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The author discusses the history of the periodical as of its 40th anniversary, noting its focus on nationalities in the Soviet Union and Eastern Europe. Topics include the periodical's association with the organization Association for the Study of Nationalities (ASN), the journal's approach to the study of nationalism and ethnicity, and the role of emigres from the Eastern Europe and the Soviet Union in the early history of the journal.

The old project of modernizing madrasas has acquired a new zeal in South Asia after September 2011, whereby madrasa reform programmes became an acknowledged soft tactic of the war on terror. With 9000 Aliya (reformed) madrasas, the Bangladesh madrasa modernization programme has been identified as a potentially useful model for the neighbouring states of Pakistan and India who have made slower progress in implementing similar programmes. In this paper I argue that, although the Aliya madrasa system in Bangladesh has succeeded in integrating secular subjects in the madrasa curriculum, in reality this modernization project has failed in its underlying ambition to generate a ‘modern discourse’ on Islam—a discourse that is compatible with the demands of western modernity. The right to speak for Islam is still primarily exercised by the ‘ulama and graduates of the Qoumi (unreformed) madrasas. Aliya madrasas today compete with the secular schools not with Qoumi madrasas. The growth of the Aliya madrasa system in Bangladesh, instead of bearing testimony to the popular appeal of the modernization agenda, demonstrates the preference of Muslim parents for increased Islamic content in the school curriculum [ABSTRACT FROM PUBLISHER]

This paper charts the history of Global Satellite Navigation Systems (GNSS) from the earliest days of the ‘Space Race’ in the 1960s and 1970s to the latest plans for modernisation of existing systems and the development of new systems yet to be deployed or become operational. The paper is based on lectures and presentations given by the author to postgraduate students at The University of Nottingham, students on the RAF General Duties Aero-Systems Course at the Air Warfare Centre, RAF Cranwell and to a number of RIN, RAeS and IEE Branches and to local aviation groups. [ABSTRACT FROM AUTHOR]

Recounts how our collaboration with Nick Martin was shaped over two decades, leading to the first studies of predictions from the 'Dual Route Cascaded' computational model of reading in twins, and extending into the molecular work, first linkage, fine mapping of genes identified in pedigree studies, into now the genomewide association study era and the first polygenic risk scores for reading and their potential in early clarifying causality and validating interventions, as well as for future global collaborations in improving these predictors and identifying causal variants. We highlight Nick's warm, future-focused optimism, support and inclusive approach without which none of this would have been possible. The circle of Nick asking, over half a century ago, 'What genes do you think make some kids get better grades?' has built a diverse scientific legacy involving thousands of papers and collaborations. The (heritable) traits of curiosity, boldness, warmth, interest in societally important questions, openness to new methods, ambition and collaborative skill to bring into being the infrastructure and samples needed for this research are rare, and we are grateful. [ABSTRACT FROM AUTHOR]

According to Shiʿi tradition, the seminary (ḥawza) in Najaf, Iraq is 1,000 years old. The origins of theḥawzaare closely associated with the famous scholar Shaykh al-Ṭūsī (385/995‒459/1067). This paper addresses the question of whether or not there is sufficient historical evidence to support the tradition that theḥawzaof Najaf is indeed 1,000 years old. On the basis of Arabic sources, the article argues that although Shiʿi educational institutions in Najaf were incepted a millennium ago, Najaf was rarely the locus of Shiʿi education prior to the thirteenth/nineteenth century. Based on statistical and historical analysis of Shiʿi scholars in Najaf, this paper outlines a short history of scholarly activity in one of the oldest college towns in the world. In addition to developing a working definition of the termḥawza, the paper situates the rise of Shiʿi educational systems in the broader context of the evolution of Islamic scholarly institutions, including colleges (madrasas). [ABSTRACT FROM PUBLISHER]

The Chinese state's commitment to improve teaching quality in rural regions is a key component of national efforts to close the rural–urban education gap. In this paper, we investigate an understudied but critical dimension of quality teaching: teacher expectations. We employ longitudinal data gathered in Gansu Province in 2000 and 2007 to first examine whether teacher expectations for rural youth are conditioned by students’ social origin and teacher background characteristics. Next, we determine the predictive accuracy of their expectations. Our results highlight the ways in which teacher expectations condition the sorting of rural children among different schooling tracks with distinct life trajectories. Significantly, teachers are more likely to hold lower expectations for students from disadvantaged backgrounds. In addition, non-local teachers hold lower expectations for rural children compared to local teachers. Finally, a low percentage of teachers expect students to enrol in post-compulsory vocational education. We consider the implications of these results for both educational policy and social inequality. [ABSTRACT FROM PUBLISHER]

