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"Adolescents at School" brings together the perspectives of scholars, educators, and researchers to address the many issues that affect adolescents' emerging identities, especially in relation to students' experience of and engagement with school. The book offers current and preservice teachers a practical understanding of the concept of identity development, particularly as impacted by such factors as race, ethnicity, gender, sexual orientation, ability/disability, immigration, and social class. This third edition includes new chapters on boys' emotional lives, risk and resilience in girls, the experiences of undocumented immigrant students, Muslim-American youth, and income inequality; features on "teaching while white"; and an extensively updated chapter on LGBTQ+ students. The book expands on the strengths and insights of the previous editions while also touching on issues highly relevant to contemporary youth such as social media, youth activism, and immigration. A practical and insightful volume, "Adolescents at School" points to ways to foster the success of every student in our schools and classrooms. [For the second edition, see ED515272.]

"Education and Muslim Identity During a Time of Tension" explores life inside an Islamic Center and school in present-day America. Melanie Brooks' work draws on in-depth discussions with community and school leaders, teachers, parents and students to present thoughtful and contemporary perspectives on many issues central to American-Muslim identities. Particularly poignant are the children's voices, as they discuss their developing identities and how they navigate the choice of being American, Muslim, or both. The book covers topics ranging from establishing the community and the considerations involved, the management of diversity within the community, and approaches to modern opinions on and experiences of gender and extremism in the western world. Based on focus groups, interviews and observations collected over a two-year period, this book serves as a fascinating and informative insight into the culture and experiences of modern American Muslims. This is essential reading for students and researchers interested in education, religion, politics, sociology, and most particularly in contemporary Islamic studies.

In this special edition, we call attention to the role of Critical Multicultural Citizenship Education (CMCE) in schools, societies and global contexts. The fundamental goal of CMCE is to increase not only the students' awareness of, and participation in, the political aspects of democracy, but also students' abilities to create and live in an ethnically diverse and just community. Global migration and increasing diversity within nations are challenging conceptions of citizenship all over the world. The percentage of ethnic minorities in nation-states throughout the world has increased significantly within the past 30 years. The United States Census, for example, projects that 50% of the population will consist of culturally, linguistically, racially, ethnic, and religiously diverse groups by 2050. With an increase growth of diversity within national borders, issues concerning educational equity, equality, and civic engagement have not always been well attended to in educational and societal contexts. Growing ethnic diversity in schools/society has not automatically led to a dismantling of persistent educational barriers or structural inequalities. In the past decade, culturally, ethnically, and linguistically diverse populations have faced barriers impacting their rights as citizens in the United States and international contexts. Citizenship, and the rights that are associated with being a citizen, are re-framed when culturally, ethnically, and linguistically students seek equality. In 2020, many urban cities in the United States witnessed Latino/Black youth demonstrate peacefully guided by social justice and their civic responsibilities. Similarly, in international contexts students have demonstrated civil disobedience by expressing concerns about their rights as citizens and the disempowerment of communities. We emphatically believe that students in K-12 settings must begin to understand their rights as citizens and also advocate for the rights of others in order for communities in the U.S. and international contexts to achieve democracy.

This book focuses on the topic of the multiple-stakeholders that comprise the education community across the P-20 continuum. In various ways and forms, the authors of the chapters found within this book promote the importance of engaging with the diverse array of stakeholders in order to truly improve education in an increasingly interconnected world. The book itself is divided into two major arcs, the first of which covers community relations and stakeholder engagement in P-12 schools, while the second addresses those same issues in higher education. When one considers the activities that take place within education institutions, there is a realization that they are influenced and driven by much more than just the educators and administrators who occupy the schools. In the editors' own work, (e.g., see Tran & Bon, 2016), the importance of the inclusion of the viewpoints and inputs of multiple-stakeholders in school decisions when appropriate has been consistently argued, given that the school is considered by many to be a social and communal environment. To address these issues, in this text, this book is lucky to have a collection of peer-reviewed writing that explore various aspects of how multiple-stakeholder input can be used to improve school decisions. The following chapters are included: (1) Communicating with all Stakeholders: Utilizing Technology to Engage the School-wide Community (Denver J. Fowler); (2) The Accuracy of a Reductionist Message: A Case Study of Public Relations Involving a Michigan K-12 School Bond Referendum (Alan J. Brokaw and Thomas E. Merz); (3) The Importance of Shared Vision and Stakeholder Influence on K-12 School Leaders' Efforts to Improve Student Mathematics Achievement (Emma P. Bullock and Patricia S. Moyer-Packenham); (4) School Leaders' Reflective Blogs Inspire Systemic Change (Rita J. Hartman, Cheryl Burleigh and James Lane); (5) Resettled Muslim Parents' Perceptions of School-Community Relations (Michael Hess, Charles L. Lowery, Rowda Olad, Connor Fewell, Steven Yeager, and Tracy Kondrit); (6) Book Review: Partnering with Parents to Ask the Right Questions by Santana Luz, Dan Rothstein, and Agnes Bain (Art Stellar); (7) How Can Higher Education Engage with Rural Communities to address their Teacher Shortages? (Theresa Harrison and Henry Tran); (8) Systemic Advocacy and Collaborations: Supporting Students Emerging from Foster Care and Matriculating to College (Sarah Jones); (9) Prime Real-Estate: Branding University Syllabi (Vickie Shamp Ellis, Kaylene Barbe, Ann McNellis, and Braden East); and (10) Engaging Industry Stakeholders: A Case Study of Academic Assessment Practice at a Rural Agricultural Focused Two-Year College (Douglas A. Smith, Emily C. Fox, and Alex Jordan).

In the decade since September 11, 2001, much that affects almost every American has changed: Memorials have been built and visited. Ceremonies and commemorations have been held. Osama bin Laden has been taken out. Further acts of terrorism have been perpetrated and more (as far as everyone knows) have been fended off. Yet some things haven't changed much. These include the arrival around this time each year of a new generation of children into the nation's schools and the challenges that their teachers face in equipping them with the skills and knowledge that young Americans need. Today--as for the past nine Septembers--that challenge includes determining what and how to teach them about both the events of September 11, 2001 in particular and the larger issues surrounding those events. Within months of the September 11 attacks, the people at Fordham resolved to try to help educators wrestling with such challenges. So they asked a number of distinguished educators, historians, and other scholars, public officials, and thoughtful pundits to share their own thinking on what and how to teach about September 11 and the issues surrounding it. The response was gratifying, albeit not surprising. By September 2002, they were able to publish twenty-three terrific short essays in one compilation, "September 11: What Our Children Need to Know." In the months that followed, however, the nonsense continued to spew, so they resolved to try again. They invited the original authors to revise and update their essays--most did--and they added a few more. In September 2003, they brought out "Terrorists, Despots, and Democracy: What Our Children Need to Know." Almost everything in those two volumes remains fresh and almost alarmingly germane today. This publication offers ten of the best and most enduring of those essays. This publication begins with an introduction by Chester E. Finn, Jr. The following essays are included: (1) Seven Questions About September (Lamar Alexander); (2) From the Personal to the Political, for the Love of Freedom (William Damon); (3) Civic and Historical Literacy for a Dangerous World (Lucien Ellington); (4) Six Truths About America (William Galston); (5) Preserving America, Man's Greatest Hope (Victor Davis Hanson); (6) Defending American Tolerance (Craig Kennedy); (7) What Is "Education for Democracy"? (Katherine Kersten); (8) Forging Heroes (Walter Russell Mead); (9) America: Always Vulnerable, Never Inevitable (Richard Rodriguez); and (10) A Basic Education for the Post-9/11 World (Andrew J. Rotherham).

This collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers. This book contains the following chapters: (1) Introduction: Why a Book on Spirituality and Language Teaching? (Mary Shepard Wong); (2) The Dangers and Delights of Teacher Spiritual Identity as Pedagogy (Mary Shepard Wong); (3) Buddhist Principles and the Development of Leadership Skills in English Language Program Administration and Teaching (MaryAnn Christison); (4) Attempting Interfaith Dialogue in TESOL: A Duoethnography (Joel Heng Hartse and Saeed Nazari); (5) Response to Part 1. Possibilities for Nonattachment: Investigating the Affective Dimension of Imposition (Ryuko Kubota); (6) A Buddhist in the Classroom Revisited (Sid Brown); (7) The Relevance of Hinduism to English Language Teaching and Learning (Bal Krishna Sharma); (8) Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators (Stephanie Vandrick); (9) Response to Part 2. 'Religious Faith' and 'Pedagogical Practice': Extending the Map. A Response to Brown, Sharma and Vandrick (David I. Smith); (10) Language and Religion in the Construction of the Lebanese Identity (Kassim Shaaban); (11) Teachers' Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt (Deena Boraie, Atta Gebril, and Raafat Gabriel); (12) Church-sponsored English as a Second Language in Western Canada: Grassroots Expressions of Spiritual and Social Practice (Carolyn Kristjánsson); (13) Response to Part 3. Religious Faith and the Language Learning Context: Exploring the 'Interface' (Brian Morgan); and (14) Spirituality and English Language Teaching: Moving Forward (Ahmar Mahboob and Eve Courtney). The afterword, Spirituality in Language Teaching, was written by H.G. Widdowson.

This appendix is a companion document to "Saudi Arabia's Curriculum of Intolerance with Excerpts from Saudi Ministry of Education Textbooks for Islamic Studies." The appendix includes selected excerpts in Arabic with English translations for currently-used textbooks in grades 1, 4, 5, 6, 8, 9, 10, 11, and 12. These excerpts support the report conclusion that the Saudi public school religious curriculum continues to propagate an ideology of hate toward the "unbeliever," (Christians, Jews, Shiites, Sufis, Sunni Muslims who do not follow Wahhabi doctrine, Hindus, atheists and others), and that this ideology is introduced in a religion textbook in the first grade and reinforced and developed throughout the public education system. (Contains 53 footnotes.) [For primary document, see ED500608. This document was developed by the Center for Religious Freedom of Freedom House with the Institute for Gulf Affairs. The Center for Religious Freedom joined Hudson Institute in January 2007.]

