Rapid population growth, poor infrastructure, and inadequate housing markets, all combined with haphazard urban planning, have created unprecedented levels of poverty and inequality in Africa's metropolitan areas.

In this context, the contributors to Poverty and Inequality in African Cities investigate the challenges facing those who move away from rural areas to the continent's cities in search of stable employment and a better way of life―only to be confronted with overcrowding, poor sanitation, unequal access to resources, and a lack of basic necessities such as water and electricity. Without more effective urban planning, they argue, a domino effect of worsening poverty and social exclusion is inevitable.

The first history of schooling gathered as a single and continuous text since the 1980s. It is also the first attempt to put together a history of South African schooling from the perspective of the subjugated people.

It attempts to show, as South Africa moves from a landscape essentially marked by encounters of people at different frontiers – physical, geographical, economic, cultural and psychological (where only the first two have previously received real attention) – how education is conceptualised, mobilised and used by all the players in the emerging country from the colonial Dutch and British periods into apartheid.

This book covers the period of the history of South African schooling from the establishment of the first school in 1658 to 1910 when South Africa became a Union. It approaches the task of narrating this history as a deliberate intervention. The intervention is that of restoring into the narrative the place of the subjugated people in the unfolding of a landscape which they share with a racialised white community. Propelled by a post-colonial framing of South Africa’s history, it offers itself as a deliberate counter to dominant historiographic and systematic privileging of the country’s elites. As such, it works on a larger canvas than simply the school. It deliberately works the story of schooling alongside the bigger socioeconomic history of South Africa, i.e., Dutch settlement of the Cape, the arrival of colonial Britain and the dramatic discovery of gold and diamonds leading to the industrialisation of South Africa. The story of schooling, the text seeks to emphasise, cannot be told independently of what is going on economically, politically and socially in the making of modern South Africa. Modernity, as a consequence, is a major theme of the book.

In telling the story of formal schooling in South Africa, the text, critically, seeks to retrieve the experience of the subjugated to present a wider and larger canvas upon which to describe the process of the making of the South African school. The text works historically with the Dutch East Indian experience up until 1804 when schooling was characterised by its neglect. It shows then how it develops a systematic character through the institutionalisation of a formal system in 1839 and the initiatives of missionaries. It draws the story to a close by looking at how formal systems are established in the colonies, the Boer Republics and the protectorates.

Thematically, the text seeks to thread through the conceits of race and class to show how, contradictorily, they take expression through conflict and struggle. In this conflict and struggle people who are not white (i.e., they do not yet have the racialised labels that apartheid brings in the middle of the 20th century) are systematically marginalised and discriminated against. They work with their discrimination, however, in generative ways by taking opportunity when it arises and exercising political agency.

The book is important because it explains the roots of educational inequality. It shows how inequality is systematically installed in almost every step of the way. For a period, in the middle of the 19th century, attempts were made to forestall this inequality. The text shows how the British administration acceded to eugenicist influences which pushed children of colour out of what were called first-class schools into segregated missionary-run institutions.

A wide-ranging rethinking of the many factors that comprise the making of American Grand Strategy. What is grand strategy? What does it aim to achieve? And what differentiates it from normal strategic thought-what, in other words, makes it "grand"? In answering these questions, most scholars have focused on diplomacy and warfare, so much so that "grand strategy" has become almost an equivalent of "military history." The traditional attention paid to military affairs is understandable, but in today's world it leaves out much else that could be considered political, and therefore strategic. It is in fact possible to consider, and even reach, a more capacious understanding of grand strategy, one that still includes the battlefield and the negotiating table while expanding beyond them. Just as contemporary world politics is driven by a wide range of non-military issues, the most thorough considerations of grand strategy must consider the bases of peace and security-including gender, race, the environment, and a wide range of cultural, social, political, and economic issues. Rethinking American Grand Strategy assembles a roster of leading historians to examine America's place in the world. Its innovative chapters re-examine familiar figures, such as John Quincy Adams, George Kennan, and Henry Kissinger, while also revealing the forgotten episodes and hidden voices of American grand strategy. They expand the scope of diplomatic and military history by placing the grand strategies of public health, race, gender, humanitarianism, and the law alongside military and diplomatic affairs to reveal hidden strategists as well as strategies.

The turbulent decade of the 60s CE brought Rome to the brink of collapse. It began with Nero's ruthless elimination of Julio-Claudian rivals and ended in his suicide and the civil wars that followed. Suddenly Rome was forced to confront an imperial future as bloody as its Republican past and a ruler from outside the house of Caesar. The anonymous historical drama Octavia is the earliest literary witness to this era of uncertainty and upheaval. In this book, Ginsberg offers a new reading of how the play intervenes in the wars over memory surrounding Nero's fall. Though Augustus and his heirs had claimed that the Principate solved Rome's curse of civil war, the play reimagines early imperial Rome as a landscape of civil strife in which the ruling family waged war both on itself and on its people. In doing so, the Octavia shows how easily empire becomes a breeding ground for the passions of discord. In order to rewrite the history of Rome's first imperial dynasty, the Octavia engages with the literature of Julio-Claudian Rome, using the words of Rome's most celebrated authors to stage a new reading of that era and its ruling family. In doing so, the play opens a dialogue about literary versions of history and about the legitimacy of those historical accounts. Through an innovative combination of intertextual analysis and cultural memory theory, Ginsberg elucidates the roles that literature and the literary manipulation of memory play in negotiating the transition between the Julio-Claudian and Flavian regimes. Her book claims for the Octavia a central role in current debates over both the ways in which Nero and his family were remembered as well as the politics of literary and cultural memory in the early Roman empire.