How is colonial history taught in schools? And how do education systems impact power relations between Indigenous people and settlers? This book provides a unique contribution to international discussions about knowledge production and the teaching of colonial history in schools with a comparative analysis of two neighboring settler-colonial societies of the South Pacific. Angélique Stastny argues that school systems in Australia and Kanaky/New Caledonia continue to enact British/Australian and French colonialism, respectively, by leveraging historical narratives that fail to comprehend and willfully ignore the mechanisms and contemporaneity of settler colonialism. Settler regimes of ignorance are sustaining the political status quo of settler-colonial power. Stastny’s work examines this weaponization of ignorance in systems so often focused on the production of knowledge to deepen our understanding of how and why settler-colonial agendas operate in public primary and secondary schools. Ignored Histories takes the reader through the evolution of policy directives for history curricula, historiography and the narratives produced and disseminated in textbooks, and the author’s own ethnography on teachers’ actual practices and experiences. As the story unfolds, it traces the recounts of colonial wars and massacres in textbooks; presents modern accounts of the continuing marginalization—and outright exclusion—of Indigenous historians, practitioners, and knowledge from both curriculum development and pedagogy; problematizes students’ disengagement from learning about their own histories; and brings to light lingering effects of white supremacy and ways to counter them. Some history teachers, on an individual level, engage in insurgent educational strategies in an attempt to shift power relations between Indigenous people and settlers. From the interviews Stastny conducted, we learn that some of these teachers were fired; others successfully developed methods to destabilize and rethink institutional practices and effect change in the classroom. Ultimately, Stastny argues for a system-wide transformation that decolonizes history curricula and the teaching of history by prioritizing Indigenous resurgence, understandings, and knowledge; acknowledging and addressing the difficult truths of the past; and ethically shaping the stories of today.

This book explores the beliefs and approaches to the history of English showing how the standard English dialect is to the detriment of those which are non-standard or from other areas of the world.

Set in 18th century England, "Wideacre" introduces Beatrice Lacey, a heroine who makes Scarlett O'Hara look like a simpering weakling. Readers will fall in love with Philippa Gregory's mesmerizing trilogy.

Revolutionary solutions for an American school system that is systemically failing Black and brown children In Justice Seekers, celebrated social justice activist and veteran educator Lacey Robinson delivers an engaging combination of storytelling and research that explains why justice is something that is happening—or not happening—inside the classroom and within the details of teaching and learning. You’ll explore ways to identify and eliminate the shame-inducing pedagogies impacting Black and brown children from classrooms and the world at large. In the book, you’ll discover the many ways that justice is in the details of race, pedagogy, and standards-driven education, as well as: Strategies for challenging educators to see the ways in which they can contribute to eradicating racial inequity from the classroom and from society New ways to recognize and reduce the impact of low cognitive demand material presented to Black and brown children in schools across America Methods for improving the quality of your own teaching here and now An intuitive and exciting roadmap for K-12 teachers, teachers-in-training, school administrators, and principals who aim to reverse the racial injustices today’s children face every day, Justice Seekers also belongs in the hands of instructional coaches, coordinators, and concerned parents everywhere.

At first glance, Beloved would appear to be the only “ghost story” among Toni Morrison’s nine novels, but as this provocative new study shows, spectral presences and places abound in the celebrated author’s fiction. Melanie R. Anderson explores how Morrison uses specters to bring the traumas of African American life to the forefront, highlighting histories and experiences, both cultural and personal, that society at large too frequently ignores. Working against the background of magical realism, while simultaneously expanding notions of the supernatural within American and African American writing, Morrison peoples her novels with what Anderson identifies as two distinctive types of ghosts: spectral figures and social ghosts. Deconstructing Western binaries, Morrison uses the spectral to indicate power through its transcendence of corporality, temporality, and explication, and she employs the ghostly as a metaphor of erasure for living characters who are marginalized and haunt the edges of their communities. The interaction of these social ghosts with the spectral presences functions as a transformative healing process that draws the marginalized figure out of the shadows and creates links across ruptures between generations and between past and present, life and death. This book examines how these relationships become increasingly more prominent in the novelist’s canon—from their beginnings in The Bluest Eye and Sula, to their flowering in the trilogy that comprises Beloved, Jazz, and Paradise, and onward into A Mercy. An important contribution to the understanding of one of America’s premier fiction writers, Spectrality in the Novels of Toni Morrison demonstrates how the Nobel laureate’s powerful and challenging works give presence to the invisible, voice to the previously silenced, and agency to the oppressed outsiders who are refused a space in which to narrate their stories. Melanie R. Anderson is an Instructional Assistant Professor of American Literature at the University of Mississippi.