This book reveals the roots of structural racism that limit social mobility and equality within Britain for Black and ethnicised students and academics in its inherently white Higher Education institutions. It brings together both established and emerging scholars in the fields of Race and Education to explore what institutional racism in British Higher Education looks like in colour-blind 'post-race' times, when racism is deemed to be 'off the political agenda'. Keeping pace with our rapidly changing global universities, this edited collection asks difficult and challenging questions, including why black academics leave the system; why the curriculum is still white; how elite universities reproduce race privilege; and how Black, Muslim and Gypsy traveller students are disadvantaged and excluded. The book also discusses why British racial equality legislation has failed to address racism, and explores what the Black student movement is doing about this. As the authors powerfully argue, it is only by dismantling the invisible architecture of post-colonial white privilege that the 21st century struggle for a truly decolonised academy can begin. This collection will be essential reading for students and academics working in the fields of Education, Sociology, and Race.

Today, millions of students cross geographic, cultural, and educational borders for their higher education. Trends of international student mobility are significant to universities, educators, business leaders, and governments to increase revenue and campus diversity in the global marketplace. As such, it is vital to examine recent trends in global student mobility around the world. "International Student Mobility and Opportunities for Growth in the Global Marketplace" is a critical scholarly resource that examines recent trends in global student mobility in Australia, Asia, North America, Latin America, Middle East, and Europe where the emerging trends and practices are prominent. Featuring coverage on a broad range of topics such as internationalization, cultural identity, and student mobility, this book is geared towards educators, education administrators, education professionals, academicians, researchers, and students. This book contains the following chapters: (1) International Student Mobility: Examining Trends and Tensions (Krishna Bista, Ghanashyam Sharma, and Uttam Gaulee); (2) International Student Mobility: Theoretical Context and Empirical Evidence From Literature (Rashim Wadhwa); (3) Islamophobia and Mobility of Kurdish Students From Northern Iraq (Enakshi Sengupta); (4) International Student Mobility, Government Policies, and Neoliberal Globalization: Exploring Chinese Graduate Students' Perspectives on Pursuing Higher Education in Canada (Jie Zheng); (5) From Brain Drain to Reverse Brain Drain: Implications for South Asia and the United States of America (Sara Bano); (6) The New Colombo Plan: Transforming Australian Higher Education's Outward Mobility Programs? (Mila Arden and Matthew Piscioneri); (7) Open Minds: Study Abroad and Student Global Perspectives (Jing Li); (8) Dealing With Cross-Cultural Issues in Culturally Diverse Classrooms: The Case of Dutch Business Schools (Joost Bücker, Rens Bouw, and Alain De Beuckelaer); (9) Dare to Hope: A Critical Examination of Culturally and Linguistically Diverse International Students -- Graduate Students' Experiences in the Southeastern United States (Dorota Silber-Furman and Lisa Zagumny); (10) The Bridge to America: A Passageway for International Graduate Students (Tsz Kin Kwok); (11) International Undergraduate Students Coping With Challenges at a Private Faith-Based University (Renaude Etienne Saint-Phard and Gustavo Gregorutti); (12) It Sharpens My Brain: International Teaching Assistants Develop Communicative Competence (Yang Wang); (13) Comparing Academic Concerns of International and Domestic Students (Cody J. Perry, David W. Lausch, and Jennifer Weatherford); (14) Career Counseling for International Students: Using the Framework of Social Cognitive Career Theory (Gökçe Bulgan and Ayse Çiftçi); (15) Analysis of Factors Influencing Chinese Undergraduate Students' Choice of Foreign Postgraduate Education (Genshu Lu, Mei Tian, and Man Hong Lai); (16) Interest and Intent in Pursuing Higher Education: Nepali Students' Perceptions on Study Abroad Experiences (Michelle Welsch); and (17) Promoting U.S. Community Colleges in Sweden: From the Perspective of Swedish Education Agents (Ashley Marie Sansotta). (Individual chapters contain references.)

Despite the increased trend towards secularization in state schooling, issues of religion and spirituality have remained important. Increased pluralism within societies through expanding migration patterns is changing the religious and cultural contours of many countries in Europe and North America, and is creating a need for a deeper understanding of religious diversity. However, the lack of religious or spiritual education within the educational curriculum leaves a moral vacuum that can become a space to be exploited by religious extremism. More recently, religiously motivated incidences of terrorism in several parts of the world have heightened prejudicial attitudes and distrust of certain religions, in particular. These are profound concerns and there is an urgency to examine how religion, religious education and interfaith initiatives can address such misconceptions. This book is thus timely, focusing on an area that is often neglected, particularly on the role of religion in education for sustainable development. While religious organisations and faith communities have had a long history of involvement in both schooling and social service delivery in many countries, their role in reaching development goals has not always been explicitly recognized, as is evident even in the United Nations' most recently conceptualized 2030 Agenda for Sustainable Development. Undeniably, the integration of religious dialogue into mainstream development issues is crucial because deep cleavages resulting from the issue of minority religious rights continue to give cause for concern and conflict in many countries. This edited book explores some of these tensions and issues and draws parallels across differing geographical contexts to help enhance our collective and comparative understanding of the role of religious education and institutions in advancing the post-2015 development agenda. The contributors to this volume each demonstrate that, while religion in education can contribute to understanding and respect, it is also a space that can be contested and co-opted. Without addressing the salience of religion, however, it will not be possible to foster peace and combat discrimination and prejudice. This book will be of interest to researchers, scholars and students in the field of comparative education and development, religious studies, theology and teacher development and training. This book may also be of interest to national and international policy makers. There are also numerous faith-based organisations, as well as other non-governmental organisations (NGOs) working on religion and education issues that may find these case studies a useful resource. Contents include: (1) Religion and Education from a Comparative and International Perspective: Issues, Tensions and Possibilities (Malini Sivasubramaniam and Ruth Hayhoe); Section One. Internationalizing/Globalizing Religious Values: (2) Global Education Challenges: Exploring Religious Dimensions (Katherine Marshall); (3) Confucius Institutes and Classrooms as Educational Partnerships in Africa: The 2030 Agenda of Sustainable Development from a Confucian Perspective (Jun Li); (4) The Internationalization of Religious Higher Education: A Comparative Study of Christian Universities in South Korea and Canada (Christina Hwang); (5) Islamic Education in Post-Soviet Tajikistan: A Tool in Creating and Sustaining a Nation-State (Sarfaroz Niyozov); (6) The Role of the Church and Religious Learning of Young Women Migrant Workers in Western China (Vilma Seeberg, Shujuan Luo, and Ya Na); (7) Inter-religious Dialogue and Education: Three Historical Encounters between Christianity, Buddhism and Confucianism (Ruth Hayhoe); Section Two. Curriculum, Pedagogy and School Leadership: (8) Religious Education in a Multi-religious Context: An Examination of Four Religious Schools in Hong Kong (Mei-Yee Wong); (9) State Schooling and Religious Education for Muslim Hui Students in Northwestern China: Changing Perceptions and New Developments (Xinyi Wu); (10) The Buddhist Approach to a School-based Curriculum: The Effective Learning Innovation that Promotes Human Values to Learners for Sustainable Living in Thailand (Prapapat Niyom, Art-ong Jumsai Na Ayudhaya, Witit Rachatatanun, and Benjamin Vokes); (11) Modernizing Islamic Education: Bangladesh and Senegal (Lauren Herzog, and Nathaniel Adams); (12) Faith-based Low-fee Private Schools in Kenya and Haiti: The Paradox of Philanthropy and Enterprise (Malini Sivasubramaniam and Steve Sider); (13) Religious Education in the Israeli State School System (Yaacov J. Katz); Section Three. Religion in Policy Processes and Conflict Resolution: (14) Religious Education in Northern Ireland: Conflict, Curriculum and Criticism (L. Philip Barnes); (15) Mainstreaming Madrassas in India: Resistance or Co-Optation? (Huma Kidwai); (16) Religion's Uneasy Return to the Russian School: A Contested and Inconsistent Desecularization "From Above" (Elena Lisovskaya); (17) The Role of Religious Education in Countering Religious Extremism in Diverse and Interconnected Societies (Ratna Ghosh and W. Y. Alice Chan); and (18) A Multicultural Analysis of School Policies on Religion in 20 Western Democracies, and Their Challenges for Accommodating Migrant Religions: A Cluster Analysis (Bruce A. Collet and Hyeyoung Bang). Notes on Contributors is included. [Foreword by Keith Wilson.]

