Explore the history, culture, and lived experiences of Ethiopian Americans in the USA.

Ethiopia, in East Africa, is the second most populated country in Africa, home to over 125 million inhabitants. For centuries, many Ethiopians had little exposure to the outside world, and even less to Americans. However, that started to change in the 1970s. In 1974, a military-backed government deposed Emperor Haile Selassie I, and many Ethiopians emigrated to the West.

Today, large populations of Ethiopian Americans live in cities such as Washington, D.C., Los Angeles, and Minneapolis. This book offers an accessible and detailed glimpse into their everyday lives. It includes an overview of Ethiopian art, media, and cuisine, biographies of accomplished Ethiopian Americans, and a revealing look into the ongoing struggle for equality and representation that many Ethiopian Americans experience.

This volume brings together top articles on feminist political theory published in Contemporary Political Theory. With chapters on topics like abortion, the legacies of individual thinkers, and the role of care, the authors contribute varied but timely perspectives to the study of gender and politics.

Neoliberal education reforms promise (but often don't succeed) to improve student outcomes and provide more equitable educational opportunities to students with different backgrounds.

They hold schools accountable for their performance through high-stakes testing and linking performance to rewards and sanctions, and by empowering parents. This book presents a critical and objective appraisal of these neoliberalist education reforms. Mustafa Toprak considers the practical elements of neoliberal reforms, including voucher systems, choice, accountability, competition within and between schools, educational inequalities, and high-stakes testing, and in doing this, contributes to social justice debates and the idea of education as a common good. He uses reforms in Chile as a case study and offers a critique of its neoliberal educational reforms. Rather than discrediting all the central tenets of neoliberal education, Toprak considers the pros and cons of these reforms for students, teachers, schools, and societies and proposes new reforms to ensure that policies accurately and responsively address the needs of all stakeholders.

This book explores the history and development of the British daily newspaper strip. It considers such strips within their political, commercial and societal contexts and fills in a crucial section of publishing history that has been largely overlooked by both comics and newspaper studies to date. Beginning with an examination of the role of the image within British publishing in the final decades of the nineteenth century, the book moves on to explore the arrival and development of the first daily strips. It considers the links that bound these strips to surrounding cultural forms, their relationship to their host newspapers, and their position within the wider structures of the emerging popular press. Subsequent chapters cover a range of topics including the impact of the world wars, the anti-comics campaigns of the 1940s and 50s, and how changes to British publishing and wider society shaped the newspaper strips of the final decades of the twentieth century. Culminating with a discussion of the way in which strips became established within the broadsheet press from the 1960s, the book builds to provide a detailed overview of the twentieth century development of this most neglected cultural form.

This book analyses major discourses of cultural diversity and human rights. The chapters contained in this book examine critically major issues confronting cultural diversity and human rights, both locally and globally. They analyze the challenges that different societies are confronted with, as they attempt to implement, protect and defend cultural diversity and human rights in an ever-changing world, and culturally diverse environment. Topics covered include celebrating cultural diversity in sport, human rights legacies of the African slave trade and the long-term implications of colonialism, assessment of human rights and sports, effectiveness in intercultural dialogue in dominant discourses of cultural diversity and human rights, and the rising importance of cultural diversity and human rights in sport for children and youth.

This book will be helpful to readers to explore their own views and consider more broadly what may be in the best interests of a fair and just society, as envisioned in human rights treaties, human rights education in schools, and cultural diversity.

This book responds to mounting calls to broaden the theorization of digital journalism, addressing critical questions about an emerging yet rapidly expanding area of study, and presenting multiple entry points and approaches that help us understand digital journalism better. Seeking to establish itself as a rich resource and a defining reference point for the evolving field, the handbook provides a critical appraisal and a useful overview of novel approaches and concepts, backed by a full breadth of dynamic and diverse interactions drawn from overlapping and critical studies by some of the leading experts on digital journalism. This handbook presents multiple methodological perspectives, reporting strategies, threats and opportunities and valuable insights on future trajectories for digital journalism practice in an era dominated by digital media technology. Split into four parts, it has been uniquely assembled to investigate and critique the full potential of digital journalism capturing broader, cross-cultural perspectives from all four corners of the world.

Exploring the difficult and contested sites of deindustrialized society on the brink of transformation to either heritage or wasteland, this open access volume looks at the creative ways that such sites are (re)used and suggests that they are not always merely abject or abandoned. As a result, our understanding of the meanings given to left over spaces is enhanced by an examination of the ways they are used.

