"In The Return of Jazz, Andrew Wright Hurley has admirably demonstrated Berendt's influence upon the emerging jazz scene of the early Federal Republic. Hurley shows how Cold War politics and rejection of the National Socialist past heightened Berendt's sense of mission. For Berendt, jazz was more than an avocation; it was a program for social and cultural reform. It is to Hurley's credit that he raises so many important issues surrounding jazz's development in the second half of the twentieth century." - H-German

"This is a benchmark study, in showing why a subject that has been overlooked in jazz historiography should not have been. Its importance lies not just in recognising the importance of a major mediator and 'enabler' of postwar jazz; it also models the late twentieth century shift of the jazz centre of gravity away from the US and towards international fusions. In its balancing of cultural theory with the most painstaking empirical research this is, quite simply, essential reading not just in jazz scholarship, but in the larger field of cultural history and its methodologies." - Bruce Johnson Cultural History, University of Turku

Jazz has had a peculiar and fascinating history in Germany. The influential but controversial German writer, broadcaster, and record producer, Joachim-Ernst Berendt (1922-2000), author of the world's best-selling jazz book, labored to legitimize jazz in West Germany after its ideological renunciation during the Nazi era. German musicians began, in a highly productive way, to question their all-too-eager adoption of American culture and how they sought to make valid artistic statements reflecting their identity as Europeans. This book explores the significance of some of Berendt's most important writings and record productions. Particular attention is given to the "Jazz Meets the World" encounters that he engineered with musicians from Japan, Tunisia, Brazil, Indonesia, and India. This proto-"world music" demonstrates how some West Germans went about creating a post-nationalist identity after the Third Reich. Berendt's powerful role as the West German "Jazz Pope" is explored, as is the groundswell of criticism directed at him in the wake of 1968.

One of the key achievements of critical realism has been to expose the modernist myth of universal reason, which holds that authentic knowledge claims must be objectively 'pure', uncontaminated by the subjectivity of local place, specific time and particular culture. Wright aims to address the lack of any substantial and sustained engagement between critical realism and theological critical realism with particular regard to: (a) the distinctive ontological claims of Christianity; (b) their epistemic warrant and intellectual legitimacy; and (c) scrutiny of the primary source of the ontological claims of Christianity, namely the historical figure of Jesus of Nazareth. As such, it functions as a prolegomena to a much needed wider debate, guided by the under-labouring services of critical realism, between Christianity and various other religious and secular worldviews. This important new text will help stimulate a debate that has yet to get out of first gear. This book will appeal to academics, graduate and post-graduate students especially, but also Christian clergy, ministers and informed laity, and members of the general public concerned with the nature of religion and its place in contemporary society.

Remembering German- Australian Colonial Entanglements emphatically promotes a critical and nuanced understanding of the complex entanglement of German colonial actors and activities within Australian colonial institutions and different imperial ideologies. Case studies ranging from the German reception of James Cook's voyages through to the legacies of 19th- and 20th- century settler colonialism foreground the highly ambiguous roles played by explorers, missionaries, intellectuals and other individuals, as well as by objects and things that travelled between worlds - ancestral human remains, rare animal skins, songs and even military tanks. The chapters foreground the complex relationship between science, religion, art and exploitation, displacement and annihilation. Contributors trace how these entanglements have been commemorated or forgotten over time - by Germans, settler-Australians and Indigenous people. Bringing to light a critical understanding of the German involvement in the Australian colonial project, Remembering German- Australian Colonial Entanglements will be of great interest to scholars of colonialism, postcolonialism, German Studies and Indigenous Studies. But for the editors' substantial new introductory chapter, these contributions originally appeared in a special issue of Postcolonial Studies.

Religious Education and Critical Realism: Knowledge, Reality and Religious Literacy seeks to bring the enterprise of religious education in schools, colleges and universities into conversation with the philosophy of Critical Realism. This book addresses the problem, not of the substance of our primal beliefs about the ultimate nature of reality and our place in the ultimate order-of-things, but of the process through which we might attend to questions of substance in more attentive, reasonable, responsible and intelligent ways. This book unpacks the impact of modern and post-modern thought on key topics whilst also generating a new critically realistic vision. Offering an account of the relationship between Religious Education and Critical Realism, this book is essential reading for students, scholars and practitioners interested in philosophy, theology and education.

