Afghanistan in the 20th century was virtually unknown in Europe and America. At peace until the 1970s, the country was seen as a remote and exotic land, visited only by adventurous tourists or researchers. Afghan Village Voices is a testament to this little-known period of peace and captures a society and culture now lost. Prepared by two of the most accomplished and well-known anthropologists of the Middle East and Central Asia, Richard Tapper and Nancy Tapper-Lindisfarne, this is a book of stories told by the Piruzai, a rural Afghan community of some 200 families who farmed in northern Afghanistan and in summer took their flocks to the central Hazarajat mountains. The book comprises a collection of remarkable stories, folktales and conversations and provides unprecedented insight into the depth and colour of these people's lives. Recorded in the early 1970s, the stories range from memories of the Piruzai migration to the north a half century before, to the feuds, ethnic strife and the doings of powerful khans. There are also stories of falling in love, elopements, marriages, childbirth and the world of spirits. The book includes vignettes of the narrators, photographs, maps and a full glossary. It is a remarkable document of Afghanistan at peace, told by a people whose voices have rarely been heard.

In Educating for Social Justice: Field Notes from Rural Communities, educators from across the United States offer their experiences engaging in rural, place-based social justice education. With education settings ranging from university campuses in Georgia to small villages in New Mexico, each chapter details the stories of teaching and learning within the often-overlooked rural areas of the United States. Attempting to highlight the experiences of rural educators, this text explores the triumphs, challenges, and hopes of teachers who strive to implement justice pedagogy in their rural settings. Contributors are: Carey E. Andrzejewski, Hannah Carson Baggett, Sarah N. Baquet, T. Jameson Brewer, Brianna Brown, Christian D. Chan, Elizabeth Churape-Garcia, Jason Collins, Maria Isabel Cortes-Zamora, Jacqueline Daniel, Joanna Davis-McElligatt, Katy Farber, Derek R. Ford, Sheri C. Hardee, Jehan Hill, Lynn Liao Hodge, Renee C. Howells, Adam W. Jordan, Rosann Kent, Shea N. Kerkhoff, Jeffery B. Knapp, Peggy Larrick, Leni Marshall, Kelly L. McFaden, Morgan Moore, Kaitlinn Morin, Nora Nunez-Gonzalez, Daniel Paulson, Emma Redden, Angela Redondo, Gregory Samuels, Hiller Spires, Ashley Walther, Serena M. Wilcox, Madison Wolter, and Sharon Wright.

How does viewing the American project through a theological lens complicate and enrich our understanding of America? Theologies of American Exceptionalism is a collection of fifteen interlocking essays reflecting on exceptionalist claims in and about the United States. Loosely and generatively curious, these essays bring together a range of historical and contemporary voices, some familiar and some less so, to stimulate new thought about America. Thinking theologically allows authors to revisit familiar themes and events with a new perspective; old and new wounds, enduring narratives, and the sacrificial violence at the heart of America are examined while avoiding both the triumphalism of the exceptional and the temptations of the jeremiad. Thinking theologically also involves thinking, as Joseph Winters recommends, with the "unmourned." It allows for an understanding of America as fundamentally religious in a very specific way. Together these essays challenge the reader to think America anew.

In Educating for Social Justice: Field Notes from Rural Communities, educators from across the United States offer their experiences engaging in rural, place-based social justice education. With education settings ranging from university campuses in Georgia to small villages in New Mexico, each chapter details the stories of teaching and learning within the often-overlooked rural areas of the United States. Attempting to highlight the experiences of rural educators, this text explores the triumphs, challenges, and hopes of teachers who strive to implement justice pedagogy in their rural settings. Contributors are: Carey E. Andrzejewski, Hannah Carson Baggett, Sarah N. Baquet, T. Jameson Brewer, Brianna Brown, Christian D. Chan, Elizabeth Churape-Garcia, Jason Collins, Maria Isabel Cortes-Zamora, Jacqueline Daniel, Joanna Davis-McElligatt, Katy Farber, Derek R. Ford, Sheri C. Hardee, Jehan Hill, Lynn Liao Hodge, Renee C. Howells, Adam W. Jordan, Rosann Kent, Shea N. Kerkhoff, Jeffery B. Knapp, Peggy Larrick, Leni Marshall, Kelly L. McFaden, Morgan Moore, Kaitlinn Morin, Nora Nunez-Gonzalez, Daniel Paulson, Emma Redden, Angela Redondo, Gregory Samuels, Hiller Spires, Ashley Walther, Serena M. Wilcox, Madison Wolter, and Sharon Wright.