Two literary scholars focus on five central aspects of the literary critical theory: recurrent use of anecdotes, preoccupation with the nature of representations, fascination with the history of the body, sharp focus on neglected details, and skeptical analysis of ideology.

The author of City of Quartz and Planet of Slums attacks the current fashion for empires and white men's burdens in this blistering collection of radical essays. He skewers contemporary idols such as Mel Gibson, Niall Ferguson, and Howard Dean; unlocks some secret doors in the Pentagon and the California prison system; visits Star Wars in the Arctic and vigilantes on the border; predicts ethnic cleansing in New Orleans more than a year before Katrina; recalls the anarchist avengers of the 1890s and "teeny-bopper" riots on the Sunset Strip in the 1960s; discusses the moral bankruptcy of the Democrats in Kansas and West Virginia; remembers "Private Ivan," who defeated fascism; and looks at the future of capitalism from the top of Hubbert's Peak. No writer in the United States today brings together analysis and history as comprehensively and elegantly as Mike Davis. In these contemporary, interventionist essays, Davis goes beyond critique to offer real solutions and concrete possibilities for change. Mike Davis is the author many books, including City of Quartz, The Ecology of Fear, The Monster at Our Door, and Planet of Slums. Davis teaches in the Department of History at the University of California, Irvine, and lives in San Diego.

The Routledge Handbook of Persian Gulf Politics provides a comprehensive and up-to-date analysis of Persian Gulf politics, history, economics, and society. The volume begins its examination of Ottoman rule in the Arabian Peninsula, exploring other dimensions of the region’s history up until and after independence in the 1960s and 1970s. Featuring scholars from a range of disciplines, the book demonstrates how the Persian Gulf’s current, complex politics is a product of interwoven dynamics rooted in historical developments and memories, profound social, cultural, and economic changes underway since the 1980s and the 1990s, and inter-state and international relations among both regional actors and between them and the rest of the world. The book comprises a total of 36 individual chapters divided into the following six sections: Historical Context Society and Culture Economic Development Domestic Politics Regional Security Dynamics The Persian Gulf and the World Examining the Persian Gulf’s increasing importance in regional politics, diplomacy, economics, and security issues, the volume is a valuable resource for scholars, students, and policy makers interested in political science, history, Gulf studies, and the Middle East.

This book makes a compelling case for ‘performance fieldwork’ as a vital new approach to interdisciplinary collaboration. Refocussing the histories and practices of field research, it shows how creative methods and artistic processes can contribute to an embodied and situated knowledge of complex landscapes and environments. The book brings together case studies of innovative research in the fields of ecology, clubbing, heritage, mobility and deep time, which took place in the United Kingdom between 2009 and 2021. These accessible and engaging field notes connect to international and intercultural contexts, with attention to alternative experiences and perspectives throughout. Together, they provide a critically informed ‘toolbox’ of playful and exploratory strategies for working with a diverse range of urban and rural sites – including a river, a museum, a nightclub, a motorway and a cave. This is a timely methodology that reaches across disciplines to demonstrate how performance continually plays out ‘in the field’.

In this ambitious work Anita Levy exposes certain forms of middle-class power that have been taken for granted as "common sense" and "laws of nature." Joining an emergent tradition of cultural historians who draw on Gramsci and Foucault, she shows how middle-class hegemony in the nineteenth century depended on notions of gender to legitimize a culture-specific and class-specific definition of the right and wrong ways of being human. The author examines not only domestic fiction, particularly Emily Bront's Wuthering Heights, but also nineteenth-century works of the human sciences, including sociological tracts, anthropological treatises, medical texts, and psychological studies. She finds that British intellectuals of the period produced gendered standards of behavior that did not so much subordinate women to men as they authorized the social class whose women met norms of "appropriate" behavior: this class was considered to be peculiarly fit to care for other social and cultural groups whose women were "improperly" gendered. When Levy reads fiction against the social sciences, she demonstrates that the history of fiction cannot be understood apart from the history of the human sciences. Both fiction and science share common narrative strategies for representing the "essential" female and "other women"--the prostitute, the "primitive," and the madwoman. Only fiction, however, represented these strategies in an idiom of everyday life that verified "theory" and "science." Originally published in 1990. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.