These projects were completed by participants in the Fulbright-Hays summer seminar in Morocco and Senegal in 1999. The participants represented various regions of the United States and different grade levels and subject areas. The 13 curriculum projects in the collection are: (1) "Doorway to Morocco: A Student Guide" (Sue Robertson); (2) "A Social Psychological Exploration of Islam in Morocco and Senegal" (Laura Sidorowicz); (3) "An Exhibition of the Arts of Morocco and Senegal" (Nancy Webber); (4) "Morocco: Changing Times?" (Patricia Campbell); (5) "The Old Town and Your Town" (Amanda McClure); (6) "Everyday Life in Morocco and Senegal: A Lesson Plan" (Nancy Sinclair); (7) "French Colonial Regimes and Sufism in Morocco and Senegal: A Lesson Plan" (Arthur Samuels); (8) "Language, Education, and Literacy in Morocco" (Martha Grant); (9) "Integrating Islam in an Introductory Course in Social Psychology" (Kellina Craig); (10) "Lesson Plans for High School Art Classes" (Tewodross Melchishua); (11) "A Document-Based Question Activity Project: The Many Faces of Islam" (Richard Poplaski); (12) "Slide Presentations" (Susan Hult); and (13) "A Curriculum Guide for 'Year of the Elephant' by Leila Abouzeid" (Ann Lew). (BT)

In this intensely powerful and personal new text, Michelle Fine widens the methodological imagination for students, educators, scholars, and researchers interested in crafting research with communities. Fine shares her struggles over the course of 30 years to translate research into policy and practice that can enhance the human condition and create a more just world. Animated by the presence of W.E.B. DuBois, Gloria Anzaldúa, Maxine Greene, and Audre Lorde, the book examines a wide array of critical participatory action research (PAR) projects involving school pushouts, Muslim American youth, queer youth of color, women in prison, and children navigating under-resourced schools. Throughout, Fine assists readers as they consider sensitive decisions about epistemology, ethics, politics, and methods; critical approaches to analysis and interpretation; and participatory strategies for policy development and organizing. "Just Research in Contentious Times" is an invaluable guide for creating successful participatory action research projects in times of inequity and uncertainty. This book (1) Reviews the theoretical and historical foundations of critical participatory research; (2) Addresses why, how, with whom, and for whom research is designed; (3) Offers case studies of critical PAR projects with youth of color, Muslim American youth, indigenous and refugee activists, and LGBTQ youth of color; and (4) Integrates critical race, feminist, postcolonial, and queer studies.

Should babies sleep alone in cribs, or in bed with parents? Is talking to babies useful, or a waste of time? "A World of Babies" provides different answers to these and countless other child-rearing questions, precisely because diverse communities around the world hold drastically different beliefs about parenting. While celebrating that diversity, the book also explores the challenges that poverty, globalization and violence pose for parents. Fully updated for the twenty-first century, this edition features a new introduction and eight new or revised case studies that directly address contemporary parenting challenges, from China and Peru to Israel and the West Bank. Written as imagined advice manuals to parents, the creative format of this book brings alive a rich body of knowledge that highlights many models of baby-rearing--each shaped by deeply held values and widely varying cultural contexts. Parenthood may never again seem a matter of "common sense." This book: (1) Addresses the implications of the most urgent challenges of the twenty-first century--racism, religious intolerance, immigration, poverty, educational inequities and environmental degradation--for the lives of parents and children and their wider communities, offering a realistic sense of the challenges facing real families living in the real world; (2) Features a wide variety and diverse set of parenting practices that represent communities across religions (Protestantism, Catholicism, Judaism, Islam, Confucianism and animism) and world areas (North America, South America, Europe, Asia, the Middle East and Africa); and (3) Case studies range from communities facing desperate poverty to those that enjoy relative prosperity; in all cases, the chapters analyze the economic circumstances of the families, communities and nations for their implications on childrearing agendas, opportunities and constraints. The following are contributors to this book: Michelle Johnson, Erin Raffety, Bree Akesson, Deborah Golden, Sirad Shirdon, Kate Grim-Feinberg, and Mariah Schug. [For the first edition, see ED451944.]

Every day brings news about so-called Islamic State and its seduction of young people in the West. The radicalization of young Muslims causes alarm; even the desirability of multiculturalism is questioned in troubled cities where racism and Islamophobia are on the rise. This book is a case study of one distressed post-industrial city struggling with various discontents, drawn from those who live there. Their stories illuminate how racism, Islamophobia and Islamism take hold, rendering the city emblematic of wider problems across the world today. Through Linden West's holistic, psychosocial analysis, racism, Islamophobia and fundamentalism are understood by reference to growing inequality, mental illness and hopelessness, all within a context of fractured economies, malfunctioning democracies and the narrowing of education's purpose. But the author also describes the resources of hope in the city--the experiments in democratic education and the working class struggle against Nazi fundamentalism, the concern for the other--that inspire civic education in schools and communities today. An index is included.

"Respecting Difference" demonstrates how teacher educators in the UK and worldwide can attract, recruit and support black and minority ethnic students to become much needed and valued future teachers and educational leaders. This accessible guide presents insights into the institutional and individual dilemmas and experiences of both tutors and students involved in Post-Graduate Certificate in Education (PGCE) courses as they deal with issues of race, faith and culture. While the book collects and shares good practice, case studies throughout the book highlight specific ways tutors and students have explored and learned from difficult situations to develop positive outcomes. Student experiences are fundamental in framing the outcomes, particularly in respect of racist incidents and the dynamics of institutional racism. The book demonstrates how to create spaces and networks where people can express themselves and seek support so that problems are recognised and resolved. The book includes: (1) A snapshot of policy and practice on the PGCE; (2) Clear and up-to-date descriptions of race-relations policies, procedures and legislative guidance; (3) Clarification of the responsibilities of tutors in relation to professional practice in issues of diversity; and (4) Case studies based on real examples, such as how to support Muslim women students, and how to deal with the sensitive topic of racism in the classroom. "Respecting Difference" is essential reading for all providers of initial teacher education (ITE) who need to consider their organisation's and individual's practice and policy in regard to recruitment and retention. While the book is essential reading for all those involved in ITE, it is also extremely relevant for all those working with students in higher education more generally.

Ethnic minorities form a very substantial proportion of the population of China, with over 100 million people in 55 formally designated minority groups inhabiting over 60% of the country's land area. Poverty and economic inequality of minority groups are widely-recognised problems. However, as this book, based on extensive original research, shows, underlying economic inequality are educational inequality and cultural exclusion, which in turn lead to problems of social mobility and thereby to poverty. The book examines in particular Tibetan, Muslim Hui, Salar and Bonan people. It discusses the policy and practice of education for ethnic minorities, the prevailing chauvinistic Chinese national culture, from which minorities feel excluded, and the attitudes of both majority Han Chinese towards minorities, and of minorities towards their position of cultural exclusion. Besides exploring the forms of cultural exclusion experienced by ethnic minorities, it considers what might be done to promote inclusion, proposing a rethinking of the project of nation building and modernisation of state and minority rights in order to achieve the goal of including the minority population of distinctive cultures into wider society. The following are contained in the table of contents: (1) Introduction; (2) The Trajectories of Chinese Culturalism and its Educational Legacy; (3) Ethnicization through Schooling: The Mainstream Discursive Repertoires of Ethnic Minority Cultures; (4) Choosing between 'Ordinary' and Minorities: The Tibetan Case; (5) The Social Engagement of 'Familiar Strangers': The Muslim Case; and (6) Conclusion Postscript: Promoting Education by NGOs?

Despite society's current preoccupation with interrelated issues such as obesity, increasingly sedentary lifestyles and children's health, there has until now been little published research that directly addresses the place and meaning of physical activity in young people's lives. In this important new collection, leading international scholars address that deficit by exploring the differences in young people's experiences and meanings of physical activity as these are related to their social, cultural and geographical locations, to their abilities and their social and personal biographies. The book places young people's everyday lives at the centre of the study, arguing that it this "everydayness" (school, work, friendships, ethnicity, family routines, interests, finances, location) that is key to shaping the engagement of young people in physical activity. By allowing the voices of young people to be heard through these pages, the book helps the reader to make sense of how young people see physical activity in their lives. Drawing on a breadth of theoretical frameworks, and challenging the orthodox assumptions that underpin contemporary physical activity policy, interventions and curricula, this book powerfully refutes the argument that young people are "the problem" and instead demonstrates the complex social constructions of physical activity in the lives of young people. "Young People, Physical Activity and the Everyday" is essential reading for both students and researchers with a particular interest physical activity, physical education, health, youth work and social policy. This book is divided into four parts. Part I, Physical Activity and Geographical Locations, contains the following: (1) The Place of Physical Activity in the Lives of Rural Young People: Stories From the "Outback"; (2) "The Police be Comin' so That's Why I Didn't go Over There": Young People's use of Neighborhood Spaces in a US City; and (3) Young People, Cities and Physical Activity. Part II, Social and Cultural Location and Physical Activity, contains the following: (4) Social Class, Schooling and Young People's Meanings of Physical Activity and Health; (5) Physical Activity and Indigenous Young People; (6) Physical Activity and Confucianism: the Relations Between Hong Kong Children and Their Parents; and (7) "Our Prophet Said We Should Play Sport": Young Muslim Women Negotiating Islam, Popular Culture and Physical Activity. Part III, Physical Activity and Constitution of Selves: Health, Fitness and Bodies, contains the following: (8) Eating Well, Being Active and the Production of the "Good Citizen"; (9) Young People, Transitions and Physical Activity; (10) "Pump Weights, Eat Right': Young People's Engagements with Health Discourses; (11) "Making Castles in the Sand': Community Contexts and Physical Culture; and (12) Diversity, Subjectivity and Constructions of Fitness and Health by Young Canadians. Part IV, Methodological Issues and Future Directions, contains the following: (13) Reflections on Methodological Issues and Lessons Learned From the Life Activity Project.

