In cases that involve domination of, and discrimination against, minorities, the most common solution is the promotion of minority rights. However, this book contends that in the context of migrant minorities in Africa, appealing to minority rights is not a workable solution due to the historical abuses and discrimination of minorities both within and across African states.

Through insightful philosophical analysis, Abumere argues for a new normative international relations among African states, which includes the adoption of minority rights, but does not rely on them. He analyses the possible consequences of the newly ratified African Continental Free Trade Agreement, looking at how it may encourage a more integrated Africa, but also may increase the chances of domination and discrimination against minorities. Abumere explains that in order to have normative international relations that transcends realist-rationalist fundamentalism, African states must be amenable to a fusion of horizons.

Stonehenge is one of the world's most famous monuments. Who built it, how and why are questions that have endured for at least 900 years, but modern methods of investigation are now able to offer up a completely new understanding of this iconic stone circle.

Stonehenge's history straddles the transition from the Stone Age to the Bronze Age, though its story began long before it was built. Serving initially as a burial ground, it evolved over time into a sacred place for gathering, feasting and building, and was remodelled several times as different peoples arrived in the area along with new technologies and customs. In more recent centuries it has found itself the centre of excavations, political protests and even conspiracy theories, embedding itself in the consciousness of the modern world.

In this book Mike Parker Pearson draws on two decades of research, the results of recent excavations and cutting-edge scientific analyses to uncover many of the secrets that this prehistoric stone circle has kept for 5,000 years. In doing so, he paints the most comprehensive picture yet of the history of Stonehenge, from its origins up to the 21st century, and reveals how in some ways trying to explain its power of attraction in the present is harder than explaining its purpose in the ancient past.

The mythological hero Orpheus occupied a central role in ancient Greek culture, but 'the son of Oeagrus' and 'Thracian musician' venerated by the Greeks has also become a prominent figure in a long tradition of classical reception of Greek myth. This book challenges our entrenched idea of Orpheus and demonstrates that in the Classical and Hellenistic periods depictions of his identity and image were not as unequivocal as we tend to believe today.

Concentrating on Orpheus' ethnicity and geographical references in ancient sources, Tomasz Mojsik traces the development of, and changes in, the mythological image of the hero in Antiquity and sheds new light on contemporary constructions of cultural identity by locating the various versions of the mythical story within their socio-political contexts. Examination of the early literary sources prompts a reconsideration of the tradition which locates the tomb of the hero in Macedonian Pieria, and the volume argues for the emergence of this tradition as a reaction to the allegation of the barbarity and civilizational backwardness of the Macedonians throughout the wider Greek world. These assertions have important implications for Archelaus' Hellenizing policy and his commonly acknowledged sponsorship of the arts, which included his incorporating of the Muses into the cult of Zeus at the Olympia in Dium.

This book reproduces the original 1937 founding pamphlet of Mass-Observation - the compelling social research project that ran for decades in the mid-20th century - with expert commentary throughout. It also features brand new supporting essays by and informative interviews with prominent scholars of Mass-Observation which reflect on the organisation, its origins and its influence on multiple academic disciplines, including history, sociology and anthropology. An introductory essay by the editor synthesizes the arguments of this material, as well as contributing vital historical context and suggestions for ways in which other disciplines might benefit from the use of Mass-Observation approaches and archival material. There is also a chronology of Mass-Observation, its publications and major figures associated with it.

Mass-Observation offers an unparalleled wealth of insights into the lived experiences of Britons in the 20th century and this volume provides the best introduction to it available, familiarizing you with both the original Mass-Observation aims and what value this fascinating material carries for us today.

A Jewish Journey is the memoir of Sam Ron, born Shmuel Rakowski in Kazimierza-Wielka, a tiny village, or shtetl, near Krakow, Poland, in 1924, which was overtaken by the Nazis in 1939. As opposed to other Holocaust memoirs, the book takes the form of a Q&A with students who have met him to hear his story, underscoring the importance of Holocaust education not only for Sam himself, but also for all those who will never have the opportunity to meet a survivor. It is written in a novelistic form, in order to touch the heart as well as the mind.
Ron is one of the oldest living survivors of the Nazi death camps. After the war, he worked for Bericha, an organization that resettled in the Land of Israel orphaned refugees from Europe. He also served in the Haganah fighting force and was what is known as a chalutz, an early settler before the founding of the State of Israel, where he helped found a settlement and served as a soldier in the Haganah, the precursor to the Israel Defense Forces. He subsequently immigrated to the U.S. and was a successful land developer in Akron and Canton, Ohio. Now Sam lives in Boca Raton, Florida, and continues what he has done for over half a century: educating young and old about his experiences of the momentous historical events in which he has taken part. Along with his acclaimed work as a volunteer educator, until 2019, Sam Ron was a regular volunteer for the March of the Living, a longstanding educational program that takes students and adults to Poland and Israel to visit many of the same places where he survived-and thrived.

Collaboration in Higher Education, an open access book, focuses on the opportunities and challenges created by engaging in collaboration and partnership in higher education. As higher education institutions become ever more competitive to sustain their place in a global, neoliberal education market, students and staff are confronted with alienating practices. Such practices create an individualistic, audit and surveillance culture that is exacerbated by the recent COVID-19 pandemic and the wholesale 'pivot' to online teaching.

In this atomised and competitive climate, this volume synthesises theoretical perspectives and current practice to present case study examples that advocate for a more inclusive, cooperative, collaborative, compassionate and empowering education, one that sees learning and teaching as a practice that enables personal, collective and societal growth. The human element of education is at the core of this book, focusing on what we can do and achieve together: students, academic staff, higher education institutions and relevant stakeholders.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.

Adult education offers the potential to enhance the individual's sense of agency to direct and improve their future; this is especially important in times of significant societal unrest. It may lead to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and how these might inform planning for future adult education which is both relevant and emancipatory. The volume aims to capture some of the 'messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults.

The book considers the significance of the Sustainable Development Goals, each of which includes targets linked with adult training, awareness-raising or education. Considering the factors for effective adult education programmes for social change, this volume questions the extent to which it can be argued that positive social change results from adult education. Active learning, group learning and education which is practical, flexible and individualised may provide the best routes ahead. The wide-ranging case studies demonstrate the importance of recognising and valuing adult learners' prior knowledge, and the need for alternative approaches to assessment.