Jazz has had a peculiar and fascinating history in Germany. The influential but controversial German writer, broadcaster, and record producer, Joachim-Ernst Berendt (1922-2000), author of the world's best-selling jazz book, labored to legitimize jazz in West Germany after its ideological renunciation during the Nazi era. German musicians began, in a highly productive way, to question their all-too-eager adoption of American culture and how they sought to make valid artistic statements reflecting their identity as Europeans. This book explores the significance of some of Berendt's most important writings and record productions. Particular attention is given to the "Jazz Meets the World" encounters that he engineered with musicians from Japan, Tunisia, Brazil, Indonesia, and India. This proto-"world music" demonstrates how some West Germans went about creating a post-nationalist identity after the Third Reich. Berendt's powerful role as the West German "Jazz Pope" is explored, as is the groundswell of criticism directed at him in the wake of 1968.

Religious Education and Critical Realism: Knowledge, Reality and Religious Literacy seeks to bring the enterprise of religious education in schools, colleges and universities into conversation with the philosophy of Critical Realism. This book addresses the problem, not of the substance of our primal beliefs about the ultimate nature of reality and our place in the ultimate order-of-things, but of the process through which we might attend to questions of substance in more attentive, reasonable, responsible and intelligent ways. This book unpacks the impact of modern and post-modern thought on key topics whilst also generating a new critically realistic vision. Offering an account of the relationship between Religious Education and Critical Realism, this book is essential reading for students, scholars and practitioners interested in philosophy, theology and education.

This book, the first to explore religious education and post-modernity in depth, sets out to provide a much needed examination of the problems and possibilities post-modernity raises for religious education. At once a general introduction to this topic and a distinctive contribution to the debate in its own right, Religion, Education and Post-modernity explores and illuminates the problems, and possibilities opened up for religious education by postmodern thought and culture. The book describes the emergence of post-modernity, considers the impact of post-modernity on religion, addresses its impact on the philosophy of religion and considers the nature of religious education in the post-modern world. Andrew Wright argues that, although post-modernity has much to offer the religious educator, there are also many pitfalls and dangers to be avoided. Steering clear of the extreme of post-modern hyper-realism, he constructs a religious pedagogy sensitive to post-modern concerns for alterity, difference and the voice of the Other, whilst insisting on the importance of reasons in cultivating religious literacy.

Volume 13 deals with the interaction of music and politics, considering a broad range of genres, authors, composers, and artists in Germany since the nineteenth century. A particularly iconic image of German Reunification is that of Mstislav Rostropovich playing from J. S. Bach's cello suites in front of the Berlin Wall on November 11, 1989. Thirty years on, it is timely to reconsider the cross-fertilization of music and politics within the German-speaking context. Frequently employed as a motivational force, a propaganda tool, or even a weapon, music can imbue a sense of identity and belonging, triggering both comforting and disturbing memories. Playing a key role in the formation of Heimat and "Germanness," it serves ideological, nationalistic, and propagandistic purposes conveying political messages and swaying public opinion. This volume brings together essays by historians, literary scholars, and musicologists on topics concerning the increasing politicization of music, especially since the nineteenth century. They cover a broad spectrum of genres, musicians, and thinkers, discussing the interplay of music and politics in "classical" and popular music: from the rediscovery and repurposing of Martin Luther in nineteenth-century Germany to the exploitation of music during the Third Reich, from the performative politics of German punk and pop music to the influence of the events of 1988/89 on operatic productions in the former GDR - up to the relevance of Ernst Bloch in our contemporary post-truth society.

This book, the first to explore religious education and post-modernity in depth, sets out to provide a much needed examination of the problems and possibilities post-modernity raises for religious education. At once a general introduction to this topic and a distinctive contribution to the debate in its own right, Religion, Education and Post-modernity explores and illuminates the problems, and possibilities opened up for religious education by postmodern thought and culture. The book describes the emergence of post-modernity, considers the impact of post-modernity on religion, addresses its impact on the philosophy of religion and considers the nature of religious education in the post-modern world. Andrew Wright argues that, although post-modernity has much to offer the religious educator, there are also many pitfalls and dangers to be avoided. Steering clear of the extreme of post-modern hyper-realism, he constructs a religious pedagogy sensitive to post-modern concerns for alterity, difference and the voice of the Other, whilst insisting on the importance of reasons in cultivating religious literacy.

