"While the book's immediate concern is with Africa, the theoretical nature of its analyses and its bearing on postmodern theories of the "Other" will make this translation of great interest to many disciplines especially ethnic gender and multicultural studies."--BOOK JACKET.

The meaningful juxtaposition of academics (“experts”) with the day-to-day lives of nonacademics (“nonexperts”) has animated Gerald O. West’s work from the beginning. Seeking to bridge this chasm, West’s approach of reading the Bible with the “ordinary people” (typically marginalized communities) became a core practice not only of his church work but of his scholarship. West has been a strong proponent of taking seriously the “ordinary reader” as a viable and legitimate contributor to our understanding of biblical interpretation. Not only does this undo the “ivory tower” elitism that tends to pervade academic halls of learning, but it also reflects a form of scholarly humility that has been a mainstay of West’s and should be perpetuated more broadly in biblical scholarship.

Jennifer M. Gore examines, analyses and offers directions for the debate between critical pedagogy and feminist pedagogy, one of the fiercest within education theory.

Searching for rigor and a clear grasp of the essential features of their objects of investigation, philosophers are often driven to exaggerations and harmful simplifications. According to Ludwig Wittgenstein’s provocative suggestion, this has to do with confusions relating to the status of philosophical statements. The Struggle against Dogmatism elucidates his view that there are no theses, doctrines, or theories in philosophy. Even when this claim is taken seriously, explanations of what it means are problematic—typically involving a relapse to theses. This book makes Wittgenstein’s philosophical approach comprehensible by presenting it as a response to specific problems relating to the practice of philosophy, in particular the problem of dogmatism. Although the focus of this book is on Wittgenstein’s later work, Oskari Kuusela also discusses Wittgenstein’s early philosophy as expressed in the Tractatus, as well as the relation between his early and later work. In the light of this account of Wittgenstein’s critique of his early thought, Kuusela is able to render concrete what Wittgenstein means by philosophizing without theses or theories. In his later philosophy, Kuusela argues, Wittgenstein establishes a non-metaphysical (though not anti-metaphysical) approach to philosophy without philosophical hierarchies. This method leads to an increase in the flexibility of philosophical thought without a loss in rigor.

This book provides a unique perspective, at once scholarly and fully engaged, on the political violence in South Africa during 'The Time of the Comrades' in the mid-1980s. The work of a group of social scientists and professionals, whose own work and thinking have been profoundly affected by the political crisis of that time, it provides an in-depth research and analysis as well as critical reflections on the difficult political and theoretical issues raised by political violence and the struggle in South Africa.

This book examines the relationship between democracy and schooling and argues that schools are one of the few spheres left where youth can learn the knowledge and skills necessary to become engaged, critical citizens. Not only is the legacy of democracy addressed through the work of John Dewey and others, but the democratic possibilities of schooling are analyzed through a range of issues extending from the politics of teacher authority to the importance of student voices. These issues have only become more vital in an era of neoliberalism and "smaller government," as Giroux discusses at length in this new updated edition.

Joel Spring’s history of school policies imposed on dominated groups in the United States examines the concept of deculturalization—the use of schools to strip away family languages and cultures and replace them with those of the dominant group. The focus is on the education of dominated groups forced to become citizens in territories conquered by the United States, including Native Americans, African Americans, Asian Americans, Latino Americans, and Hawaiians. In seven concise, thought-provoking chapters, this analysis and documentation of how education is used to change or eliminate linguistic and cultural traditions in the United States looks at the educational, legal, and social construction of race and racism in the United States, emphasizing the various meanings of "equality" that have existed from colonial America to the present. Providing a broader perspective for understanding the denial of cultural and linguistic rights in the United States, issues of language, culture, and deculturalization are placed in a global context. Extensively revised throughout to reflect the dramatic national events since the prior edition, the Ninth Edition discusses the rise of the Black Lives Matter movement, increased educational inequality related to the pandemic, concerns about institutional racism and White nationalism, disputes about the interpretation of U.S. history, and debates over cultural and racial identity.

A key emphasis of Brevard Childs's distinguished career has been to show not only that the canon of Scripture comprises both Old and New Testaments but also that the concept of -canon- includes the way the Christian church continues to wrestle in every age with the meaning of its sacred texts. In this new volume Childs uses the book of Isaiah as a case study of the church's endeavor throughout history to understand its Scriptures. In each chapter Childs focuses on a different Christian age, using the work of key figures to illustrate the church's changing views of Isaiah. After looking at the Septuagint translation, Childs examines commentaries and tractates from the patristic, Reformation, and modern periods. His review shows that despite an enormous diversity in time, culture, nationality, and audience, these works nevertheless display a -family resemblance- in their theological understandings of this central Old Testament text. Childs also reveals how the church struggled to adapt to changing social and historical conditions, often by correcting or refining traditional methodologies, while at the same time maintaining a theological stance measured by faithfulness to Jesus Christ. In an important final chapter Childs draws out some implications of his work for modern debates over the role of Scripture in the life of the church. Of great value to scholars, ministers, and students, this book will also draw general readers into the exciting theological debate currently raging in the Christian church about the faithful interpretation of Scripture.

Biblical commentary spanning from Adam and Eve through Cain and Abel. Includes the original 1,000-year-old text in Hebrew, along with a ground breaking analysis of Torah commentary.