This book develops a framework for thinking through such spatially-targeted policies and assessing their social value, while presenting new evidence on key empirical issues.

Teacher attrition is endemic in education, creating teacher quantity and quality gaps across schools that are often stratified by region and racialized nuance (Cowan et al., 2016; Scafidi et al., 2017). This reality is starkly reflected in South Carolina. Not too long ago, on May 1, 2019, a sea of approximately 10,000 people, dressed in red, convened at the state capital in downtown Columbia, SC (Bowers, 2019b). This statewide teacher walkout was assembled to call for the improvement of teachers' working conditions and the learning conditions of their students. The gathering was the largest display of teacher activism in the history of South Carolina and reflected a trend in a larger wave of teacher walkouts that have rippled across the nation over the last five years. The crowd comprised teachers from across South Carolina, who walked out of their classrooms for the gathering, as well as numerous students, parents, university faculty, and other community members that rallied with teachers in solidarity. Undergirding this walkout and others that took hold across the country is a perennial and pervasive pattern of unfavorable teacher working conditions that have contributed to what some are calling a teacher shortage "crisis" (Chuck, 2019). We have focused our work specifically on the illustrative case of South Carolina, given the extreme teacher staffing challenges the state is facing. Across numerous metrics, the South Carolina teacher shortage has reached critical levels, influenced by teacher recruitment and retention challenges. For instance, the number of teacher education program completers has declined annually, dropping from 2,060 in 2014-15 to 1,642 in the 2018-19 school year. Meanwhile, the number of teachers leaving the teaching field has increased from 4,108.1 to 5,341.3 across that same period (CERRA, 2019). These trends are likely to continue as COVID-19 has put additional pressure on the already fragile teacher labor market. Some of the hardest-to-staff districts are often located in communities with the highest diversity and poverty. To prosper and progress, reformers and public stakeholders must have a vested interest in maintaining full classrooms and strengthening the teaching workforce. An important element of progress towards tackling these longstanding challenges is to gain a comprehensive understanding of the problem. While teacher shortages are occurring nationwide (Garcia & Weiss, 2019), how they manifest regionally is directly influenced by its localized historical context and the evolution of the teaching profession's reputation within a state. Thus, the impetus of this book is to use South Carolina as an illustrative example to discuss the context and evolution that has shaped the status of the teaching profession that has led to a boiling point of mass teacher shortages and the rise of historic teacher walkouts.

The articulation between persistence and change is relevant to a great number of different disciplines. It is particularly central to the study of urban and rural forms in many different fields of research, in geography, archaeology, architecture and history. Resilience puts forward the idea that we can no longer be truly satisfied with the common approaches used to study the dynamics of landscapes, such as the palimpsest approach, the regressive method and the semiological analysis amongst others, because they are based on the separation between the past and the present, which itself stems from the differentiation between nature and society. This book combines spatio-temporalities, as described in archeogeography, with concepts that have been developed in the field of ecological resilience, such as panarchy and the adaptive cycle. Thus revived, the morphological analysis in this work considers landscapes as complex resilient adaptive systems. The permanence observed in landscapes is no longer presented as the endurance of inherited forms, but as the result of a dynamic that is fed by this constant dialogue between persistence and change. Thus, resilience is here decisively on the side of dynamics rather than that of resistance.

Climate Preservation in Urban Communities Case Studies delivers a firsthand, applied perspective on the challenges and solutions of creating urban communities that are adaptable and resilient to climate change. The book presents valuable insights into the real-life challenges and solutions of designing, planning and constructing urban sustainable communities, providing real world examples of innovative technologies that contribute to the creation of sustainable, healthy and livable cities. Examples of successes, failures and solutions are presented based on a cross disciplinary approach for infrastructural systems, including discussions of drinking water, wastewater, power systems, broadband, Wi-Fi, transportation and green buildings technologies.

