This title offers new approaches to the understanding of the Roman family and its transformation in late antiquity. This volume seeks to explain developments within the structure of the family in antiquity, in particular in the later Roman Empire and late antiquity. Contributions extend the traditional chronological focus on the Roman family to include the transformation of familial structures in the newly formed kingdoms of late antiquity in Europe, thus allowing a greater historical perspective and establishing a new paradigm for the study of the Roman family. Drawing on the latest research by leading scholars in the field, this book includes new approaches to the life course and the family in the Byzantine empire, family relationships in the dynasty of Constantine the Great, death, burial and commemoration of newborn children in Roman Italy, and widows and familial networks in Roman Egypt. In short, this volume seeks to establish a new agenda for the understanding of the Roman family and its transformation in late antiquity.

This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people's physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise inclusion, democracy and equity. Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. In particular, it draws attention to the importance of building relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities as pedagogies for social justice. The book also argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts. This is essential reading for academics and students interested in social justice and working in the fields of education, HPE and teacher education.

This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people's physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise inclusion, democracy and equity. Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. In particular, it draws attention to the importance of building relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities as pedagogies for social justice. The book also argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts. This is essential reading for academics and students interested in social justice and working in the fields of education, HPE and teacher education.

The papers in this volume were among the contributions presented at an international symposium, Ancient Marriage in Myth and Reality, which was held at the Swedish Institute in Rome in October 2006. The symposium was held under the aegis of ARACHNE-the Nordic network for women's history and gender studies in Antiquity. The study of ancient marriage has been largely the province of historians working with texts, and the result of this was an emphasis on elite marriages discussed by the male writers of the upper classes and on laws pertaining to marriage. Neither area has been exhausted, as several essays in this new international collection indicate, but the balance among the papers reveals the shift in focus. Along with innovative readings of authors from Livy to Porphyry, we find examinations of demographic and contractual evidence as well as inscriptions and visual imagery. Among the contributors to the volume are: Pauline Schmitt Pantel, Judith Evans Grubbs, Ray Laurence, Marjatta Nielsen and Mary Harlow.