The Francophone Caribbean boasts a trove of literary gems. Distinguished by innovative, elegant writing and thought-provoking questions of history and identity, this exciting body of work demands scholarly attention. Its authors treat the traumatic legacies of shared and personal histories pervading Caribbean experience in striking ways, delineating a path towards reconciliation and healing. The creation of diverse personal narratives—encompassing autobiography, autofiction (heavily autobiographical fiction), travel writing, and reflective essay—remains characteristic of many Caribbean writers and offers poignant illustrations of the complex interchange between shared and personal pasts and how they affect individual lives. Through their historically informed autobiography, the authors in this study—Maryse Condé, Gisèle Pineau, Patrick Chamoiseau, Edwidge Danticat, and Dany Laferrière—offer compelling insights into confronting, coming to terms with, and reconciling their past. The employment of personal narratives as the vehicle to carry out this investigation points to a tension evident in these writers’ reflections, which constantly move between the collective and the personal. As an inescapably complex network, their past extends beyond the notion of a single, private life. These contemporary authors from Martinique, Guadeloupe, and Haiti intertwine their personal memories with reflections on the histories of their homelands and on the European and North American countries they adopt through choice or necessity. They reveal a multitude of deep connections that illuminate distinct Francophone Caribbean experiences.

Whether forced by governmental decree, driven by persecution and economic distress, or seeking financial opportunity, the Jews of early modern Europe were extraordinarily mobile, experiencing both displacement and integration into new cultural, legal, and political settings. This, in turn, led to unprecedented modes of social mixing for Jews, especially for those living in urban areas, who frequently encountered Jews from different ethnic backgrounds and cultural orientations. Additionally, Jews formed social, economic, and intellectual bonds with mixed populations of Christians. While not necessarily effacing Jewish loyalties to local places, authorities, and customs, these connections and exposures to novel cultural settings created new allegiances as well as new challenges, resulting in constructive relations in some cases and provoking strife and controversy in others. The essays collected by Francesca Bregoli and David B. Ruderman in Connecting Histories show that while it is not possible to speak of a single, cohesive transregional Jewish culture in the early modern period, Jews experienced pockets of supra-local connections between West and East—for example, between Italy and Poland, Poland and the Holy Land, and western and eastern Ashkenaz—as well as increased exchanges between high and low culture. Special attention is devoted to the impact of the printing press and the strategies of representation and self-representation through which Jews forged connections in a world where their status as a tolerated minority was ambiguous and in constant need of renegotiation. Exploring the ways in which early modern Jews related to Jews from different backgrounds and to the non-Jews around them, Connecting Histories emphasizes not only the challenging nature and impact of these encounters but also the ambivalence experienced by Jews as they met their others. Contributors: Michela Andreatta, Francesca Bregoli, Joseph Davis, Jesús de Prado Plumed, Andrea Gondos, Rachel L. Greenblatt, Gershon David Hundert, Fabrizio Lelli, Moshe Idel, Debra Kaplan, Lucia Raspe, David B. Ruderman, Pavel Sládek, Claude B. Stuczynski, Rebekka Voß.

The history of education in the modern world is a history of transnational and cross-cultural influence. This collection explores those influences in (post) colonial and indigenous education across different geographical contexts. The authors emphasize how local actors constructed their own adaptation of colonialism, identity, and autonomy, creating a multi-centric and entangled history of modern education. In both formal as well as informal aspects, they demonstrate that transnational and cross-cultural exchanges in education have been characterized by appropriation, re-contextualization, and hybridization, thereby rejecting traditional notions of colonial education as an export of pre-existing metropolitan educational systems.

The Routledge Handbook of the History of Colonialism in South Asia provides a comprehensive overview of the historiographical specialisation and sophistication of the history of colonialism in South Asia. It explores the classic works of earlier generations of historians and offers an introduction to the rapid and multifaceted development of historical research on colonial South Asia since the 1990s. Covering economic history, political history, and social history and offering insights from other disciplines and ‘turns’ within the mainstream of history, the handbook is structured in six parts: Overarching Themes and Debates The World of Economy and Labour Creating and Keeping Order: Science, Race, Religion, Law, and Education Environment and Space Culture, Media, and the Everyday Colonial South Asia in the World The editors have assembled a group of leading international scholars of South Asian history and related disciplines to introduce a broad readership into the respective subfields and research topics. Designed to serve as a comprehensive and nuanced yet readable introduction to the vast field of the history of colonialism in the Indian subcontinent, the handbook will be of interest to researchers and students in the fields of South Asian history, imperial and colonial history, and global and world history.

