From refugees fleeing wars or natural disasters to economic migrants pursuing better paid jobs abroad, international migration is an inescapable part of the modern world. Migration Between Nations: A Global Introduction provides a succinct and accessible overview of the varied types of migrants who cross national boundaries. Drawing upon a wide-ranging selection of case studies and the latest research findings, migration patterns and recent trends throughout the world are surveyed and summarized, with particular attention to movement from the global south to the global north. In a highly inter-disciplinary analysis, the social, cultural and economic integration of migrants and of their offspring in their new homelands are also explored. Employing approaches from a number of disciplines, the methods and techniques that researchers use to study various aspects of migration and integration are also explained. Migration Between Nations: A Global Introduction will be essential reading for students in a wide range of disciplines in the humanities and social sciences, including sociology, anthropology, ethnic studies, geography, global studies, history, and political science.

This collection contributes to an understanding of queer theory as a "queer share," addressing the urgent need to redistribute resources in a university world characterized by stark material disparities and embedded gendered, racial, national, and class inequities. From across a range of precarious and relatively secure positions, authors consider the changing politics of queer theory and the shifting practices of queers who, in moving from the margins toward the academic mainstream, differently negotiate resources, recognition, and returns. Contributors engage queer redistributions in all tiers of the class-stratified academy and across the UK, the US, Australia, Armenia, Canada, and Spain. They both indict academic hierarchy as a form of colonial knowledge-making and explore class contradictions via first-generation epistemologies, feminist care work in the pandemic, Black working-class visibility, non-peer institutional collaborations, and student labor. The volume reflects a commitment to interdisciplinary empirical and theoretical approaches and methodologies across anthropology, Black studies, cultural studies, education, feminist and women's studies, geography, Latinx studies, performance studies, postcolonial studies, public health, transgender studies, sociology, student affairs, and queer studies. This book is for readers seeking to better understand the broad class-based knowledge project that has become a defining feature of the field of queer studies.

This collection contributes to an understanding of queer theory as a "queer share," addressing the urgent need to redistribute resources in a university world characterized by stark material disparities and embedded gendered, racial, national, and class inequities. From across a range of precarious and relatively secure positions, authors consider the changing politics of queer theory and the shifting practices of queers who, in moving from the margins toward the academic mainstream, differently negotiate resources, recognition, and returns. Contributors engage queer redistributions in all tiers of the class-stratified academy and across the UK, the US, Australia, Armenia, Canada, and Spain. They both indict academic hierarchy as a form of colonial knowledge-making and explore class contradictions via first-generation epistemologies, feminist care work in the pandemic, Black working-class visibility, non-peer institutional collaborations, and student labor. The volume reflects a commitment to interdisciplinary empirical and theoretical approaches and methodologies across anthropology, Black studies, cultural studies, education, feminist and women's studies, geography, Latinx studies, performance studies, postcolonial studies, public health, transgender studies, sociology, student affairs, and queer studies. This book is for readers seeking to better understand the broad class-based knowledge project that has become a defining feature of the field of queer studies.

Using the socio-political discourse of Kwame Nkrumah, a pioneering Pan-Africanist and Ghana's independence leader, Nartey investigates the notion of political myth-making in a context underexplored in the literature. He examines Nkrumah's construction of a myth described in the book as the Unite or Perish myth (i.e., the idea of a 'United States of Africa' being a prerequisite for the survival of Africa in the post-independence period), exploring the rhetorical resources he deployed, categorizing and analyzing key tropes and metaphors, and setting out the myth's basic components. This book focuses on three areas: an investigation of political myth-making as a social and discursive practice in order to identify particular semiotic practices and linguistic patterns deployed in the construction of mythic discourse; the unpacking of the discursive manifestation, representation, features, and functions of political mythic themes; and finally to propose and implement an integrated discourse analytical framework to account for the complexities of mythic discourse and political narratives in general. It analyzes how Nkrumah deployed his discourse to concurrently construct heroes and villains, protagonists and antagonists, as part of an ideological mechanism aimed at galvanizing support for and instigating action on the part of the masses towards his lifelong African dream. Nartey's book steps out from the conventional domain of critical discourse studies to focus on myth as a form of populist performance. It will be of interest to postgraduate students and academics in (critical) discourse studies, rhetorical discourse analysis, African and Diaspora studies, and African history, as well as non-academics such as journalists, political commentators, and people who consider themselves to be Nkrumaists and Pan-Africanists.

This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.

This collection brings together twenty-one articles that explore the diverse impact of modern empires on societies around the world since 1800. Colonial expansion changed the lives of colonised peoples in multiple ways relating to work, the environment, law, health and religion. Yet empire-builders were never working with a blank slate: colonial rule involved not just coercion but also forms of cooperation with elements of local society, while the schemes of the colonisers often led to unexpected outcomes. Covering not only western European nations but also the Ottomans, Russians and Japanese, whose empires are less frequently addressed in collections, this volume provides insight into a crucial aspect of modern world history.