The paper consists of six parts. The first part discusses the major reasons for the presence of a conventional sociopolitical Baloch culture in Iran. The second part presents a profile of the Iranian Baloch elites, dividing them into four major groups: the Sunni clerics or molavis, tribal chiefs, the educated, and the wealthy. The third discusses the challenging relationship which exists among the Baloch elites. The fourth describes the elites' attitudes towards the Baloch society's norms. The fifth determines the elites' orientation towards state and politics. And finally the paper ends with conclusions. [ABSTRACT FROM PUBLISHER]

The article presents abstracts of posters presented at the Economic History Association's 2012 annual meeting on topics including the history of fiscal policy in France, the history of education in China, and trade globalization.

During the early years of the Turkish Republic, modern architecture became an active tool in the representation of the bourgeois ideal of domesticity. The most significant component of the new Turkish family was the image of the "republican woman" as a nationally-constructed icon. By comparatively examining Ernst Egli's İsmet Paşa Girls' Institute (1930) and Ankara Girls' High School (1936) with Margarete Schütte-Lihotzky's unbuilt annex project for the latter (1938) this paper argues that girls' technical schools and girls' high schools contributed to the making of this much idealized image in considerably different ways. Such diversity enabled the governing elite in Turkey to make a class-based and spatially constructed categorization of women as economic actors: enlightened housewives specialized in one of the so-called "female arts" and upper-class professional women who would participate in public life. It is further argued that this categorization allowed Schütte-Lihotzky, in her design for the unbuilt high school annex in Ankara, to rework the broader "redomestication" issue which marked her earlier career in Weimar Germany. [ABSTRACT FROM AUTHOR]

During August and September 1938, Harrod discussed a first draft of his ''Essay in Dynamic Theory'' with Keynes and Marschak. The aim of this paper is to discuss Harrod's correspondence with Marschak in the light of the subsequent interpretations of the ''Essay.'' Firstly, we show how Marschak focused on some of the features of Harrod's theory that would later give rise to widely different interpretations and some misunderstandings. Three issues in particular have been broadly debated in the literature: the concept of warranted rate of growth; instability; and non-linearity. Secondly, we show that a possible reason why Harrod neglected Marschak's remarks lies in their respective methodological approaches. While Marschak tried to frame Harrod's theory by means of a closed model, Harrod thought that the analysis of equilibrium and of the succession of states belonged to separate stages; this made building a complete model difficult at this stage, when he was presenting a ''new tool of analysis.'' In spite of their respective conflicting approaches, Marschak's comments remain of great importance, and if Harrod had followed some of his advice, his theory would probably have improved in several respects, and certainly it would have been clearer and less ambiguous. [ABSTRACT FROM AUTHOR]

This article analyzes national loyalty and identification by examining the language exams administered to minority public officials in Romania in 1934 and 1935. The exams aimed at testing officials' knowledge of the state language, but given the broader political context they were more than a survey of linguistic skills. Examinees were singled out as non-Romanian and subjected to an additional requirement not demanded from their ethnic Romanian colleagues, interpreting the use of the official language as a sign of loyalty. Drawing upon theories of loyalty as a historical concept, the paper analyzes how the particular situation of minority public officials was reflected in these texts and how they created a specific identification for themselves, composed of important elements of their minority ethnicity but also expressing their identification with the state and its modernizing goals as members of a unified, professional public body. The language exams signaled the emergence of a specific category of minority public servants who were part of both the minority group and the middle-class functionaries of the Romanian state. Nationalist public discourse on both sides--Romanian and minority--have denied and erased the history of these hybrid loyalties and identities, but the languages exams help us to recover them. [ABSTRACT FROM AUTHOR]