Social scientists have long resisted the radical ideas known as postcolonial thought, while postcolonial scholars have critiqued the social sciences for their Euro-centric focus. However, in Postcolonial Thought and Social Theory, Julian Go attempts to reconcile the two seemingly contradictory fields by crafting a postcolonial social science. Contrary to claims that social science is incompatible with postcolonial thought, this book argues that the two are mutually beneficial, drawing upon the works of thinkers such as Franz Fanon, Amilcar Cabral, Edward Said, Homi Bhabha, and Gayatri Spivak. Go concludes with a call for a "third wave" of postcolonial thought emerging from social science and surmounting the narrow confines of disciplinary boundaries.

The relationship between aid and state building is highly complex and the effects of aid on weak states depend on donors’ interests, aid modalities and the recipient’s pre-existing institutional and socio-political conditions. This book argues that, in the case of Afghanistan, the country inherited conditions that were not favourable for effective state building. Although some of the problems that emerged in the post-2001 state building process were predictable, the types of interventions that occurred—including an aid architecture which largely bypassed the state, the subordination of state building to the war on terror, and the short horizon policy choices of donors and the Afghan government—reduced the effectiveness of the aid and undermined effective state building. By examining how foreign aid affected state building in Afghanistan since the US militarily intervened in Afghanistan in late 2001 until the end of President Hamid Karzai’s first term in 2009, this book reveals the dynamic and complex relations between the Afghan government and foreign donors in their efforts to rebuild state institutions. The work explores three key areas: how donors supported government reforms to improve the taxation system, how government reorganized the state’s fiscal management system, and how aid dependency and aid distribution outside the government budget affected interactions between state and society. Given that external revenue in the form of tribute, subsidies and aid has shaped the characteristics of the state in Afghanistan since the mid-eighteenth century, this book situates state building in a historical context. This book will be invaluable for practitioners and anyone studying political economy, state building, international development and the politics of foreign aid.

Cannabis consumption, commerce, and control in global history, from the nineteenth century to the present day. This book gathers together authors from the new wave of cannabis histories that has emerged in recent decades. It offers case studies from Africa, Asia, the Americas, Europe, and the Middle East. It does so to trace a global history of the plant and its preparations, arguing that Western colonialism shaped and disseminated ideas in the nineteenth century that came to drive the international control regimes of the twentieth. More recently, the emergence of commercial interests in cannabis has been central to the challenges that have undermined that cannabis consensus. Throughout, the determination of people around the world to consume substances made from the plant has defied efforts to stamp them out and often transformed the politics and cultures of using them. These texts also suggest that globalization might have a cannabis history. The migration of consumers, the clandestine networks established to supply them, and international cooperation on control may have driven much of the interconnectedness that is a key feature of the contemporary world.

This book explores the fascinating and complex interactions between the ways that culture and education operate within and across societies. In some cases, education is imagined as an integrated part of general cultural phenomena; in others, educational interventions become the means for transforming the cultural circumstances of different populations. The contributors to this volume show how certain educational practices produce new cultural and professional knowledge; discuss the impacts of initially foreign educational ideas and institutions on established cultural institutions in very different societies; and explore the impacts of modernity and modern educational ideas on more traditional gendered and religious practices and communities. The book also provided striking examples of when these impacts were not benign. Increasingly powerful twentieth-century governments attempted to use education and schools to produce new, reformed citizens suitable for their newly created colonial, national, socialist, and fascist states. The expectation was that cultural and social transformation might be engineered, in major part, through schooling. This book was originally published as a special issue of Paedagogica Historica.

This hugely successful global history of the twentieth century is written by four prominent international historians for first-year undergraduate level and upward. Using their thematic and regional expertise, the authors have produced an authoritative yet accessible and seamless account of the history of international relations in the last century, covering events in Europe, Asia, the Middle East, Africa and the Americas. They focus on the history of relations between states and on the broad ideological, economic and cultural forces that have influenced the evolution of international politics over the past one hundred years. The third edition is thoroughly updated throughout to take account of the most recent research and global developments, and includes a new chapter on the international history of human rights and its advocacy organizations, including NGOs. Additional new features include: New material on the Arab Spring, including specific focus on Libya and Syria Increased debate on the question of US decline and the rise of China. A timeline to give increased context to those studying the topic for the first time. A fully revised companion website including links to further resources and self-testing material can be found at www.routledge.com/cw/best Antony Best is Associate Professor in International History at the London School of Economics. Jussi M. Hanhimäki is Professor of International History and Politics at the Graduate Institute of International Studies, Geneva. Joseph A. Maiolo is Professor of International History at the Department of War Studies, Kings College London. Kirsten E. Schulze is Associate Professor in International History at the London School of Economics.