The collection of essays in this volume offers an overview of scholarly approaches to the ways in which diverse actors, representing the colonised or the colonising nations, or indeed the international community, reacted to colonialism during the lifetime of the modern colonial empires or in their aftermath. The coverage is broad in terms of geographical scope and historical period, with articles on the major colonial empires in Asia and Africa and the imperial centres of Paris, London and Berlin, from the conquests of the late nineteenth century to the period of decolonisation. The selection also reflects recent academic trends by focusing on countries whose colonial past and experience of decolonisation have been studied and debated with particular intensity, such as Algeria, Kenya and India. The volume draws on previously published articles and book chapters by leading international scholars writing in, or translated into, English and includes a critical introduction which situates each essay in relation to recent debates in this dynamic and expanding field of study.

* Includes new maps and an expanded treatment of the War of 1812, allowing students to grasp further dimensions of the conflict and the emergence of the United States. * Broad scope and interdisciplinary approach fully contextualize the Revolution, giving readers a comprehensive view of the era. * Fourth edition has been fully revised and updated to incorporate the insights of the latest scholarship throughout.

* Includes new maps and an expanded treatment of the War of 1812, allowing students to grasp further dimensions of the conflict and the emergence of the United States. * Broad scope and interdisciplinary approach fully contextualize the Revolution, giving readers a comprehensive view of the era. * Fourth edition has been fully revised and updated to incorporate the insights of the latest scholarship throughout.

How are the pleasures and thrills of the automobile linked to France's history of conquest, colonialism, and exploitation in Southeast Asia? Cultural and Literary Representations of the Automobile in French Indochina addresses the contradictions of the "progress" of French colonialism and their consequences through the lens of the automobile. Stephanie Ponsavady examines the development of transportation systems in French Indochina at the turn of the twentieth century, analyzing archival material and French and Vietnamese literature to critically assess French colonialism.

This book is a comparative study of imperial organization and longevity that assesses Ottoman successes as well as failures against those of other empires with similar characteristics. Barkey examines the Ottoman Empire's social organization and mechanisms of rule at key moments of its history, emergence, imperial institutionalization, remodeling, and transition to nation-state, revealing how the empire managed these moments, adapted, and averted crises and what changes made it transform dramatically. The flexible techniques by which the Ottomans maintained their legitimacy, the cooperation of their diverse elites both at the center and in the provinces, as well as their control over economic and human resources were responsible for the longevity of this particular "negotiated empire." Her analysis illuminates topics that include imperial governance, imperial institutions, imperial diversity and multiculturalism, the manner in which dissent is handled and/or internalized, and the nature of state society negotiations.

This book examines the native Irish experience of conquest and colonisation in Ulster in the first decades of the seventeenth century. Central to this argument is that the Ulster plantation bears more comparisons to European expansion throughout the Atlantic than (as some historians have argued) the early-modern state's consolidation of control over its peripheral territories. Farrell also demonstrates that plantation Ulster did not see any significant attempt to transform the Irish culturally or economically in these years, notwithstanding the rhetoric of a 'civilising mission'. Challenging recent scholarship on the integrative aspects of plantation society, he argues that this emphasis obscures the antagonism which characterised relations between native and newcomer until the eve of the 1641 rising. This book is of interest not only to students of early-modern Ireland but is also a valuable contribution to the burgeoning field of Atlantic history and indeed colonial studies in general.

In 1837, a small group of rebels proclaimed the short-lived Republic of Canada. Between then and the Act of Confederation of 1867, colonial Canadians tried to imagine the future of their communities in North America. The choice between monarchy and republicanism shaped both colonial self-images and images of the United States; it also drove the political deliberations that eventually united the colonies of British North America into a self-governing Dominion under the British Crown. Between Empire and Republic is a thematic exploration of the political discourse embedded in the literary output of the period. Colonial authors Susanna Moodie, Th. Ch. Haliburton, and John Richardson enjoyed transatlantic popularity and explained colonial realities to their British, Canadian, and American readership. Collectively, their writings serve as the lens into colonial Canadian perceptions of American and British political ideas and institutions. Between Empire and Republic discusses North America as a literary contact zone where British principles of constitutional monarchy competed with American ideas of republicanism and democratic self-government. The author argues that political ideas in pre-Confederation Canada filtered into the literary works of the time, creating two settler-colonial communities whose recognizable cultural characteristics echoed public attitudes towards the political projects underpinning them.