Trajectories of Empire extends from the beginning of the Iberian expansion of the mid-fifteenth century, through colonialism and slavery, and into the twentieth and twenty-first centuries in Latin American republics. Its point of departure is the question of empire and its aftermath, as reflected in the lives of contemporary Latin Americans of African descent, and of their ancestors caught up in the historical process of Iberian colonial expansion, colonization, and the Atlantic slave trade. The book's chapters explore what it's like to be Black today in the so-called racial democracies of Brazil, Colombia, and Cuba; the role of medical science in the objectification and nullification of Black female personhood during slavery in Brazil in the nineteenth century; the deployment of visual culture to support insurgency for a largely illiterate slave body again in the nineteenth century in Cuba; aspects of discourse that promoted the colonial project as evangelization, or alternately offered resistance to its racialized culture of dominance in the seventeenth century; and the experiences of the first generations of forced African migrants into Spain and Portugal in the fifteenth and sixteenth centuries, as the discursive template was created around their social roles as enslaved or formerly enslaved people. Trajectories of Empire's contributors come from the fields of literary criticism, visual culture, history, anthropology, popular culture (rap), and cultural studies. As the product of an interdisciplinary collective, this book will be of interest to researchers and graduate students in Iberian or Hispanic Studies, Africana Studies, Postcolonial Studies, and Transatlantic Studies, as well as the general public.

How the problematic behavior of private citizens-and not just the police force itself-contributes to the perpetuation of police brutality and institutional racism "Warning: Neighborhood Watch Program in Force. If I don't call the police, my neighbor will!" Signs like this can be found affixed to telephone poles on streets throughout the US, warning trespassers that the community is an active participant in its own policing efforts. Thijs Jeursen calls this phenomenon, in which individuals take on the responsibility of defending themselves and share with the police the duty to mitigate everyday insecurity, "vigilant citizenship." Drawing on eleven months of fieldwork in Miami and sharing the stories and experiences of police officers, private security guards, neighborhood watch groups, civil society organizations, and a broad range of residents and activists, Jeursen uses the lens of vigilant citizenship to extend the analysis of police brutality beyond police encounters, focusing on the often blurred boundaries between policing actors and policed citizens and highlighting the many ways in which policing produces and perpetuates inequality and injustice. As a central premise in everyday policing, vigilant citizenship frames racist and violent policing as matters of personal blame and individual guilt, ultimately downplaying the realities of how systemically race operates in policing and US society more broadly. The Vigilant Citizen illustrates how a focus on individualized responsibility for security exacerbates and legitimizes existing inequalities, a situation that must be addressed to end institutionalized racism in politics and the justice system.

Active political engagement requires the youth of today to begin their journeys now to be leaders of tomorrow. Young individuals are instrumental in providing valuable insight into issues locally as well as on a national and international level. Participation of Young People in Governance Processes in Africa examines the role of young peoples' involvement in governance processes in Africa and demonstrates how they are engaging in active citizenship. There is an intrinsic value in upholding their right to participate in decisions that affect their daily lives and their communities, and the content within this publication supports this by focusing on topics such as good citizenship, youth empowerment, democratic awareness, political climate, and socio-economic development. It is designed for researchers, academics, policymakers, government officials, and professionals whose interests center on the engagement of youth in active citizenship roles.

Juvenile Delinquency in American Society: Race, Class, and Politics examines juvenile delinquency and the juvenile justice system as they are influenced by matters of race and ethnicity. Rooted in current research, the book explores how race and racism play a role in which youth are arrested, which are adjudicated delinquents in juvenile courts, and which end up in residential facilities, juvenile detention centers, or adult prisons. The content is organized into four primary units covering the historical context of race, theories of race and delinquency, the social context of race and delinquency, and current issues in juvenile justice. Specific topics include the impact of race on the social construction of adolescence, measures and correlates of delinquency, social process, life course, and critical theories, the school-to-prison pipeline, and corrections and punishment in the modern era. With its thoughtful exploration of a critical issue, Juvenile Delinquency in American Society is designed to serve as a primary text in college and university courses in criminal justice and juvenile justice. It can also be used to provide in-service training for professionals at all levels within the juvenile justice system.