Following 9/11 and the growth of religiously legitimated violence in Islamic countries, the focus of public discussion moved to imams and teachers of religion as actors supporting Muslim isolation and the lack of willingness to integrate--imams became central figures in the debate on Islam. With great enthusiasm, politicians discovered them to be the scapegoats of a failed integration of Muslims in Europe. Integrated imams trained in Europe were to promote Muslim integration, prevent violence, resolve contradictions between society and Muslims and further Islamic enlightenment. With this objective an attempt was made, on the one hand, to rediscover the existing institutions for imam training in Balkan states and, on the other hand, to establish new educational institutions at European universities to train Europe-compliant imams. Due to their central role in the lives of Muslims, the training of imams and teachers of religion is given an important role in the process of Muslim integration. Contents of this book are: (1) Training of Imams and Teachers in Europe (Ednan Aslan); (2) Higher Educational Institutions in the Balkans which Educate Imams and Religious Teachers (Overview from 1990-Present) (Enes Karic); (3) Reflections on the Role and Training of Imams and Islamic Teachers for Europe (Jorgen S. Nielsen); (4) Religious Identity and Globalism (Qazim Qazimi); (5) Religious Education in Albania. The Case of the Tirana Haxi Hamud Dashi Madrasah from 1924-1964 and 1991 onward (Bayram Karci and Elton Karaj); (6) Methods of Professional Advancement for Imams and Islamic Studies Teachers in Austria (Vahidin Beluli); (7) The Status of Imams in Bosnia and Herzegovina (Mustafa Hasani); (8) Training Imams and Religious Teachers in Bulgaria (Sefer Hasanov); (9) Spiritual and Professional Profile of Imams in the 21st Century in Europe (Aziz Hasanovic); (10) The Debate on Imams and Imam Training in France (Samim Akgonul); (11) The Legal Status of the Muslim Turkish Minority of Western Thrace (Ibrahim Serif); (12) The Status of the Imam and His Position in the Past and Present. With a Focus on Albanian Territories (Xhabir Hamiti); (13) Islamic Education in Macedonia: The Case of the Isa Beg Madresa and the Faculty of Islamic Sciences (Muhamed Ali); (14) Dawah in the Changing World. New Challenges to the Work of Imams (Omer Halil Kajoshaj); (15) Educating for an Old Profession in a New Context. The Imam Training Programme of Inholland University, the Netherlands (Johan Meuleman); (16) The European Dobrudjan Islam. A Curricular Perspective on the Education of Imams in Romania (Mircea Botescu); (17) Training and Retraining of Imams in Russia (An Example of Tatarstan) (Damir Shagaviev); (18) Training Centres for Imams in Spain (Juan Ferreiro Galguera); (19) The Training of Imams and Islamic Education Teachers in Switzerland. Between Real Local Needs and Imported Fear (Rehan Neziri); (20) Rethinking the Meaning of Being Islamicly Educated in a Secular Context. Reflections on the Future of Teacher and Imam Training within the British Muslim Communities (Abdullah Sahin); (21) Training of Imams and Teachers for Islamic Education in Turkey (Z. Seyma Arslan); (22) The Role and Training of Imams and Muslim Chaplains in the U.S.A. (Hasan Ali Yurtsever); (23) Formation of Catholic Religious Educators in the United States (Eileen M. Daily); (24) "Spiritual Competence": Research Project on a New Key Term in Protestant Training for Ministry (Sabine Hermisson and Martin Rothgangel); (25) The Relationship Between Imams and Adolescents. Do Imams Have to Show Pedagogical Skills in order to be a Contact Person for Young Muslims with Everyday Issues and Problems? (Kevser Muratovic); (26) Implementation of Educational Standards. An Opportunity for the Advancement of Islamic Education in Kosovo (Ilire Halimi Poniku); and (27) Imams in Western Societies. Why Communication Skills Matter as much as Knowledge (Jeton Mehmeti).

Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for "cultural policy" and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. "Interculturalism, Education and Dialogue" is an international collection by renowned scholars who examine the ideological underpinnings of the European model and its global applications. It explores the historical, philosophical and educational dimensions of intercultural dialogue. This book contains the following: (1) Introduction: Interculturalism, Education and Dialogue (Tina Besley and Michael A. Peters); (2) Western Models of Intercultural Philosophy (Michael A. Peters); (3) Averroes Revisited: Intellectualism, Interculturalism and Dialogue in Medieval Spain (Driss Habti); (4) Winking at the State: Social Drama and Multicultural Claustrophobia (Peter Murphy); (5) Education as Dialogue (Tasos Kazepides); (6) Narratives of Intercultural and International Education: Aspirational Values and Economic Imperatives (Tina Besley); (7) Intercultural Dialogue and the Dialogism of Life: Education for Transformation (J. Gregory Keller); (8) Toward Shared Values: Self-Other Dialogue and the Cultural Pedagogy of Concepts (Inna Semetsky); (9) A Pedagogy for Global Understanding Understanding--Intercultural Dialogue: From Theory to Practice (Nina L. Dulabaum); (10) Seeking a Common Language: European Citizenship and the Governance of Dialogue (Naomi Hodgson); (11) Intercultural Dialogue: Cultural Dialogues of Equals or Cultural Dialogues of Unequals? (John Igbino); (12) The Council of Europe's "White Paper on Intercultural Dialogue": An Analysis Using the Ethic of Care (Michalinos Zembylas and Vivienne Bozalek); (13) Intercultural versus Interreligious Dialogue in a Pluralist Europe (James Arthur); (14) Teacher Competences for Diversity: Becoming Ethical and Responsible (Julie Allan); (15) A Cooperative School Model to Promote Intercultural Dialogue between Citizens-to-be (Danielle Zay); (16) Intercultural Dialogue and Ethnography: On Learning about Diversity in Italian Multicultural Classrooms (Francesca Gobbo); (17) Recognition, Interculturalism(s) and Schooling in Italy: A Critique from an Equity Perspective (Monica Mincu and Maurizio Allasia); (18) Possible Orientations of the European Dimension in Romanian Educational Policy (Roxana Enache); (19) Fostering Intercultural Dialogue in Tourism Studies: The Case of Latvia (Ineta Luka); (20) Literacy and Empowerment: Swedish Children from Diverse Backgrounds Defeating the Statistical Trends (Ulla Damber); (21) Explorations of Intercultural Dialogue from a Chinese Perspective (Xiaoping Jiang); (22) Interculturalism in Practice: Quebec's New Ethics and Religious Culture Curriculum and the Bouchard-Taylor Report on Reasonable Accommodation (David Waddington, Bruce Maxwell, Kevin McDonough, Andree-Anne Cormier, and Marina Schwimmer); (23) Intercultural Dialogue, Education and Transformation: An African Perspective (Peter Rule); (24) Intercultural Understanding and Social Activism Initiative in the Western Suburbs of Chicago (Sammer Zehra); (25) Reframing Globalism: Dialogue and Difference in the Classroom: Muslim Students in New York Schools (Shaireen Rasheed and Linda Welles); (26) Intercultural Education Challenges Democracy (Robert K. Shaw); and (27) Human Dignity and Humiliation Studies: A Global Network Advancing Dignity through Dialogue (Evelin G. Lindner, Linda M. Hartling, and Ulrich Spalthoff).

Individuals are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a "post-racial" existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors self-identifying as Black, Latino, Asian, White, Gay, Lesbian, Jewish, Christian, and Muslim. Individuals' attempts to provide every child and adult learner with what they need--equity--to make the most of their educational experiences--excellence--are still consciously and unconsciously thwarted by the ingrained nature of racism in this society. This point becomes obvious when individuals begin teaching those audiences that represent diverse lived experiences of race about the changing significance of race and how to develop a more critical, reflexive lens focused upon the politics of race. This book invites readers to co-construct and implement a critical race pedagogy that reflects both an acknowledgment of the evolving significance of race and opportunities for hope via education. Contents include: (1) Foreword (Marvin Lynn); (2) Introduction (Sherick Hughes, Theodorea Regina Berry, and Rod Carey); (3) Father, Daughter, and Schooling--Curriculum Theorizing From a Critical Race Feminist Perspective (Theodorea Regina Berry); (4) Two Scoops Vanilla: Teaching Against the Notion of White Savior (Brian D. Schultz); (5) Constructing Space for Elementary School Students to Talk About Race and Take Action to Create Change (Sachi Feris); (6) Owning the "Buts": High School Students Confront History and Heterosexism (Connie North); (7) Youth Teaching Teachers: Bridging Racial and Cultural Divides Between Teachers and Students (Tara M. Brown, Summer Clark, and Thurman Bridges); (8) Breaking the Cycle of Racism in the Classroom: Critical Race Reflections From Future Teachers of Color (Rita Kohli); (9) Maggie and Me: A Black Professor and a White Urban School Teacher Connect Autoethnography to Critical Race Pedagogy (Sherick Hughes); (10) Du Boisian Double Consciousness in the Multicultural Classroom and the Questions It Raises (Hilton Kelly); (11) An Academic in the Classroom: Uncovering and Resisting the Barriers to Racial Equity in Public School (Benjamin Blaisdell); (12) Understanding Equity: A "Brown" Lesson in a Teacher Education Program From a Critical Race Feminist Perspective (Theodorea Regina Berry); (13) Where Am I Going, Where Have I Been? A Critical Reflexion on Black-Jewish Relations, Jewish Political Shifts to the Right, and the Preparation of Young Jewish Women for Teaching "Other People's Children" (Josh Diem); (14) La Politica Vecindaria: A Micro to Macro Lens on Immigrant Newcomer Students in U.S. Schools (Leticia Alvarez and Francisco Rios); (15) Race, Wealth, and the Commons (Dedrick Muhammad and Chuck Collins); (16) Profitting From Racism: A Family History of How Race and Class Privilege Created Wealth (Cooper Thompson); (17) The Myth and Math of Affirmative Action (Goodwin Liu); (18) Toward an Informed and Transparent Philosophy of Racial Diversity for Colleges of Education (Sherick Hughes and Dale Snauwaert); (19) The Race for President and a Precedent for Race: Lessons from NCLB and Bringing Race to the Top (Zeus Leonardo); and (20) Interview "I'm the Daughter of a U.S. Marine": An Interview With Nadia Hassan on the Racialization, Misrepresentation, and Mistreatment of Muslim Women in Post-9/11 America (Nadia Hassan and Sherick Hughes).

This book provides an illuminating account of teachers' own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male role models in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modelling as a basis for explaining or addressing boys' disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Canada and Australia, that educational policy concerned with male teacher shortage and the plight of disadvantaged minority boys would benefit from engaging with analytic perspectives and empirical literature that takes readers beyond hegemonic discourses of role modelling. A compelling case is presented for the need to disarticulate discourses about role modelling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students' participation in the education system. The book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women's work.