Citizenship, nation, empire investigates the extent to which popular imperialism influenced the teaching of history between 1870 and 1930. It is the first book-length study to trace the substantial impact of educational psychology on the teaching of history, probing its impact on textbooks, literacy primers and teacher-training manuals. Educationists identified 'enlightened patriotism' to be the core objective of historical education. This was neither tub-thumping jingoism, nor state-prescribed national-identity teaching, but rather a carefully crafted curriculum for all children which fused civic as well as imperial ambitions. The book will be of interest to those studying or researching aspects of English domestic imperial culture, especially those concerned with questions of childhood and schooling, citizenship, educational publishing and anglo-British relations. Given that vitriolic debates about the politics of history teaching have endured into the twenty-first century, Citizenship, nation, empire is a timely study of the formative influences that shaped the history curriculum in English schools -- .

This book explores the reproduction of colonialism at the International Criminal Court (ICC) and examines international criminal law (ICL) vs the black body through an immersive format of art, music, poetry, and architecture and post-colonial/critical race theory lens. Taking a multi-disciplinary approach, the book interrogates the operationalisation of the Rome Statute to detail a Eurocentric hegemony at the core of ICL. It explores how colonialism and slavery have come to shape ICL, exposing the perpetuation of the colonial, and warns that it has ominous contemporary and future implications for Africa. As currently envisaged and acted out at the ICC, this law is founded on deceptive and colonial ideas of 'what is wrong' in/with the world. The book finds that the contemporary ICL regime is founded on white supremacy that corrupts the law's interaction with the African. The African is but a unit utilised by the global elite to exploit and extract resources. From time to time, these alliances disintegrate with ICL becoming a retaliatory tool of choice. What is at stake is power, not justice. This power has been hierarchical with Eurocentrism at the top throughout modern history. Colonialism is seen not to have ended but to have regerminated through the foundation of the 'independent' African state. The ICC reproduces the colonial by use of European law and, ultimately, the over-representation of the black accused. To conclude, the book provides a liberated African forum that can address conflicts in the content, with a call for the end of the ICC's involvement in Africa. The demand is made for an African court that utilises non-colonising African norms which are uniquely suited to address local conflicts. Multidisciplinary in nature, this book will be of great interest to students and scholars of international criminal law, criminal justice, human rights law, African studies, global social justice, sociology, anthropology, postcolonial studies, and philosophy.

Globalizing the field of political theory is the obvious strength of the volume. A thematic focus allows for a much greater dialogue, comparison, and contrapuntal reading/engagement. Edited by first-rate editors and features scholars working at the cutting edge of non-Western political thought. There does not yet exist, as far as we know, a textbook on either comparative political theory or global political theory geared toward the undergraduate and for use in political theory classes more generally. While there are other political science and political theory textbooks that deal with some individual topics covered by our textbook, there are none that deal with these topics together in one textbook and with the overall project of situating what are often treated as universal and abstract terms in specific historical, geographical. discursive and ideological contexts. The book is versatile since it can be used It can both be used as the primary textbook for an introductory class in political theory or as a supplement to a more traditional political theory class that is structured around the western canon. For those instructors who assign primary sources, this book provides a deep engagement with and reference to primary sources, block quotes and detailed textual exegesis, and summaries of the primary sources themselves. In each chapter, the authors will model close reading of the primary texts so students will learn how to "do" the work of political theory and retain the focus on source material that is so important to us as instructors and scholars. Students will have access to a selection of primary sources in political thought not available in English. Provides a resource not just to students, but also to instructors wishing to globalize their syllabi. Instructors across the field are looking to broaden their syllabi and include a diversity of perspectives and are often reluctant to do so because they lack expertise and training outside of the traditional western perspective.

Globalizing the field of political theory is the obvious strength of the volume. A thematic focus allows for a much greater dialogue, comparison, and contrapuntal reading/engagement. Edited by first-rate editors and features scholars working at the cutting edge of non-Western political thought. There does not yet exist, as far as we know, a textbook on either comparative political theory or global political theory geared toward the undergraduate and for use in political theory classes more generally. While there are other political science and political theory textbooks that deal with some individual topics covered by our textbook, there are none that deal with these topics together in one textbook and with the overall project of situating what are often treated as universal and abstract terms in specific historical, geographical. discursive and ideological contexts. The book is versatile since it can be used It can both be used as the primary textbook for an introductory class in political theory or as a supplement to a more traditional political theory class that is structured around the western canon. For those instructors who assign primary sources, this book provides a deep engagement with and reference to primary sources, block quotes and detailed textual exegesis, and summaries of the primary sources themselves. In each chapter, the authors will model close reading of the primary texts so students will learn how to "do" the work of political theory and retain the focus on source material that is so important to us as instructors and scholars. Students will have access to a selection of primary sources in political thought not available in English. Provides a resource not just to students, but also to instructors wishing to globalize their syllabi. Instructors across the field are looking to broaden their syllabi and include a diversity of perspectives and are often reluctant to do so because they lack expertise and training outside of the traditional western perspective.

