The Red Army Faction or Baader-Meinhof Group (1970-98) has been the subject of a very large number of German novels, from serious literary fiction to best-selling thrillers. Through an analysis of plot lines, recurrent character types, narrative disavowals and omissions, and adaptations of national classics, this study reveals an unease at the heart of the democratic settlement in the Federal Republic. Julian Preece sheds new light on the emotional character of postwar Germany, its uneasy relationship with its own past and the authority of the state. This book is the first to examine this rich literary corpus, treating it as a political unconscious which expresses submerged anxieties and moral blind-spots in Europe's most powerful country.

This book traces the career of the most widely read and influential German novelist in the second half of the twentieth century. It shows in particular how his experiences as a teenage Nazi shaped his thinking, both in his novels and his role as critic and campaigner, from "The Tin Drum" (1959), his most famous novel, to" My Century" (1999), from his public protest against the building of the Berlin Wall (1961) to his diatribes against Helmut Kohl in the late 1990s. This new paperback edition includes new material on his last two books, "My Century" and "Crabwalk" including a revised Bibliography and Chronology.

The purpose of the book is to set up a framework for discussions on social and technical issues of online communities. Designing usability and supporting sociability lays a solid foundation on which online communities can grow and thrive. Intended for both students and computer professionals, the book addresses the development of new online communities as well as the improvement of existing ones. It is divided into two parts - Getting Acquainted with Online Communities and Developing Online Communities - along with a preface and a concluding chapter which explores the future of online communities. For sample chapters and other resources, please check out the web site for the book at www.ifsm.umbc.edu/onlinecommunities.

The Baader-Meinhof Group and other violent underground organizations have provided material to many novels by leading German and international writers. This book is the first to examine this rich literary corpus, treating it as a political unconscious which expresses submerged anxieties and moral blind-spots in Europe's most powerful country.

Poverty and the inequalities associated with poverty have existed for centuries. The topic has experienced a revival of interest since recent "Make Poverty History Campaigns" have brought the stark realities of world inequalities to the fore. However, public policy documents rarely highlight the contribution that adult education can make towards poverty reduction. This omission perhaps reflects, in part, a lack of understanding of the nature of adult education as a tool for development. This book attempts to plug some of those omissions in understanding for policy makers, practitioners and researchers alike. Beginning with a conceptual analysis of poverty and its relationship to adult education, subsequent chapters offer a variety of international perspectives on issues related to adult education policy, research and practice for poverty reduction. They address one or more cross cutting themes of empowerment/consciousness raising, targeted community participation, sustainability, gender inequalities, social capital, multi-sectoral approaches, and context-based literacies education. These themes all share a common commitment to holistic, pro-poor interpretations of poverty. Some chapters highlight concerns and issues, others demonstrate what can be done if the commitment and political will to make a difference are present. A concluding chapter looks at future research agendas and possibilities.

This collection of papers brings educational research to the central topics of environmental sustainability and economic development, and highlights the importance of education in linking, and achieving these dual objectives. It is related particularly to the role of education for sustainable development in Africa. Contributors examine the roles of indigenous knowledge and non-formal education in equipping people to sustain their own lives and livelihoods, and assert the imperative to recognise the contribution of local knowledge and culture to sustainable development - often against the trends of globalisation. The study also stresses the link between education and sustainable health; and considers how writers of school curricula and schools and colleges themselves should respond to the challenges. The book is based on a symposium organised by The Botswana Educational Research Association.