Providing a gateway into the real literature emerging from the Middle East, this book shows teachers how to make the topic authentic, powerful, and relevant. "Teaching the Literature of Today's Middle East": (1) Introduces teachers to this literature and how to teach it; (2) Brings to the reader a tremendous diversity of teachable texts and materials by Middle Eastern writers; (3) Takes a thematic approach that allows students to understand and engage with the region and address key issues; (4) Includes stories from the author's own classroom, and shares student insight and reactions; (5) Utilizes contemporary teaching methods, including cultural studies, literary circles, blogs, YouTube, class speakers, and film analysis; and (6) Directly and powerfully models how to address controversial issues in the region. Written in an open, personal, and engaging style, theoretically informed and academically smart, highly relevant across the field of literacy education, this text offers teachers and teacher-educators a much needed resource for helping students to think deeply and critically about the politics and culture of the Middle East through literary engagements.

Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and "queer" theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of education research beyond the confines of the education sphere into an arena of sociological and cultural discourse. This book contains the following: (1) The Unhappy Marriage Between Marxism and Race Critique: Political Economy and the Production of Racialized Knowledge (Zeus Leonardo); (2) The White Working Class, Racism and Respectability: Victims, Degenerates and Interest-Convergence (David Gillborn); (3) Interrogating Pigmentocracy: The Intersections of Race and Social Class in the Primary Education of Afro-Trinidadian Boys (Ravi Rampersad); (4) A Critical Appraisal of Critical Race Theory (CRT): Limitations and Opportunities (Alpesh Maisuria); (5) Race Slash Class: Mixed Heritage Youth in a London School (Indra Dewan); (6) "If You're Holding a Degree in This Country No-One's Gonna Ask No Question": Intra-Categorical Intersectionality and BAME Youth Post-Compulsory Educational Achievement in the U.K. (Andrew Morrison); (7) Intersection Class and Gender in the Social and Political Identifications of Young Muslims in England (Farzana Shain); (8) Understanding Class Anxiety and "Race" Certainty in Changing Times: Moments of Home, School, Body and Identity Configuration in "New Migrant" (Dublin Karl Kitching); (9) Beyond Culture: From Beyonce's Dream, "If You Thought I Would Wait for You, You Got It Wrong" (2008), to the Age of Michelle Obama (Namita Chakrabarty); and (10) Intelligibility, Agency, and the Raced-Nationed-Religioned Subjects of Education (Deborah Youdell). An introduction, "Intersectionality and "Race" in Education: Theorising Difference," by Kalwant Bhopal and John Preston and a conclusion, "Intersectional Theories and "Race": From Toolkit to "Mash Up"", by John Preston and Kalwant Bhopal are included.

This book is an in-depth examination of education and media under occupation. The contributors to this volume engage dialogue to explore these domains and their roles and functioning under occupation while keeping an eye toward resolution, using the on-going conflict between Palestine and Israel as the focus. The uniqueness of this collection is not limited to the willingness of its authors to investigate topics that have often been left out of the mainstream, but that they actually enter into dialogue with one another. Education and media are exemplified as domains that can either maintain the status quo of oppression when used by policymakers and governments to do so or can be utilized as mechanisms for change and peacemaking. These contradictory roles are highlighted throughout this book by multiple voices. Part 1: Education, contains the following chapters: (1) Palestinian Education under Occupation: Successes and Challenges (K. Shakhshir); (2) The Healing Power of Stories: Dialogue through English Language Learning (I. Deeb and G. Weinstein); (3) Positionalities and Personal Perspectives on Educational Research under Occupation: Where is Hope? (S. Wong and I. Nasser); (4) Emancipatory Discourse? An Ethnographic Case Study of English Language Teaching in an Arabic-Hebrew Bilingual School (J. Schlam-Salman and Z. Bekerman); and (5) The Presentation of Palestinians in Israeli Schoolbooks (N. Peled-Elhanan). Part 2: Media, presents: (6) Palestinians, Arab American Muslims and the Media (N. Ayish); (7) The Political Discourse of the Israeli Occupation: The Spirit of Orientalism (A. Atawneh); (8) The War on Gaza: American and Egyptian Media Framing (N.H. El-Bilawi); and (9) Language and the Art of Spin: Commendation and Condemnation in Media Discourse (L.N. Berlin). Part 3: Dialogue, provides: (10) Dis-covering Peace: Dominant and Counterdiscourse of the Middle East (S. Silberstein); (11) An Israeli-Palestinian Partnership: Can We Find a Joint Language? And Should We? (M. Zak); (12) Postcolonialism and the Jewish Palestinian Encounter (R. Halabi); (13) Checkpoint: Turning Discourse into Dialogue (S.J. Kent, R. Sibii and A.R. Napoleone); and (14) Where is the Hope? A Call for Action (S. Wong, I. Nasser and L.N. Berlin). [The introduction was written by I. Nasser, L.N. Berlin and S. Wong.]

Muslim boys, once regarded as passive, hard working and law-abiding, have been recast in the public imagination in recent years. Now the stereotypical image is of volatile, aggressive hotheads who are in danger of being brainwashed into terrorism, or of would-be gangsters who are creating no-go areas in English towns and cities. This timely and original book offers a theoretical and empirical challenge to such representations. It locates current concerns about Muslim boys in a wider social and historical context and examines the economic realities and cultural misconceptions that have shaped current understandings of Muslim boys as a threat to the social order. The book critically examines arguments about the supposed radicalisation of Muslim boys and, drawing on interviews conducted with schoolboys in the West Midlands, illustrates instead the range of preoccupations that are significant in shaping their social and political identifications and their experiences of schooling. Among these are the struggles over masculinity and territory that are played out in the context of their local class cultures. "The New Folk Devils" will be invaluable to teachers, students and academics interested in the study of youth, masculinity and schooling. It offers a fresh perspective for analysing the educational implications of recent political events such as the 9/11 terrorist attacks in America and the 7/7 bombings in London.

Islamic schools, especially "madrasahs", have been viewed as sites of indoctrination for Muslim students and militants. Some educators and parents in the United States have also regarded introductory courses on Islam in some public schools as indoctrinatory. But what do we mean by "indoctrination"? And is Islamic education indoctrinatory? This book critically discusses the concept of indoctrination in the context of Islamic education. It explains that indoctrination occurs when a person holds to a type of beliefs known as control beliefs that result in ideological totalism. Using Indonesia as an illustrative case study, the book expounds on the conditions for an indoctrinatory tradition to exist and thrive. Examples include the Islamic school co-founded by Abu Bakar Ba'asyir and the militant organisation Jemaah Islamiyah. The book further proposes ways to counter and avoid indoctrination through formal, non-formal, and informal education. It argues for the creation and promotion of educative traditions that are underpinned by religious pluralism, strong rationality, and strong autonomy. Examples of such educative Muslim traditions in Indonesia will be highlighted. Combining philosophical inquiry with empirical research, this book is a timely contribution to the study of contemporary and often controversial issues in Islamic education. The following chapters are contained in this book: (1) Struggling for Control: Indoctrination and Jihad; (2) (De)constructing an Indoctrinatory Tradition; (3) Indoctrination in Formal Education: The Case of Pondok Pesantren Islam Al Mukmin; (4) Indoctrination in Non-formal and Informal Education: The Case of Jemaah Islamiyah; (5) Weaving a Different Net: An Educative Tradition; (6) Islamic Schools in Indonesia: Islam with a Smiling Face?; (7) Whither Religious Pluralism, Strong Rationality, and Strong Autonomy?; (8) Beyond Indoctrination: Towards Educative Muslim Traditions. Notes and a bibliography are also included.

"Conceptions of Islamic Education: Pedagogical Framings" argues that "madaris" (Muslim schools) cannot exclusively be held responsible for the cultivation of extremism. Islamic education can most appropriately be framed according to three interrelated concepts: "tarbiyyah" (rearing or nurturing), "ta'lim" (learning/ instruction), and "ta'dib" (good action). These three phenomena are explored along the lines of a minimalist-maximalist continuum that guides practices and institutions differently. A minimalist understanding of Islamic education does not necessarily produce uncritical citizens, but a maximalist understanding engenders an ethical democratic community and cosmopolitan beings concerned about their responsibility towards others. By looking specifically at South African Muslim schools, "Conceptions of Islamic Education" undermines the misconception that such schools perpetuate Islamic radicalism. The following chapters are contained in this book: (1) Conceptions of Islamic education; (2) Islamic education and practices; (3) Islamic educational institutions; (4) Towards maximalist notions of Islamic education; (5) Islamic education and cosmopolitanism; and (6) Towards a "madrassah" imaginary: Cultivating a maximalist view of Islamic education. A bibliography is also included.

Sexuality education has been the cause of much dissension in the Western Muslim community. Delivering sexuality education that is both Islamically inclusive and reflective of the real world of Muslim youth remains a challenge for many school communities. Through the eyes of Muslim teachers, students, and members of wider Islamic communities, this book offers a comprehensive understanding of the problems, perspectives, and possibilities of sexuality education for Muslim youth living in the West. The book explores how these youth negotiate between Muslim and popular cultural constructions of sexuality, and how teachers attempt to develop sexuality education programmes that honour Islamic teachings and culture. Based on empirical research with Australian Muslim communities, this book presents a contemporary conversation which responds to the intense battle concerning sexuality education in Western Muslim communities and will be of great interest to educational researchers, cultural theorists, and policy-makers. An index is included.