Even after the conflicts of the early 1990s that brought them to their de facto independence, both Abkhazia and Transnistria remained strongly multi-ethnic. In both territories, no single ethnic group is an absolute majority and Russian is the language that is mostly spoken on the streets of Sukhumi and Tiraspol. Legislators of both entities felt the need to deal with multi-ethnicity and multilingualism, including in their constitutions, in laws related to education, or more directly with specific language laws (1992 law “On languages” in Transnistria; 2007 law “On the state language in Abkhazia”). The protection of linguistic rights that is formally part of the legislation of both territories finds limitations in practice. The language of education has proved to be particularly contentious, in particular for Moldovan/Romanian language schools in Transnistria and Georgian language schools in Abkhazia. Why are language laws in Abkhazia and Transnistria so different, in spite of the fact that they are both post-Soviet, multi-ethnic territories that became de facto independent in the early 1990s? The different approaches found in Abkhazia and Transnistria represent remarkable examples of language legislation as a tool for nation-building in ethnically heterogeneous territories. [ABSTRACT FROM PUBLISHER]

The Communist University for Laborers of the East (KUTV), established in Moscow in 1921 and closed in 1938, presents a unique experiment in Soviet Orientalism. KUTV was the first communist educational institution set up specifically for students from the Orient to study their own countries in their native languages through a Marxist lens. Its purpose was not only to train teachers and revolutionaries for work in their native countries but to bring about a paradigm shift in the study of the East. Orientalism was to be freed from the imperialist prejudices of the past by redistributing the tools of Orientalist scholarship to Orientals themselves and by emphasizing contemporary social and economic history over an idealized and nationalistic antiquity. Iranians made up a strong presence at KUTV among both students and teachers, some of whom returned to Iran to spread learning and revolution, while others remained in the Soviet Union as scholars of Iran, influencing the development of Soviet Orientalism and often serving simultaneously in the Soviet political apparatus. With their students, they produced research and compiled massive collections of reference materials that formed the foundation for future Soviet scholarship and foreign policy. By the second half of the 1920s, KUTV developed into one of the most important centers of Soviet Orientalism, spawning a parallel Research Institute (NIA) that offered graduate programs and published its own periodical, Revolutionary East. With its aim of empowering the oppressed while simultaneously projecting Soviet influence, its attempt to rise above nationalist conceptions while at times succumbing to them, and the repression of its faculty in the Stalinist purges, KUTV exhibits many of the contradictions of the Soviet project itself. Among other sources, this paper uses Soviet case files on Iranian students and teachers at KUTV to shed light on their motivations and backgrounds. [ABSTRACT FROM AUTHOR]

In 1787 an anonymous student of the Perth Academy spent countless hours transforming his rough classroom notes into a beautifully inscribed notebook. Though this was an everyday practice for many Enlightenment students, extant notebooks of this nature are extremely rare and we know very little about how middle class children learned to inscribe and visualize knowledge on paper. This essay addresses this lacuna by using recently located student notebooks, drawings, and marginalia alongside textbooks and instructional literature to identify the graphic tools and skills that were taught to Scottish children in early modern classrooms. I show that, in addition to learning the facts of the curriculum, students participated in educational routines that enabled them to learn how to visually package knowledge into accessible figures and patterns of information, thereby making acts of inscription and visualization meaningful tools that benefitted both the self and society. [ABSTRACT FROM PUBLISHER]

This article consists mainly of an annotated transcription of a report on the wartime courses in Japanese at SOAS prepared by Frank Daniels in August 1945. An introduction is provided setting his report in context and providing some of the background relating to the attempts by SOAS, well before the outbreak of war with Japan, to persuade the government that training needed to begin without delay. These attempts were unsuccessful, but Frank Daniels and the teachers assembled to help him, including his Japanese wife and some Japanese released from internment in the UK, successfully developed a teaching programme that went on to train many individuals who were to become the first generation of university Japanologists in the UK. [ABSTRACT FROM AUTHOR]

With Italy's entry into the Second World War, Anglo-Egyptian authorities repatriated Italian diplomats from Egypt, arrested around 5,000 Italians, and sequestered both personal and business accounts. Italian institutions were indefinitely closed, including the Italian state schools. Hope for a future in Egypt among the roughly 60,000 Italian residents faded. The Salesian missionary schools, whose goal since the late nineteenth century had been to inculcate nationalist-religious sentiment in Italy's emigrants, remained the only active Italian educational institution by claiming Vatican protection. As such, the missionary schools assumed a central role in the lives of many young Italians. After the war, these same young Italians began to depart Egypt en masse, in part driven by the possibilities opened up by their vocational training. Building on diplomatic, institutional and private archives, this article demonstrates how the Salesian missionary schools attempted and failed to integrate Italian immigrants into the Egyptian labour force through vocational training. This failure combined with socio-economic and geopolitical changes to propel Italian departures from Egypt, making emigrants out of immigrants. [ABSTRACT FROM AUTHOR]