Ambivalent heritage sites are not always recognized for their potential, although artists and people from different recreational activities, such as industrial sites and parkour, use and experience these places in different ways. The contributors introduce fresh ideas on how to approach these sites and the people invested in them, employing multidisciplinary methodologies from archaeology and heritage studies to ethnography and sociology. Through the use of Northern-European case studies such as a former sanatorium, a prison and the Chornobyl Exclusion Zone, the reader gains a new perspective on these sites of contestation, which are cherished despite their problematic status. The conclusion is that due to the rapid societal change we are experiencing in the contemporary world, heritage professionals must start to acknowledge and deal with the difficulties that ambivalent heritage sites pose.

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 University of Oulu.

This book studies British cultural engagement with Napoleon Bonaparte from his 1815 surrender and time in British custody, until the return of his remains to France in 1840.

Adopting a chronological approach, James Gregory studies the British use of Bonaparte in various spheres - covering political, dramatic, literary, and visual culture, and popular entertainment over a 25-year period. Gregory acknowledges not only canonical literary treatments, but also appearances of the figure in novels, anecdotes, travelling shows, and private collections - in order to analyse contemporary fascination with Napoleon.

Centring on key themes such as responses to Napoleon's presence on British territory, and later reactions to his death, Gregory also takes into account the influence of factors such as geography and gender, in order to craft a comprehensive picture of cultural engagement with Napoleon in the period 1815-40. Covering factors including the role of commemoration, the impact of Peterloo and Queen Caroline's death, and the rise of Romanticism, this book demonstrates how truly pervasive the myth of Napoleon became in 19th-century Britain.

With this book Jon Levisohn argues that current history education is set up in a way that sees students of history at one end of a continuum with the academic experts in the field of history at the other, and where the goal of history education is to help students to think like historians.

Building on a critical engagement with Carl Hempel, Hayden White, and David Carr, as well as contemporary work in virtue epistemology, Levisohn proposes a new theory of historiography which serves as a set of guidelines for the teaching and learning of history. According to the theory, the work of historiography is best characterized as a negotiation among narratives, weaving together received narratives with new information and ideas in order to construct a new narrative. This negotiation happens with a particular orientation towards negative evidence or 'flexible disconfirmationism', and is assessed according to the openness, sensitivity, responsibility, creativity, boldness and humility, i.e. the virtues of historical interpretation. The book rethinks the work of history education, offering new ways of thinking about the goals of the teaching of history, namely, in terms of the cultivation of the interpretive virtues.

Demonstrating how Chaucer uses the Bible in The Canterbury Tales as an authoritative literary source and model for his own literary production, this book explores the ways in which the Bible was a key tool for Chaucer's self-definition and innovation as an author.

Chad Schrock unravels Chaucer's Tales in the light of topics important to biblical reception in 14th-century England: authority, textuality, interpretation, translation, rephrasing and marginalia. When the Canterbury Tales are summed up in this way, they show the great extent to which Chaucer was drawing upon the Bible as a meta-poetical resource for his own poetry - its fictional tale-tellers and characters, its quotations, allusions and images, its plots, its imaginative engagement with an audience of listeners and readers, and its hidden intentions.

Schrock demonstrates that the Bible is a uniquely potent literary source for Chaucer because it combines infinite authority and plenitude with unprecedented freedom of interpretive invention. As a world-making text, the Bible's authority includes the literary as subcategory but surpasses and contextualizes it, which gives Chaucer's deferential biblical invention a different kind of freedom and safety. Within Chaucer's tales, a biblical image is often where a given narrative peaks and its plot comes clear, but a biblical world also and without strain contains his biblical fictioneers and whatever they make from the Bible, whether orthodoxy or heresy, whether sin or worship.

This international and interdisciplinary handbook offers a comprehensive and an in-depth overview of contemporary research, theory, and practice in the geographies of religion in various parts of the world and with different populations. The book showcases the major theoretical interventions in the field and the debates about the existential constitution of sacred space and what this means for secularization. It outlines the most significant geographical themes related to these new developments, with their implications for how to think about landscapes, space, bodies, and worlds. The book also discusses the future of the field, especially in the realms of encounters and ethics, economies and markets, institutions and organisations, movements and migrations, and media and mediums. It also offers views from disciplines outside of geography, including from sociology, anthropology, religious studies, and media and communications, which demonstrates the contributions of geographers of religion to wider intellectual conversations and debates.

This book examines the issues arising from British contested history by looking at how it came to be constructed, how it developed, and how attitudes over time have begun to change towards it. It considers how this narrative was first created through the writing of British history. It explores the private spaces of the court, the political places of the state, and the public places of the street. Beyond British shores this history has also been enacted through international heritage sites when objects were removed and taken back to Britain. Conclusively, it explores how the historic spaces of a maritime city, has further entrenched an already complex history of the nation. How this research brings new insights into this field is by looking at it through the lens of place, space, and the spatial turn. The underlining research questions are: What role does place and space play in historical constructions of the past? How do place and space contribute to contested history? How can these places and spaces be re-appropriated and reused, and endowed with new meanings?