Providing practical guidance and resources, this book helps teachers harness the power of children's literature for developing ELLs' literacy skills and language proficiency. The authors show how carefully selected fiction, nonfiction, and poetry can support students' learning across the curriculum. Criteria and guiding questions are presented for matching books and readers based on text features, literacy and language proficiency, and student background knowledge and interests. Interspersed throughout are essays and poems by well-known children's authors that connect in a personal way with the themes explored in the chapters. The annotated bibliography features over 600 engaging, culturally relevant trade titles. Contents of this book include: (1) "Pizza" (Janet S. Wong); (2) "How to Say Thy Name" (Yangsook Choi); (3) "Writing the Muslim American Experience" (Asma Mobin-Uddin); (4) "Only a Joke?: Humor as a Bridge between Cultures and Languages" (Uma Krishnaswami); (5) "Creativity Begins at Home" (Pat Mora); (6) "I Know the River Loves Me" (Maya Christina Gonzalez); (7) "Fear and Joy in Leaving Your Country" (Jorge Argueta); (8) "Books as Mirrors" (Lulu Delacre); and (9) "I'm Learning to Speak English" (J. Patrick Lewis). Appendices include: (1) Books for Learning about Immigrants and English Learners; (2) Guidelines for Matching Literature to English Learner Proficiency Levels; (3) Children's Books for Social Language (Basic "Survival") Topics; and (4) Narrow Reading Suggestions for Different Formats.

This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around "key concepts" and uses "case studies" from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions--Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics. With forty newly commissioned pieces written by a prestigious group of internationally renowned scholars, "The Routledge International Companion to Multicultural Education" provides the definitive statement on the state of multicultural education and on its possibilities for the future.

"Spirituality, Religion, and Peace Education" attempts to deeply explore the universal and particular dimensions of education for inner and communal peace. This co-edited book contains fifteen chapters on world spiritual traditions, religions, and their connections and relevance to peacebuilding and peacemaking. This book examines the teachings and practices of Confucius, of Judaism, Islamic Sufism, Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of Indigenous spirituality. Secondly, it explores teaching and learning processes rooted in self discovery, skill development, and contemplative practices for peace. Topics in various chapters include: the Buddhist practice of tonglen; an indigenous Hawaiian practice of Ho'oponopono for forgiveness and conflict resolution; pilgrimage and labyrinth walking for right action; Twelve Step Programs for peace; teaching from a religious/spiritual perspective; narrative inquiry, Daoism, and peace curriculum; Gandhi, deep ecology, and multicultural peace education in teacher education; peacemaking and spirituality in undergraduate courses; and wisdom-based learning in teacher education. Peace education practices stemming from wisdom traditions can promote stillness as well as enliven, awaken, and urge reconciliation, connection, wisdom cultivation, and transformation and change in both teachers and students in diverse educational contexts. In various chapters of this book, a critique of competition, consumerism, and materialism undergird the analysis. More than just a critique, some chapters provide both conceptual and practical clarity for deeper engagement in peaceful action and change in society. Cultural awareness and understanding are fostered through a focus on the positive aspects of wisdom traditions rather than the negative aspects and historical complexities of violence and conflict as result of religious hegemony. Following "Introduction: Toward an Integrated Spirituality for Peace" by Edward J. Brantmeier, this book contains the following: Part I: Great Wisdom Traditions and Peace Education: (1) Confucius' Teaching of Virtues: Implications for World Peace and Peace Education (Jing Lin and Yingji Wang); (2) Islamic Sufism and Education for Peace (Michelle Ayazi); (3) A Jewish Perspective on Peace Education (Reuben Jacobson and Moishe Steigmann); (4) How Christianity Addresses Peace and What This Means for Education (Rebecca L. Oxford); (5) Peace Education and the Religious Society of Friends (Quakers) (Mary Lee Morrison and Ian Harris); (6) Hinduism and Peace Education (Priyankar Upadhyaya); (7) A Tibetan Peace Perspective (Jia Luo); (8) Indigenous Spirituality as a Source for Peaceful Relations (Four Arrows aka Don Trent Jacobs); and Part II: Peace Education, Teaching and Learning, and Spirituality: (9) Contemplative Practices in Counseling and Education: A Course in Nonviolent Intervention for Counselors and Teachers (Nathalie Kees); (10) Finding Peace via Reconciliation and Awakening: 12-Step Programs and Education for Religion, Spirituality, and Peace (D. Brent Edwards Jr.); (11) The Place of Spirituality in the Life and Work of Ismaili Teachers of Central Asia (Sarfaroz Niyozov and Zahra Punja); (12) Daoism, Narrative Inquiry, and a Curriculum of Peace (Xin Li); (13) Peacemaking and Spirituality: Bridging Faith, Values, Understanding and Life Skills (William M. Timpson); (14) "Self" Re-Education for Teachers: Gandhi, Deep Ecology, & Multicultural Peace Education (Edward J. Brantmeier); (15) Educating for Wisdom (John P. Miller). About the Authors and Index are also included.

Educators and policymakers who share the goal of equal opportunity in schools often hold differing notions of what entails a just school in multicultural America. Some emphasize the importance of integration and uniform treatment for all, while others point to the benefits of honoring cultural diversity in ways that make minority students feel at home. In "Just Schools", noted legal scholars, educators, and social scientists examine schools with widely divergent methods of fostering equality in order to explore the possibilities and limits of equal education today. The contributors to "Just Schools" combine empirical research with rich ethnographic accounts to paint a vivid picture of the quest for justice in classrooms around the nation. Legal scholar Martha Minow considers the impact of school choice reforms on equal educational opportunities. Psychologist Hazel Rose Markus examines culturally sensitive programs where students exhibit superior performance on standardized tests and feel safer and more interested in school than those in color-blind programs. Anthropologist Heather Lindkvist reports on how Somali Muslims in Lewiston, Maine, invoked the American ideal of inclusiveness in winning dress-code exemptions and accommodations for Islamic rituals in the local public school. Political scientist Austin Sarat looks at a school system in which everyone endorses multiculturalism but holds conflicting views on the extent to which culturally sensitive practices should enter into the academic curriculum. Anthropologist Barnaby Riedel investigates how a private Muslim school in Chicago aspires to universalist ideals, and education scholar James Banks argues that schools have a responsibility to prepare students for citizenship in a multicultural society. Anthropologist John Bowen offers a nuanced interpretation of educational commitments in France and the headscarf controversy in French schools. Anthropologist Richard Shweder concludes the volume by connecting debates about diversity in schools with a broader conflict between national assimilation and cultural autonomy. As America's schools strive to accommodate new students from around the world, "Just Schools" provides a provocative and insightful look at the different ways we define and promote justice in schools and in society at large. An index is included.

This resource book reflects the way that migration affects personal identity and offers educators and students the resources to examine this migration through methods of storytelling. It reveals experiences of immigrants from the individual to the collective through memoirs, journalistic accounts, and interviews. These experiences reflect a recent and global phenomenon where identity and citizenship are challenged by the greater blurring of national boundaries. By exploring the stories of young migrants and their changing communities, "Stories" takes into consideration the fluidity of identity. A glossary is included. Individual sections contain footnotes.

This book focuses on the recent debates surrounding headscarves in public schools in France, where the wearing of an article of clothing became the focus of intense national debate. The book is divided into two parts. Part One, Framing the Discussion, includes the following essays: (1) Essay: Immigration and Integration in Europe (2) France; (3) The First Veil Affair; (4) The Ban on Headscarves in Public Schools; (5) Secularism in France; (6) Secularity in the French Public Schools; (7) Mixed Origin: Religious Groups in Contemporary France; (8) The Beur Generation; and (9) Implications for Education and Democracy: A Discussion. Part Two, Primary Documents, includes the following readings: (1) What Does It Mean to Be French?; (2) Integration and Exclusion; (3) The Veil and a New Muslim Identity; (4) A Brief History of the Veil in Islam; (5) Public Schools: Where New Citizens Are Made; (6) The Veil at School; (7) The Integration of Jews in Modern France; (8) Debating the Ban of the Veil in Public Schools; (9) France Bans the Veil in Public Schools; and (10) Europeans Debating the Veil. A preface by Adam Strom and an introduction by John R. Bowen are included. A glossary is included. Individual sections contain footnotes.

How do some families successfully negotiate the linguistic, cultural, and psychological challenges of immigration, while others struggle to acculturate? This volume explores the complexities of immigrant family life in North America and analyzes the individual and contextual factors that influence health and well-being. Synthesizing cutting-edge research from a range of disciplines, the book addresses such key topics as child development, school achievement, and the cultural and religious contexts of parenting. It examines the interface between families and broader systems, including schools, social services, and intervention programs, and discusses how practices and policies might be improved to produce optimal outcomes for this large and diverse population. This book begins with an Introduction by (Marc H. Bomstein, Kirby Deater-Deckard and Jennifer E. Lansford), and contains three parts. Part I: Foundations and Perspectives, introduces: (1) Family Circumstances of Children in Immigrant Families: Looking to the Future of America, (Donald J. Hernandez, Nancy A. Denton, and Suzanne E. Macartney); (2) Health of Children in Immigrant Families, (Fernando S. Mendoza, Joyce R. Javier and Anthony E. Burgos); (3) Ethnic Identity Development in Immigrant Families, (Jean S. Phinney and Anthony D. Ong); (4) Acculturation Strategies and Adaptation, (John W.Berry); (5) Immigrant Families in Sociology (Vappu Tyyska); and (6) How Economists Have Studied the Immigrant Family, (Neeraj Kaushal and Cordelia Reimers). Part II: Illustrations of Diversity in Family Processes continues with the following chapters: (7) Knowledge of Child Development and Family Interactions among Immigrants to America: Perspectives from Developmental Science, (Marc H. Bornstein and Linda R. Cote); (8) A Multidisciplinary Perspective on the Development of Young Children in Immigrant Families (P. Lindsay Chase-Lansdale, Angela Valdovinos D'Angelo, and Natalia Palacios; (9) Managing the Differences Within: Immigration and Early Education in the United States (Robert H. Bradley and Lorraine McKelvey); (10) The Role of Preschool and After-School Policies in Improving the School Achievement of Immigrants (Jane Waldfogel and Claudia Lahaie); (11) Cultural and Religious Contexts of Parenting by Immigrant South Asian Muslim Mothers (Fariyal Ross-Sheriff, M.Taqi Tirmazi, and Tasanee Ross-Sheriff); (12) Immigration, Globalization and the Chinese American Family (Bernard P. Wong). Part III: Immigrant Families in Social Contexts, provides : (13) Immigrant Families and the Educational Development of Their Children (Andrew J. Fuligni and Allison Sidle Fuligni); (14) Work-Family Linkages in the Lives of Families of Mexican Origin (Kimberly A. Updegraff, Ann C. Crouter, Adriana Umana-Taylor, and Emily Cansler); (15) Building Bridges: Strategies to Promote Academic and Psychological Resilience for Adolescents of Mexican Origin (Nancy A. Gonzales, Larry E. Dumka, Anne Marie Mauricio, and Miguelina German); and (16) The Role of the Law in Relationships within Immigrant Families: Traditional Parenting Practices in Conflict with American Concepts of Maltreatment (Doriane Lambelet Coleman). Also includes: Closing Thoughts (Kirby Deater-Deckard, Marc H. Bornstein and Jennifer E. Lansford)and Afterwords: Reflections on Research with Immigrant Families by (Carola Suarez-Orozco).