This book is a chronicle of England's contrasting imperial civil and ecclesiastical policies for its first two colonies, Ireland and Virginia. The settlement of Virginia contrasted sharply with England's experience in Ireland. It was not an undertaking of the state but a commercial enterprise delegated by James I to the merchant adventurers of the Virginia Company of London. The colony was launched without the familiar English civil, military, and ecclesiastical personnel and leadership applied in Ireland. It was the Company's obligation to recruit settlers for the colony, provide governance, administration, laws, and religious worship in accordance with the English Church. Ireland was not an imperial model for Virginia.
The novelty of governing a sparsely settled colony thirty-seven-hundred miles distant from Whitehall in London proved financially difficult for the Virginia Company. After its charter was revoked in 1624 the province became a royal jurisdiction. Gradually over several decades the governor and legislature advocated and implemented statutes for the conduct of civil, ecclesiastical, trade, and commercial affairs. Between 1680 and 1713 London officials applied new imperial policies for the governance of overseas affairs that became the formula for the administration of the province until the Declaration of Independence.

From roughly 1818 to 1867, Faku was ruler of the Mpondo Kingdom located in what is now the north-east section of the Eastern Cape, South Africa. Because of Faku's legacy, the Mpondo Kingdom became the last African state in Southern Africa to fall under colonial rule.

When his father died, Faku inherited his power. In a period of intense raiding, migration and state formation, he transformed the Mpondo polity from a loosely organized constellation of tributary groups to a centralized and populous state with effective military capabilities and a prosperous agricultural foundation. In 1830, Faku allowed Wesleyan missionaries to establish a station within his kingdom and they became his main channel of communication with the Cape Colony, and later Natal. Ironically, he never showed any serious inclination to convert to Christianity.

From the 1840s to early 1850s, this Mpondo king played a central, yet often understated, role in the British colonization of South Africa. While over the years his territory and power declined, Faku remained quite astute in diplomatic negotiations with colonial officials and used his missionary connections to optimum advantage.

Timothy J. Stapleton's narrative and use of oral history paint a clear and remarkable portrait of Faku and how he was able to manipulate missionaries, neighbours, colonists and circumstances to achieve his objectives. As a result, "Faku: Rulership and Colonialism in the Mpondo Kingdom (c.1780-1867)" helps illuminate the history of the entire Cape region.

Lost Illusions, first published in 1988, analyses the differing experiences of Caribbean migration to Britain and the Netherlands, both from the perspectives of the countries and from the migrants themselves. The editors have compiled a volume of in-depth articles from experts from Britain and the Netherlands to provide an essential examination of Caribbean migration to two different European countries in the 1970s and 1980s.

One Way Ticket (1983) examines the 'hidden armies' of migrant women workers who have since the 1950s fulfilled a demand for low-skilled, low paid and insecure work in both the formal and informal economies of Western Europe. It presents a new focus for the examination of labour migration and of the specific character of female employment. It looks at the relationship between motherhood, waged work and ethnicity; the position of a second generation of black women workers; and the oppression and exploitation of migrant women by their male counterparts through the creation of 'ethnic' economies.

A Land of Dreams, first published in 1993, explores two events in recent English history: the settlement of East European Jews in the East End of London, and the growth of an African-Caribbean community in Birmingham. It is an ethnographic study of two first-generation migrant communities, built upon the experiences of the migrants themselves. It focuses on the stories of their migration and their early days in England, and in particular, upon the stories of their working lives and their everyday struggles in their new land. Placing two studies side by side exposes the quite different social and economic conditions which confronted the two groups of migrants upon arrival in England.

Minorities in the Open Society (1986) challenges optimistic assumptions regarding race relations in western nations, namely that social justice will prevail without much effort. It examines the interests behind public affirmations of commitment to integration, and presents a range of contemporary and historical material which illustrate the double-binds created for minorities by the dominant communities, who offer equality with one hand while obstructing it with the other. Individual members of minorities may be given the opportunity to achieve social prominence - but only to carry out special jobs on behalf of the majority.

Crossing Cultural Borders (1991) examines the day-to-day interaction of immigrant children with adults, siblings and peers in the home, school and community at large as these families demonstrate their skill in using their culture to survive in a new society. Children of Mexican and Central American immigrant families in Secoya crossed a national border, and continue to cross linguistic, social and cultural borders that separate the home, school and outside world.

Cultural Conflict and Adaptation (1990) examines the alienation and cultural conflicts faced at school by the children of a small group of Hmong who have settled in La Playa, California. The educational process for these children is an example of cultural conflict and adjustment patterns which may be found in many other populations in the world.