In the 1990s, efforts were launched in the Republic of Sakha (Yakutia) in the Russian Federation to support the revival of Sakha (Yakut) language education. This interdisciplinary study examines the evolution of school-based Sakha language education in the city of Yakutsk over a 25-year period beginning with the launching of the first reforms in the 1990s. Language education reform in the capital city has been shaped by a dynamic interplay between federal, regional, and local factors. Grassroots social and cultural activism continues to play a key role in school-based language revitalization in Yakutsk, influencing how policies have been received and implemented at the local level. Local community stakeholders are working together to counteract federal education policies, which direct school resources away from minority language education. This case study shows that the Sakha (Yakut) language revival has taken root in the capital city, and it provides important evidence that civic activism continues to develop in urban areas of the republic. [ABSTRACT FROM AUTHOR]

In October 1934, a group of schoolgirls at Malangali School in Iringa Province, Tanganyika received doses of what the school headmistress thought was shark liver oil. Many girls began to spit and vomit the medicine, while others attempted to leave the school grounds to return home. Within three hours, several pupils had died and within three days, another 32 girls succumbed to the toxic draught. This article examines this little known and poorly understood tragedy through the lens of the scientific and social experimentation that occurred at Malangali School. As one of two government- run schools that enrolled girls, Malangali provided the colonial state with an opportunity to conduct a variety of experiments upon a captive audience. This article argues that the ‘discovery of colonial malnutrition’ in the interwar period not only depoliticized hunger but its emphasis on techno-chemical approaches to social and material problems led to tragedy. [ABSTRACT FROM AUTHOR]

The article offers information on the research symposium, organised in conjunction with the Australian Association for Environmental Education (AAEE) biennial conference. It provides perspectives on the context, approaches and issues that characterised the field at the time that became involved in environmental education (EE) and EE research. It presents the lessons learnt from EE research, and where it sees the field headed in the future.

On the morning of 24 June 1932 the ‘People's Party’, a small group of civil and military bureaucrats, toppled the Thai absolute monarchy and introduced constitutional democracy. This article discusses the establishment of democracy as an endeavour in ‘democratic paternalism,’ by which is meant the Party's attempt to establish a new moral and intellectual leadership that had as its main goal the creation of a depoliticized democratic citizenry. To implement their programme for democracy, the Party embarked on an ambitious plan to modernize education and explain popular sovereignty through countrywide lectures and radio programmes. The democratic paternalist effort had mixed results. State weakness limited the reach of the educational and propaganda campaigns, and further the ‘people’ in whose name the revolution was staged, constituted two different groups: a largely illiterate peasantry and a small, incipient new intelligentsia. Because of its limited capacity, the People's Party tasked the second group with assisting in democratic mentorship of the masses, but many in this second category of people had a broader conception of democracy than the Party's ‘top-down’ model and criticized the Party for its paternalist constraints on popular sovereignty. Democratic paternalism and frustration with the limits imposed on popular democracy are two central aspects of this period of history that have endured in Thai society. [ABSTRACT FROM PUBLISHER]

This article examines the activism of militant Catholic African students in France in the 1950s. Largely left out of the historiography of the period, they developed a unique perspective on Africa's future, informed by their dual (and often fraught) identity as Africans and Catholics. They undertook a strident campaign to convince French Catholics and the Church hierarchy of the necessity of decolonization, trying to change the Church from the inside. [ABSTRACT FROM PUBLISHER]

Negative shocks to childhood health can have a lasting impact on the economic success of an individual by altering families' schooling investment decisions. This article introduces a new dataset of brothers serving in World War II and uses it to demonstrate that improvements in childhood health led to substantial increases in educational attainment in the first one-half of the twentieth century. By exploiting variation in health within families, the data show that this relationship between childhood health and educational attainment holds even after controlling for both observed and unobserved household and environmental characteristics. [ABSTRACT FROM PUBLISHER]