Spirituality and Education introduces the basic contours of current debate in a form accessible to both classroom teachers across the curriculum range, and to school managers. It covers all key areas, including:
* problems of defining spirituality
* government legislation and supporting documentation
* relevant empirical research
* the social dimension of spirituality
* secular and religious manifestations of spirituality in contemporary society
* theories of childhood spiritual development
* contemporary approaches to spiritual education, including collective worship and cross-curricular teaching.
A variety of different perspectives and approaches will be offered, and readers are encouraged to be reflective through a number of tasks which relate all issues raised directly back to their own specific circumstances. The author includes questions, quotes and lists of further reading.

eBook available with sample pages: HB:075070909X

Critical Religious Education in Practice serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach. In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur'an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book's companion website. Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.

One of the key achievements of critical realism has been to expose the modernist myth of universal reason, which holds that authentic knowledge claims must be objectively 'pure', uncontaminated by the subjectivity of local place, specific time and particular culture. Wright aims to address the lack of any substantial and sustained engagement between critical realism and theological critical realism with particular regard to: (a) the distinctive ontological claims of Christianity; (b) their epistemic warrant and intellectual legitimacy; and (c) scrutiny of the primary source of the ontological claims of Christianity, namely the historical figure of Jesus of Nazareth. As such, it functions as a prolegomena to a much needed wider debate, guided by the under-labouring services of critical realism, between Christianity and various other religious and secular worldviews. This important new text will help stimulate a debate that has yet to get out of first gear. This book will appeal to academics, graduate and post-graduate students especially, but also Christian clergy, ministers and informed laity, and members of the general public concerned with the nature of religion and its place in contemporary society.

Spirituality and Education introduces the basic contours of current debate in a form accessible to both classroom teachers across the curriculum range, and to school managers. It covers all key areas, including:
* problems of defining spirituality
* government legislation and supporting documentation
* relevant empirical research
* the social dimension of spirituality
* secular and religious manifestations of spirituality in contemporary society
* theories of childhood spiritual development
* contemporary approaches to spiritual education, including collective worship and cross-curricular teaching.
A variety of different perspectives and approaches will be offered, and readers are encouraged to be reflective through a number of tasks which relate all issues raised directly back to their own specific circumstances. The author includes questions, quotes and lists of further reading.

The first book to offer a cutting-edge discussion of contemporary travel writing in German, Anxious Journeys looks both at classical tropes of travel writing and its connection to current debates. The rich contemporary literature of travel has been the focus of numerous recent publications in English that seek to understand how travel narratives, with their distinctive representations of identities, places, and cultures, respond to today's globalized, high-speed world characterized by the dual mass movements of tourism and migration. Yet a corresponding cutting-edge discussion of twenty-first-century travel writing in German has until now been missing. The fourteen essays in Anxious Journeys redress this situation. They analyze texts by leading authors such as Felicitas Hoppe, Christoph Ransmayr, Julie Zeh, Navid Kermani, Judith Schalansky, Ilija Trojanow, and others, as well as topics such as Turkish-German travelogues and the relationship of comics to travel writing. The volume examines how writers engage with classic tropes of travel writing and how they react to the current sense of crisis and belatedness. It also links travel to ongoing debates about the role of the nation, mass migration, and the European project, as well as to Germany's place in the larger world order. Contributors: Karin Baumgartner, Heather Merle Benbow, Anke S. Biendarra, John Blair and Muriel Cormican, Nicole Coleman, Carola Daffner, Christina Gerhardt, Nicole Grewling, Gundela Hachmann, Andrew Wright Hurley, Christina Kraenzle, Magda Tarnawaska Senel, Monika Shafi, Sunka Simon. Karin Baumgartner is Professor of German at the University of Utah. Monika Shafi is Elias Ahuja Professor of German at the University of Delaware.

