indeed homogenized visions of significant 'others'. Including contributions from scholars and curriculum developers involved personally in the writing of national and multi-national history textbooks this book will be of interest to students and scholars of Asian education, Asian history and comparative education studies. Gotelind Muller is Professor of Chinese Studies, University of Heidelberg, Germany |
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