Based on a broad assessment of the scholarship on North-Western Africa, this article examines Saharan historiography with a particular view towards understanding how and why historians have long represented the continent as being composed of two ‘Africas’. Starting with the earliest Arabic writings, and, much later, French colonial renderings, it traces the epistemological creation of a racial and geographic divide. Then, the article considers the field of African studies in North African universities and ends with a review of recent multidisciplinary research that embraces a trans-Saharan approach. [ABSTRACT FROM PUBLISHER]

The formative influence of colonial art education on modern art movements in Africa has not attracted a great deal of scholarly attention. Yet, European art teachers in the Gold Coast challenged colonial prejudice that Africans were incapable of mastering European aesthetic forms. This article analyses the art education provided at the Teacher Training College at Achimota School where pupils learned both to revalue African art forms and to draw and paint in European, representational art styles. Modern artists built on and reshaped what they had learned at Achimota in order to respond to changing social and political conditions. The last section of this article explores the impact of colonial art education on the work of two of the earliest modern artists in Ghana: Kofi Antubam and Vincent Kofi. [ABSTRACT FROM PUBLISHER]

This piece considers the subfields of African gender and sexuality history, from the perspective of an unusual career path that has moved between higher education and activist work in Canada and Uganda, and included policy and public service work in the latter. Over the past few decades, African women's history has shifted from the margins of African historiography to the mainstream; scholars have subjected a wide range of topics to insightful gender analysis; and increasingly sophisticated studies of sexuality have emerged. This piece surveys these important developments and how they have played out in the classroom in relation to students’ shifting political and social sensibilities. It argues that, moving forward, scholars should devote more attention to the precolonial history of sexuality and develop creative methodologies for reconstructing that history, especially through engaging historical demography. [ABSTRACT FROM PUBLISHER]

The partition of German Togoland after World War I provides a natural experiment to test the impact of British and French colonization. Using data of recruits to the Ghanaian colonial army 1908–1955, we find that literacy and religious affiliation diverge at the border between the parts of Togoland under British and French control as early as in the 1920s. We partly attribute this to policies towards missionary schools. The divergence is only visible in the South where educational and evangelization efforts were strong. Contemporary survey data show that border effects that began in colonial times still persist today. [ABSTRACT FROM PUBLISHER]

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This contribution looks into nationalization and education in European borderlands in the early post-World War II period. Belonging to Belgium and Poland, respectively, in the interwar years, the Eupen–St. Vith–Malmedy and the East-Upper Silesia regions came under German rule during World War II. Returned to the Belgian and Polish nation-states once the war was over, the regions experienced a pronounced upheaval in the population profile as a result of population transfers and reorientations in education curricula. The aim of these measures was to guarantee the national reliability of borderland inhabitants, with a special role being designated for teachers, who were perceived as crucial in the raising of children as national citizens imbued with certain core values. This contribution compares the methods employed by the authorities in selecting educational personnel for their borderlands, the nationalizing role teachers were to play and the way teachers gave meaning to their professional practices. [ABSTRACT FROM AUTHOR]

The article explores the history of educational reform and community identity in colonial India through an examination of Urdu textbooks on history. The author reflects on educational developments in northern India with a focus on the formation of a vernacular curriculum. Other topics include colonial historiography, the influence of British neo-orientalism, and the impact of religion on historical periodization.

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008–2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners’ cognitive processes, their language performance, and language teachers’ professional development. The selected studies document a variety of approaches to improving the teaching of the English language and meeting the demand for proficient English graduates in China. In addition, we have observed that leading Chinese journals have become more receptive to empirical studies and have published an increasing number of qualitative and mixed method studies. However, we also note that research scholarship in those journals is still beset with problems and there is a pressing need for our Chinese colleagues to become ‘discerning’ producers of scholarship. For this reason, we conclude this review with recommendations to Chinese journals, to help them play an even more significant role in promoting high quality empirical research in the future. [ABSTRACT FROM PUBLISHER]