An Independent Book of the Month

What was the mood of the British people during the middle and later years of the Second World War? How did they react to the major military and domestic events of the period? What issues were uppermost in their minds? What incidents caused particular public interest and controversy? These are some of the insights provided by this remarkable collection of contemporary wartime documents.

During the Second World War, Home Intelligence, a unit of the Ministry of Information, closely monitored British public attitudes on the home front and compiled secret reports on the state of popular morale which were circulated around Whitehall. In this volume, leading historian of the period, Jeremy Crang, brings together selected Home Intelligence reports from June 1941 to December 1944 to offer us a fascinating 'real time' glimpse into the mindset of the British people during these long years of struggle.

The reports provide a unique window into public responses to the shifting military fortunes of the war, including the German invasion of the Soviet Union, the Japanese attack on Pearl Harbor, the British and Commonwealth victory at El Alamein, the strategic bombing of Germany, the defeat of Italy, and the Allied landings in Normandy. They also include much valuable information on the continuing stresses and strains of wartime life such as the blackout, rationing, fuel economy and strikes - as well as the V-weapon attacks of 1944 which brought back all the horrors of the Blitz. Alongside this, hopes and fears about the post-war world come to feature strongly and Home Intelligence carefully documented attitudes to the Beveridge report, as well as other aspects of reconstruction.

Introduced by the editor, and incorporating an extensive glossary, this collection is an exceptional record of popular opinion on the British home front as the tide of war gradually turned from defeat to victory. It is indispensable in understanding both the unity and diversity of wartime Britain, as well as the many-sided experience of living through 'Our People's War'.

This book documents an informal system of education that emerged in Ireland between the late 1750s and the end of the century, a system that operated largely without funding or direction by church or state. In a society as divided as eighteenth-century Ireland, it is remarkable that such a system could succeed, paving the way for the more formal reforms of Irish education that followed in the nineteenth century. Based on detailed evidence from newspaper advertisements, directories, educational prospectuses, textbooks, and other print documents from the period as well as previously unexamined manuscript resources, the author describes this system and how it functioned, emphasizing the transnational dimensions of print culture, English literature, and education reform.

Trust and Inclusion in AI-Mediated Education: Where Human Learning Meets Learning Machines is a resource for researchers and practitioners in a field where the mainstreaming of AI technologies, and their increased capacities for deception, have produced confusion and fear. Identifying theoretical frameworks and practices in teaching with and training trustworthy and inclusive AI technology sheds light on the new challenges and opportunities for learning machines and their intersections with human learning. The book looks into the history of developing AI technology and algorithms. It offers theoretical models for best practices, interpretation, and evaluation, taking into account especially the needs of contemporary learners and their advanced literacies in cyber-social environments. The book presents in-depth analyses of recent and ongoing applications of state-of-the-art AI technologies in learning environments and classrooms assessments, ending with an interview with George Ritzer on McDonaldization and Artificial Intelligence.

This book introduces the idea of accidental collectives: the grouping of people that occurs as a by-product of the automated work of computers. Software has a growing influence in our lives automating and optimising mundane, time-consuming and repetitive tasks. In doing this, groups of people are automatically created as the result of classification and data analysis. Once grouped by the invisible agency of software, people interact and establish new relationships, generating new collectives and communities. With the support of case studies and real-life examples, this work explores the accidental nature of the generation of new social groups and questions the role of software in social interactions.

This open access book analyzes the relation between dominant frameworks of LGBTQ+ identity in India and non-elite, non-metropolitan communities such as kothis and hijras, a spectrum of feminine-identified people usually assigned male at birth. Going beyond the well-known 'third gender' hijra community, this is the first book to study the discourses and practices of related but underrepresented groups like kothis and dhuranis in small-town and rural India while simultaneously examining their relation to and role within LGBTQ+ identity politics.

Based on long-term ethnographic fieldwork, the book demonstrates that non-elite groups facilitate the transregional expansion of organized queer politics and become more consolidated as gender/sexual identities in the process. Yet, they often remain irreducible to emerging identity categories and become subordinated through hierarchies of scale and language that serve to contain such communities and related discourses as local and vernacular. The book shows how this process, in effect, denies them an equal role in transnational LGBT politics; reinforces class/caste hierarchies within and beyond queer communities; and delegitimizes or erases articulations of gender/sexual difference that contravene dominant understandings of gender/sexual identity aligned with transnational capitalism, liberalism, or nationalism. Simultaneously, it reveals how non-elite communities rearticulate dominant identity categories in more equal, liberatory ways.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. This book was made possible with generous support from the University of Iowa's Office of the Vice President for Research and College of Liberal Arts and Sciences.

