Originally self-published to enormous acclaim and demand, Sacred Pampering Principles is a beautifully written guide with hundreds of easy and innovative ways for on-the-go women to pamper their bodies and nurture their spirits.

With her holistic approach to filling your life with comfort, balance, and peace, Debrena Jackson Gandy debunks society's myth that doing something for yourself is decadent and selfish. In fact, she says, the joy we gain from treating ourselves--whether to a luxuriant bath or to a meditative hour alone--is transferred to the people in our lives. When we emerge rejuvenated, others benefit from a patient mother, a fulfilled wife, an effective coworker, a solidly grounded friend.

Written for African-American women, but accessible to women of all races, Sacred Pampering Principles demonstrates not only pampering ideas, but also explains why pampering, for less time and money than one might imagine, is vital to a balanced life.

It has been well-established that many of the injustices that people around the world experience every day, from food insecurity to unsafe labor conditions and natural disasters, are the result of wide-scale structural problems of politics and economics. These are not merely random personal problems or consequences of bad luck or bad planning. Confronted by this fact, it is natural to ask what should or can we do to mitigate everyday injustices? In one sense, we answer this question when we buy the local homeless street newspaper, decide where to buy our clothes, remember our reusable bags when we shop, donate to disaster relief, or send letters to corporations about labor rights. But given the global scale of injustices related to poverty, environmental change, gender, and labor, can these individual acts really impact the seemingly intractable global social, political, and economic structures that perpetuate and exacerbate them? Moreover, can we respond to injustices in the world in ways that do more than just address their consequences? In this book, Brooke A. Ackerly both answers the question of what should we do, and shows that it's the wrong question to ask. To ask the right question, we need to ground our normative theory of global justice in the lived experience of injustice. Using a feminist critical methodology, she argues that what to do about injustice is not just an ethical or moral question, but a political question about assuming responsibility for injustice, regardless of our causal responsibility and extent of our knowledge of the injustice. Furthermore, it is a matter that needs to be guided by principles of human rights. As she argues, while many understand human rights as political goals or entitlements, they can also guide political strategy. Her aims are twofold: to present a theory of what it means to take responsibility for injustice and for ensuring human rights, as well as to develop a guide for how to take responsibility in ways that support local and global movements for transformative politics. In order to illustrate her theory and guide for action, Ackerly draws on fieldwork on the Rana Plaza collapse in 2013, the food crisis of 2008, and strategies from 125 activist organizations working on women's and labor rights across 26 countries. Just Responsibility integrates these ways of taking political responsibility into a rich theory of political community, accountability, and leadership in which taking responsibility for injustice itself transforms the fabric of political life.

White supremacy is on the rise in the world once again, often finding expression in acts of extreme violence by young white men.

Gavin Evans explores the roots of this ideology, traced back to the 19th century to Charles Darwin and Francis Galton’s race-based theories. He examines the spread of eugenics and the rise of Nazism and Apartheid.

Evans further investigates the 21st-century evolution of ‘Great Replacement’ ideas, their spread through alt-right forums, and their influence on young men with access to weapons. White Supremacy reveals the connections between mainstream and extremist ‘Replacement Theory’ and the ongoing promotion of race science by both far-right and establishment figures, highlighting the dangerous legacy of eugenics.

Dié nuwe, opgedateerde uitgawe van die topverkoper Nuwe geskiedenis van Suid-Afrika sluit bydraes in deur gerekende nuwe skrywers, wat die storie van ons land en mense reg tot op datum bring.

Onder redaksie van Bill Nasson word nuwe insigte uit die geskiedskrywing en die argeologie ingeweef. Die boek begin by die onstaan van die mensdom, vertel dan die storie van die Khoikhoi, slawe en burgers, die groot migrasies van die pre-koloniale tyd en later trekboere en Voortrekkers. Dan kom die ontdekking van diamante en goud wat die gang van die politiek radikaal verander. Oorlog breek uit in 1899; ook oorloë in 1914 en in 1939 in Europa laat plaaslik nuwe kragte vry. Die boek vertel van segregasie, politieke organisasie en verset, en uiteindelik die oorgang. Hierná val die soeklig op die demokratiese presidentskappe en die onverwagte en onvoorspelbare onlangse geskiedenis, wat staatskaping -- en beurtkrag -- insluit.

Met die nuutste inligting en invalshoeke word die volledige storie van Suid-Afrika en sy mense gesaghebbend dog leesbaar vertel.

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 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.