It is well established that returns on education are higher for women than for men in urban China. We argue that this finding, while accurate, is misleading owing to its individualist perspective. The income to which most working-age women and men have access includes not only their own income, but also spouse income. Furthermore, decisions about participation and investment in the labour force, both consequential for income trajectories, are likely to be made with partner income and potential income in mind. To our knowledge, no research in China has explored the returns to education enjoyed via spouse income, or the implications of pooling couple income, for illuminating the returns to schooling difference for women and men. In this article, using data from the China Urban Labour Survey (2001), we argue that the returns for women, conventionally defined, are higher than for men because many women trade their own income for spouse income, and this is particularly true among less educated women. We demonstrate, first, that women who are more educated are less likely to get married, while the reverse is true for men. Second, we show that among couples there is evidence of a trade-off in investments in careers. Moreover, among couples, the less educated the woman and the more educated the man, the less likely the couple is to depend heavily on her income. Finally, we show that among couples there is a compensating reverse pattern of returns differences by sex when income is conceptualized as spouse income. Thus, in terms of total couple income, there are no returns differences by sex. [ABSTRACT FROM PUBLISHER]

The reorganization of the astronomical community during the late nineteenth and early twentieth centuries, due to the rise of astrophysics, was seen by some scientists as an opportunity to join an international community of prestigious researchers. This was the case of astronomers such as Josep Comas i Solà, who publicly argued with Eugène Michel Antoniadi during the first decades of the twentieth century about the veracity of astronomical observations and theoretical conclusions on Mars and Jupiter. Their priority claims and public disputes have to be understood in a new context that provided an exceptional opportunity for amateur and professional astronomers both to play an active role in the most interesting scientific debates of these years and to gain prestige, legitimacy and power. [ABSTRACT FROM PUBLISHER]

The article discusses ways in which the study of literacy and literary traditions in Africa can serve to decolonize the study of African history, focusing on the Arabic writings of the "Tarikh" genre in Timbuktu, Mali, the Swahili historical work "The Pate Chronicle," and the historical writings of African minister Carl Christian Reindorf. The author discusses the significance of African intellectuals' use of written histories over oral traditions and concludes that the literary works analyzed in the article highlight a range of culture influences on historical debates over what it means to be African.

The article discusses women in medical education in Ireland during the late 19th and early 20th centuries. Particular focus is given to information contained in medical student guides and university handbooks from the era. Social concerns connected with the idea of female medical students are examined and include suitability for marriage, the financial cost of a medical education, and family commitments. The financial difficulties of women medical students, the rigorous nature of the programs, and the benefits of gender inclusive classes are discussed. The opinions of Irish hospitals and women medical students are also explored.

The article discusses embroidery samplers made by female African students in mission schools in Sierra Leone from the 1820s to the 1840s, considering their usefulness as historical sources. It notes that samplers were produced by girls in schools or households affiliated with the British missionary organization the Church Missionary Society (CMS) and reveals that many students were recaptives, or individuals rescued from the slave trade. The author comments on the role of needlework in missionary schools and suggests that the samplers served as souvenirs. Images of several samplers are presented.

The article focuses on one aspect of contestation in history writing between Ukraine and Russia. The article surveys four different schools within Ukraine for the study of the medieval state of Kyiv Rus. The use of the term "school" to define different interpretations does not signify a coherent group of historians but a broad set of ideas and interpretations.

This article focuses on the Slobodan Milo&sbereve;ević trial. The trial of former Yugoslav President Slobodan Milo&sbereve;ević before the International Criminal Tribunal for the Former Yugoslavia (ICTY) in the Hague is a vehicle both for achieving justice and for pursuing historical truth. Those of the peoples of Serbia and the other former Yugoslav lands, international governmental and non-governmental actors, and observers are all different from each other; and they are all distinct from the viewpoint of future students of history.

AMID THE PREPARATIONS FOR THE ABORTIVE RUSSO-OTTOMAN PEACE TALKS at Fokschan in April 1772, Anton Wenzel Kaunitz instructed the Austrian Internuntius in Istanbul, Franz Maria Thugut, to elect a colleague [...]

How has Turkey used archaeology to define itself and address political goals? How have these goals clashed with western Europeans in pursuit of the Hittites and ancient Greeks? The author analyses the context of her own work in the Black Sea coastal area of Turkey, and deconstructs its ethnic influences in the context of modern archaeology. Keywords: Turkey, Hittite, Classical Greece, Black Sea, Pontic, archaeological politics, ethnicity, post-modernism, Introduction While many scholars treat archaeology as if it were simply an objective search for remains of past civilizations, it is clear that, in all parts of the world, its [...]