The chapters in this volume do not represent the whole of the Middle East and North Africa, as such a collection would have been too large for one volume. Rather, the selection here is intended to present different perspectives on a range of educational issues, relevant to a particular focus or country, or common to a number of countries in the area. There is no overarching theme beyond that which is common to most of the countries in this area; such as modernity versus tradition; the spread of education effecting sociological changes--most pronounced in the rural and tribal areas; the changing fortunes and roles of women; the aspiration and expectation of youth; and the state having become the major player in providing education. These are all shared by most of the countries represented here. Contents include: (1) Introduction (Colin Brock & Lila Zia Levers); (2) The Qur'an and Women's Education: patriarchal interpretations of Sura 4:34 and their unreading by educated Muslim women (Barbara Freyer Stowasser); (3) The Impact of Educational Empowerment on Women in the Arab World (Serra Kirdar); (4) Women, Higher Education and Social Transformation in the Arab Gulf (Sally Findlow); (5) Besieging the King's Tower? En/Gendering Academic Opportunities in the Gulf Arab States (Andre Elias Mazawi); (6) Religious Education of Muslim and Non-Muslim Schoolchildren in the Islamic Republic of Iran (Golnar Mehran); (7) Aspects of Bilingualism in Iranian Kurdish Schoolchildren (Iran Mohammadi-Heuboeck); (8) Israel's Education System: equality of opportunity--from nation building to neoliberalism (Yossi Dahan & Yossi Yonah); (9) The Moment of Education: the politics of education among the Negev Bedouin, Israel (Richard Ratcliffe); (10) The Struggle for Palestinian National Education Past and Present (Bilal Fouad Barakat); (11) Formal Schooling in Morocco: the hopes and challenges of the current educational reform (Abdelkader Ezzaki); and (12) Computerising Turkey's Schools (Ayse Kok). Background information on contributing authors is also provided.

The legitimization of Asian American Studies as an academic discipline has led to the publication of new research, policy reports, and creative writing. Despite the plethora of new scholarship, many significant findings and critical ideas have failed to effectively reach college and high school students or the general American public. "Teaching about Asian Pacific Americans" was created for educators and other practitioners who want to use interactive activities, assignments, and strategies in their classrooms or workshops. Experts in the field of Asian American Studies will find powerful, innovative teaching activities that clearly convey established and new ideas, while those with less knowledge will appreciate the background information on issues that concern Asian Pacific Americans. The activities in this book have been used effectively in workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. "Teaching About Asian Pacific Americans" serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities. Following an introduction written by Edith Chen and Glenn Omatsu, this book is organized into five parts. Part one, Definitions, Concepts, and Issues, contains the following chapters: (1) Vietnamese Boat People: Separation and Loss (Miriam Beevi Lam, James Lam, Michael Matsuda, and Diep Tran); (2) Feast of Resistance: Asian American History through Food (Tony Osumi); (3) Food and "Pin@y Time": Mapping the Filipino American Experience (Emily Porcincula Lawsin and Joseph A. Galura); (4) Deconstructing the Model Minority Image: Asian Pacific Americans, Race, Class, Gender and Work (Edith Wen-Chu Chen); (5) Building Allies: Linking Race, Class, Gender and Sexuality in Asian American Studies (Gina Masequesmay); (6) Globalization and Transnationalism Role-Playing Activity: Korean Immigrants and the Garment Industry (Steven Masami Ropp); (7) Expressive Therapies for Asian American Clients: The Value of Nonverbal Sand Tray Therapy (Michi Fu); (8) Representations of Asian Americans in Advertising: Constructing Images of Asian Americans (Maria Mami Turnmeyer); and (9) Ripping Up Culture: Helping Students Reconnect with Their Cultural Values (Masaru Torito). Part two, War, Colonialism, and Imperialism, presents the next group of chapters: (10) Paradise and the Politics of Tourist Hawaii (Wayne Au); (11) Racializing the "Enemy": Japanese Americans after 12/7/41 and American Muslims and Arabs after 11/9/01 (Vivian Tseng); (12) Teaching about Muslims and Hindus in the USA: "And All Will Call You Will Be Deportee" (Amir Hussain); (13) On the Cursings and Blessings of War: Discussions for a Filipino American Experience Class (Allan Aquino); and (14) Addressing Redress: Japanese Americans Reparations for Their Internment During World War II (Wayne Au). Part three, Community Building, Learning, and Organizing, includes the following chapters: (15) Making Student Leadership Development an Integral Part of Our Classrooms (Glenn Omatsu); (16) Beyond the Egg Roll, Fortune Cookies and Paper Fans: Seeing the Residential Side of Chinatown (Andrew Leong); (17) Mobilizing Students to Respond to Community Needs--Organizing a Class around a Community Project (Glenn Omatsu); (18) Bridging Generations: Bringing the Experiences of Illness, Health, and Aging into the Classroom (Grace J. Yoo); (19) Oral History and Multiculturalism (Miriam Beevi Lam, James Lam Michael Matsuda, and Diep Tran); (20) Bridging Asian American and African American Communities (Ajay T. Nair ); and (21) Political Tours of Our Communities: Linking "Book Knowledge" with "Lived Experiences" (Glenn Omatsu). Part four, Critical Thinking Teaching Strategies, contains the next group of chapters: (22) Understanding Privilege in American Society (W. David Wakefield); (23) An Exploration of Meaning: Critically Thinking about History (Laura Uba); (24) Generative Thinking: Using a Funding Proposal to Inspire Critical Thinking (Daniel Hiroyuki Teraguchi); (25) Promoting Transgressions through the Automatic Reward System in the Literature Course (George Uba); (26) What's Wrong with a Colorblind Perspective: A New Model of Critical Caring for Teachers (Christina Ayala-Alcantar); and (27) Modeling Whiteness: Minorities, Assimilation and Resistance (Sheena Malhotra and Aimee Carrillo Rowe). Part five, Resources, presents the final chapter of the book: (28) Web Resources for Teaching Asian American Studies (Glen Ommatsu). Brief sections presenting information about the editors and contributors and an index conclude the book.

This is the third volume of International Perspectives on Higher Education Research, a series which aims to feature something of the variety of research being undertaken into higher education systems and issues outside of North America. The theme of this volume is International Relations, or how students, academics, universities and higher education systems relate to each other across international borders. The book deliberately sets out to convey a diversity of ideas and approaches. Thus, it includes contributions from researchers working in Australia, Mexico, the Netherlands, New Zealand and the United Kingdom; examples of quantitative and qualitative strategies for data collection and analysis; and methodological approaches ranging from historical and policy analysis to self reflection. What is being considered under the theme of International Relations has also been kept deliberately broad. Thus, the eleven chapters in the book examine the movement across borders and between systems of not only students and academics, but also policies and ideas. This book starts with an Introduction (M. Tight) and consists of the following eleven chapters: (1) Explaining Domestic Responses to European Policies: The Impact of the Erasmus Programme on National Higher Education Policies (J. Huisman, A. Luijten-Lub, and M. Van Der Wende); (2) Student Mobility in Europe: An Academic, Cultural and Mental Journey? Some Conceptual Reflections and Empirical Findings (V. Papatsiba); (3) Researching the Benefits of Residence Abroad for Students of Modern Foreign Languages (J. Rees and J. Klapper); (4) Living up to Expectations: A Survey of International Students' Concerns and Their Perceptions of Change on a UK Departmental Pre-Sessional Programme (J. Lamie and S. Issitt); (5) Politicising Student Difference: The Muslim Experience (C. Asmar); (6) Academic Migration: The Case of New Australian Universities (A. Potts); (7) Voice and Academic Identity in "Changing Places" (J. Parker); (8) Internationalisation of Australian Higher Education (G. Harman); (9) Monitoring the Internationalisation of Higher Education: Are There Useful Quantitative Performance Indicators? (K-L. Krause, H. Coates, and R. James); (10) The Impact of the Implementation of Neo-Liberal Policies in Tertiary Education in Mexico (L. Russell); and (11) Re-Writing History: The University of London as Global Institution in the 19th, 20th and 21st Centuries (M. Tight).

This volume deals with Islamic conceptualization of knowledge, various types of Islamic education; and educational strategies among selected groups of Muslims in Islamized countries (Pakistan, Iran, Morocco, Senegal, and so on) as well as countries in Europe where Muslims form important minorities. The first chapter gives an overview of Islamic educational arrangements in the context of globalization and chapter two presents some principal ideological orientations among Muslims. The remaining chapters describe educational arrangements available to Muslim parents in different countries. The book is useful as a textbook in social sciences courses, teacher training institutions and among the general public.