This book offers a new look at well-being from a multidisciplinary standpoint. Research from industry clearly indicates that factors such as creativity, critical awareness, well-being, interdisciplinary understanding of positive psychology, and the ability to form strong relationships will determine the viability of organizations as collectively we enter the second half of the twenty-first century. Thus, a sound understanding of how these facets become melded into entrepreneurship, the workplace environment, and creative innovation is a requirement for individuals in the workplace. With a dearth of information about these facets as individual components and as a collective whole, this book draws these elements of overall well-being into a multidisciplinary focus. Thus, with chapters covering diverse fields such as philosophy, education, economics, mathematics, and medicine, the book offers a fresh approach to how positive psychology impacts entrepreneurship.

This book sheds new light on labor and laboring in the Roman world. It starts with the individual laborer and works up, emphasizing their agency in navigating, transforming, and transcending the systems and structures around them. Taking advantage of the broad applicability of notions of work and labor to human lives at every rung of Roman society, the volume also offers numerous overlapping frameworks for thinking comparatively between many different kinds of work, whether in agriculture, craft, trade, politics, art, or literature. The book is organized around the 'typical' work-life experience of the modern 9-to-5 and provides a means of thinking in a rigorous way about how the working lives of scholars of Rome are caught up in ancient discourse and practices.

This book explores the concept of 'Passion' as a strong motivational force that can increase well-being and quality of life. The authors focus on the importance of having passion in various areas of life, to increase well-being, life satisfaction, and promote meaning in life. They go on to present how we can find and increase passion, supported by various psychological theories and research. Finally, the authors connect passion to expertise. They argue that it is essential to maintain passion during the process that leads to expertise, which is characterized as a long and demanding process that can be associated with negative consequences.

This book argues that whenever we are talking about cancel culture, identity politics, political correctness, antisemitism, conspiracy theories, or the alt-Right, we are dealing with a culture war, which often pits two sides against each other in a split world of good and evil. These political representations rely on a set of unconscious processes best understand through psychoanalysis. As this book argues, if you want to comprehend the rhetoric of the Right, the Left, conservatives, and centrists, it is necessary to see how these ideologies rely on unacknowledged defense mechanisms, fantasies, fears, and desires. In fact, if we do not employ psychoanalytic concepts to examine our political investments, we will be unable to get to the root causes driving these social productions. Each chapter of this book looks at a specific writer's or politician's take on contemporary culture wars. One of the reoccurring themes concerns the way free speech has been weaponized by different ideological formations, and this battle over free expression is often centered on the role that universities play in balancing the demands among competing social interests. This book will not only clarify what universities should be, but it will also help us to move beyond our polarized political world.

This book provides, from a psychological perspective, a concise critical introduction to, and assessment of, three different approaches to managing diversity: multiculturalism, assimilation, and omniculturalism. This task is undertaken in global context and with reference to cutting edge empirical psychological research.

Historically, assimilation has been the dominant approach to managing diversity. However, since the late 1960s multiculturalism has gained favor and is now the most commonly adopted approach in most Western as well as in some non-Western societies. Both assimilation and multiculturalism rest on some central psychological assumptions that are not supported by empirical research. After critically reviewing the psychological foundations of assimilation and multiculturalism, it is argued that we need to explore new approaches to managing diversity in the twenty-first century. A number of contemporary research programs, such as those related to social identity theory and the common group identity model, point to omniculturalism as a more promising approach to managing diversity. Also, global warming, nuclear proliferation and other major challenges confronting humankind suggest that a diversity management approach that gives priority to human commonalities and universal rights is better suited to our contemporary needs.

This book explores adolescents' (10-18 years) experiences of silence, solitude, loneliness within the school setting. Although many studies explore social withdrawal and loneliness in adolescence, little is known about young people's experiences of solitude as a state of being alone. This book ties together cutting-edge research from developmental psychology and education on solitude in adolescence, and opens the way to a pedagogy of solitude and well-being.

Sandra Leanne Bosacki explores concerns about how adolescents learn social and solitude skills and the extent to which such skills are harmful or helpful, including self-control and regulation, and self-compassion. The book further explores implications of solitude studies for practice and provides recommendations for future research and education. Holistic models of education are encouraged to promote a balance of social and solitude skills that combines social management with self-regulation and self-compassion.