Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

For more than three decades, Talal Asad has been engaged in a distinctive critical exploration of the conceptual assumptions that govern the West's knowledges-especially its disciplinary and disciplining knowledges-of the non-Western world. The essays that make up this volume treat diverse aspects of this remarkable body of work. Among them: the relationship between colonial power and academic knowledge; the historical shifts giving shape to the complexly interrelated categories of the secular and the religious, and the significance of these shifts in the emergence of modern Europe; and aspects of human embodiment, including some of the various ways that pain, emotion, embodied aptitude, and the senses connect with and structure cultural practices. While the specific themes and arguments addressed by the individual contributors range widely, the essays cohere in a shared orientation of both critical engagement and productive extension. Note that this is not a festschrift, nor a celebratory farewell, but a series of engagements with a thinker whose work is in full spate and deserves to be far better known and understood.

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers' beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers' beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

For more than three decades, Talal Asad has been engaged in a distinctive critical exploration of the conceptual assumptions that govern the West’s knowledges—especially its disciplinary and disciplining knowledges—of the non-Western world. The essays that make up this volume treat diverse aspects of this remarkable body of work. Among them: the relationship between colonial power and academic knowledge; the historical shifts giving shape to the complexly interrelated categories of the secular and the religious, and the significance of these shifts in the emergence of modern Europe; and aspects of human embodiment, including some of the various ways that pain, emotion, embodied aptitude, and the senses connect with and structure cultural practices. While the specific themes and arguments addressed by the individual contributors range widely, the essays cohere in a shared orientation of both critical engagement and productive extension. Note that this is not a festschrift, nor a celebratory farewell, but a series of engagements with a thinker whose work is in full spate and deserves to be far better known and understood.