Projects are inherently risky, since they involve some level of uncertainty, doing something new in the target environment, but the percentage of projects seen as a success is still disappointingly low, especially for IT projects. The 'Iron Triangle' of time/cost/quality suggests that all three aspects are equal, but with quantitative methods for monitoring project performance, the focus is primarily on managing cost and time. This book seeks to redress the balance, explaining the rationale and benefits of focusing more on quality (fitness for purpose and conformance to requirements) before detailing a range of tools and techniques to support rebalancing the management of projects, programmes and portfolios. It shows how managing project quality actively can reduce costs through minimising wastage, and reduce delays through avoiding rework, leading to improved project success rates and customer satisfaction.

Projects are inherently risky, since they involve some level of uncertainty, doing something new in the target environment, but the percentage of projects seen as a success is still disappointingly low, especially for IT projects. The 'Iron Triangle' of time/cost/quality suggests that all three aspects are equal, but with quantitative methods for monitoring project performance, the focus is primarily on managing cost and time. This book seeks to redress the balance, explaining the rationale and benefits of focusing more on quality (fitness for purpose and conformance to requirements) before detailing a range of tools and techniques to support rebalancing the management of projects, programmes and portfolios. It shows how managing project quality actively can reduce costs through minimising wastage, and reduce delays through avoiding rework, leading to improved project success rates and customer satisfaction.

This is the third edition of the one of the founding titles of the CHLT series. The book features many of the original games but has also been fully revised to include new games for the ELT classroom. The structure of the book has also been revised so that the games are now grouped in a more teacher-friendly format where teachers can search based on language and skill criteria rather than just game type.

Remembering German- Australian Colonial Entanglements emphatically promotes a critical and nuanced understanding of the complex entanglement of German colonial actors and activities within Australian colonial institutions and different imperial ideologies. Case studies ranging from the German reception of James Cook's voyages through to the legacies of 19th- and 20th- century settler colonialism foreground the highly ambiguous roles played by explorers, missionaries, intellectuals and other individuals, as well as by objects and things that travelled between worlds - ancestral human remains, rare animal skins, songs and even military tanks. The chapters foreground the complex relationship between science, religion, art and exploitation, displacement and annihilation. Contributors trace how these entanglements have been commemorated or forgotten over time - by Germans, settler-Australians and Indigenous people. Bringing to light a critical understanding of the German involvement in the Australian colonial project, Remembering German- Australian Colonial Entanglements will be of great interest to scholars of colonialism, postcolonialism, German Studies and Indigenous Studies. But for the editors' substantial new introductory chapter, these contributions originally appeared in a special issue of Postcolonial Studies.

Critical Religious Education in Practice serves as an accessible handbook to help teachers put Critical Religious Education (CRE) into practice. The book offers straightforward guidance, unpicking some of the key difficulties that teachers encounter when implementing this high-profile pedagogical approach. In-depth explanations of CRE pedagogy, accompanied by detailed lesson plans and activities, will give teachers the confidence they need to inspire debate in the classroom, tackling issues as controversial as the authority of the Qur'an and the relationship between science and religion. The lesson plans and schemes of work exemplify CRE in practice and are aimed at empowering teachers to implement CRE pedagogy across their curriculum. Additional chapters cover essential issues such as differentiation, assessment, the importance of subject knowledge and tips for tackling tricky topics. The accompanying resources, including PowerPoint presentations and worksheets, are available via the book's companion website. Key to developing a positive classroom culture and promoting constructive attitudes towards Religious Education, this text is essential reading for all practising and future teachers of Religious Education in secondary schools.

Five Minute Activities is a collection of over 100 ideas for the foreign language classroom, all of which can be used effectively with little or no preparation. The collection offers a convenient reference for established activities and an introduction to a large number of new ones. The activities can vary pace and content, provide transitions, and otherwise contribute to the "well-orchestrated" lesson; give an opportunity for brief review and practice of vocabulary or grammar; help students and teacher to get to know each other; and offer extra material when a teacher has to fill in for a colleague at short notice. Though many of the activities are enjoyable and game-like, they are not mere "fillers" but genuine language-learning procedures, whose use can contribute significantly to the learning value of lessons and to the interest and enjoyment of students. The activities can be used at various levels of proficiency.