People living in different parts of the world hold diverse beliefs about the nature and the nurturing of infants. Celebrating that diversity and based on the research of anthropologists, psychologists, and historians, this book presents information on child care from seven societies around the world, past and present, illustrating how the childrearing customs of any given society make sense when understood within the context of that society. The seven societies include the Puritans of seventeenth century Massachusetts and six contemporary societies: the Beng of Ivory Coast, the Balinese of Indonesia, Muslim villagers in Turkey, the Warlpiri (an Australian Aborigine group), the Fulani of West and Central Africa, and the Ifaluk people of Micronesia. Following an introductory chapter, each chapter is written in the style of a child care manual. Each "manual" starts with a brief biography of its fictive author, followed by advice to prospective and new parents on a wide range of topics. The chapters are: (1) "If Dr. Spock Were Born in Bali: Raising a World of Babies" (Judy S. DeLoache and Alma Gottlieb), focusing on the challenges of caring for children, cultural foundations of infant care practices, and valued personal characteristics; (2) "A Parenting Manual, with Words of Advice for Puritan Mothers" (Debbie Reese); (3) "Luring Your Child into This Life: A Beng Path for Infant Care" (Alma Gottlieb); (4) "Gift from the Gods: A Balinese Guide to Early Child Rearing" (Marissa Diener); (5) "Making Babies in a Turkish Village" (Carol Delaney); (6) "Infants of the Dreaming: A Warlpiri Guide to Child Care" (Sophia L. Pierroutsakos); (7) "The View from the 'Wuro': A Guide to Child Rearing for Fulani Parents" (Michelle C. Johnson); and (8) "Never Leave Your Little One Alone: Raising an Ifaluk Child" (Huynh-Nhu Le). The book concludes with citations and sources cited. (KB)

The following papers are included: "Foreword" (Colin Kirkwood); "Introductory Essay: Popular Education and Social Movements in Scotland Today" (Ian Martin); "Popular Education and the Struggle for Democracy" (Jim Crowther); "Social Movements and the Politics of Educational Change" (Lindsay Paterson); "Learning from Popular Education in Latin America" (Liam Kane); "Women, Adult Education and Really Useful Knowledge" (Jean Barr); "The Significance of the Scottish Generalist Tradition" (Murdo Macdonald); "With 'Real Feeling and Just Sense': Rehistoricising Popular Education" (Tom Steele); "A Critical History of the Workers' Educational Association in Scotland, 1905-1993" (Robert Duncan); "Muslims in Scotland: Challenging Islamophobia" (Elinor Kelly, Bashir Maan); "'A Band of Little Comrades': Socialist Sunday Schools in Scotland" (David Fisher); "Defiant Sisters: Exploited Workers" (Sue Mansfield); "The Disability Movement and the Struggle for Inclusion" (Margaret Petrie, Mae Shaw); "'History, Justice, and the Law': The Struggle of the Assynt Crofters" (Isobel MacPhail); "Not on the Curriculum: The Story of Scottish Working Class Material Culture" (Elspeth King); "Representing Women: The Tactics of Gender in Scotland" (Alice Brown); "Liberation Theology in Scottish Community Empowerment" (Alastair McIntosh); "Workers as Citizens: Trade Union Education in the New Scotland" (Mick McGrath); "Building a Pedagogy of Hope: The Experience of the Adult Learning Project" (Vernon Galloway); "Cultivating Knowledge: Education, the Environment and Conflict" (Eurig Scandrett);"Making Connections: Learning through Struggle" (Helen Martin, Cathy McCormack); "Neighbourhood as Classroom: Reflections of an Activist" (John Dickie); "Past Matters: Memories and Histories" (Lorraine Dick); "Making Racism Visible: An Agenda for an Anti-Racist Scotland " (Rowena Arshad); "Instrumental Objectives and Liberal Values: Squaring the Circle" (Margaret Beveridge); and "Equal Opportunities: Back to Basics" (Jane Meagher). (MN)

A collection of essays on "the other" in discourse includes: "The Rhetoric of Othering" (Stephen Harold Riggins); "Political Discourse and Racism: Describing Others in Western Parliaments" (Teun A. van Dijk); "'Das Ausland' and Anti-Semitic Discourse: The Discursive Construction of the Other" (Ruth Wodak); "Who Are They? The Rhetoric of Institutional Policies Toward the Indigenous Populations of Postrevolutionary Mexico" (Teresa Carbo); "Discourses of Exclusion: The Irish Press and the Travelling People" (Jane Helleiner, Bohdan Szuchewycz); "Racial Intimidation: Sociopolitical Implications of the Usage of Racist Slurs" (Philomena Essed); "The Historical Resilience of Primary Stereotypes: Core Images of the Muslim Other" (Karim H. Karim); "Benetton Culture: Marketing Difference to the New Global Consumer" (Michael Hoechsmann); "Afrocentricity and Inclusive Curriculum: Is There A Connection or a Contradiction?" (George J. Sefa Dei); "The Assimilation of the Other Within a Master Discourse" (William E. Conklin); and "Subverting Poor Me: Negative Constructions of Identity in Poor and Working-Class Women's Autobiographies" (Roxanne Rimstead). (MSE)

The Middle East has been undergoing vast social and economic change, but in all reports available today, little attention has been paid to the situation of children. The purpose of this book is to help readers better understand the children of the Middle East to give a sense of their lives today and a sense of attitudes toward children and their problems held by leaders, writers, parents, teachers, and social scientists. This book contains 41 works about children, translated from several languages and presented in many genres, scholarly articles (in social science, history, and literature), poetry, speeches, proverbs, interviews, short stories, folk tales, and lullabies. Fifteen countries are represented in the collection: Kuwait, Morocco, Egypt, Jordan, Turkey, Saudi Arabia, Yemen, Iran, Lebanon, Syria, Afghanistan, Tunisia, Sudan, Iraq, and Occupied Territories. The book has eight parts: (1) "Introduction," discussing the Muslim religion, urgent children's issues, and a code of children's rights; (2) "Growing Up," discussing adoption, lullabies, child care and orphanages; (3) "Children's Health," discussing child mortality, female mutilation, and women's laments for children who have died; (4) "Children and Work," discussing children as economic investments, social security, and case studies of working children; (5) "Children's Education," discussing nursery school, early grades, and textbooks; (6) "Children, Politics, and War," discussing children's rights, attitudes, and participation in combat; (7) "Children and Play, Children and the Arts," discussing children's games, songs, and poetry; and (8) "Conclusion," discussing the new social classes. The book ends with a brief biographical sketch of each contributor. (AMC)

This book explores the educational needs of Muslim children. Based on 6 years of research into the educational needs of Muslim children, the discussion highlights the perceptions of both Muslim and non-Muslim teachers. Beginning with an historical overview of Muslim communities in Britain, Chapter 1 addresses issues concerning statistics and differentiation, the establishment of mosques, denominational schooling, and the development of multiculturalism. The meaning and significance of Islam and the attendant obligations on Muslim parents and children are explored in chapter 2, followed in chapter 3 by a discussion of Islam and education, and the potential conflict between secular and Islamic philosophies of education. Chapter 4 describes the educational needs of Muslim children as portrayed by Islamic writers, with practical suggestions for translating theory into practice. Chapter 5 focuses on a study of the views of headteachers, both Muslim and non-Muslim, highlighting similarities and divergences in their perceptions. These findings are discussed in greater depth in chapter 6, and new categories of needs are developed which can be used as a practical model against which to measure the extent of accommodation and to develop a hierarchy of needs that can be tailored to individual school situations. The book concludes with a discussion of political and philosophical concerns, as well as implications for teacher training. A glossary and a list of resources for further information and for use in the schools are included. (Contains 233 references.) (ND)

Extensive information is provided about the various cultural elements, including attitudes toward education and work, that different family groups have drawn on in order to exist in the United States today. The family ethnicities of five distinct cultures (Native American, African American, Mexican American and Spanish origin, Muslim American, and Asian American) are considered. Each chapter provides information about such topics as the process of socialization, family values and histories, and family practices of these groups. The following chapters are included: (1) "Ethnic Families: Strengths that Are Found in Diversity" (Harriette Pipes McAdoo); (2) "Family Ethnicity in America" (Doris Wilkinson); (3) "Race, Mortality, and Families" (Edward L. Kain); (4) "Female-Headed African American Households: Some Neglected Dimensions" (Niara Sudarkasa); (5) "African American Extended Kin Systems: An Assessment" (Shirley J. Hatchett and James S. Jackson); (6) "Decision Making and Marital Satisfaction in African American Families" (John Lewis McAdoo); (7) "The Impact of Economic Marginality among African American Husbands and Fathers" (Phillip J. Bowman); (8) "Hispanic Families in the United States: Research Perspectives" (Catherine Street Chilman); (9) "Cuban Americans: From Golden Exiles to Social Undesirables" (Zulema E. Suarez); (10) "Support of Hispanic Elderly" (Juan J. Paz); (11) "Parenting Young Children in Mexican American/Chicano Families" (Estella A. Martinez); (12) "The American Indian Experience" (Suzan Shown Harjo); (13) "Kinship and Political Change in Native American Tribes" (Duane Champagne); (14) "Social Services with Native Americans: Current Status of the Indian Child Welfare Act" (Charlotte Tsoi Goodluck); (15) "The Muslim Family in North America: Continuity and Change" (Azim A. Nanji); (16) "Socialization of Chinese American Children" (Young-Shii Ou and Harriette Pipes McAdoo); (17) "Intergenerational Relationships among Chinese Immigrant Families from Taiwan" (Chien Lin and William T. Liu); (18) "Korean Immigrants' Marital Patterns and Marital Adjustments" (Pyong Gap Min); (19) "Migration and Family Adjustment: Continuity and Change among Vietnamese in the United States" (Steven J. Gold); (20) "Ethnic Sensitivity for Practitioners: A Practice Model" (Wynetta Devore and Harlon London); and (21) "Family Ethnicity: A Challenge for the Future" (Harriette Pipes McAdoo). (Contains 810 references.) (SLD)