Traces the rise and fall of a set of modern disciplinary fields devoted to premodern historical contact that drew on intellectual currents across and beyond China and Europe.

In The Silk Road Idea, Tamara T. Chin examines the rise of interest in "the connected past" and its impact on key disciplines, focusing on the period from 1870 to 1970. Against the predominance of national studies, Chin argues that historical contact gradually came to be regarded as an object of inquiry over a century spanning imperialism, decolonization, and the Cold War. Interest in connected histories emerged from all corners: the colonialist and the anticolonial; the capitalist and the communist; the antiquarian and the activist.

During the ascent of academic specialization, Chin contends, geography, history, philology, and linguistics domesticated contact through distinct frameworks and units of analysis, making it into something geographers mapped, historians narrated, philologists read, and linguists heard. But this also brought disruption. To historically connect Afro-Eurasia, disciplinary paradigms were questioned, and, in some cases, transformed. Intellectual debates in East Asia and Europe became entangled with those in South Asia and East Africa. Chin uses the concept of the "Silk Road" to capture the epistemological challenge of including China in a globally connected past, from the pursuit of civilizational origins to that of entangled empires. The Silk Road Idea revisits the stakes of premodern contact for the histories of colonialism, capitalism, and knowledge, showing how the connecting and reconfiguring of the modern world enabled and was enabled by a reimagination of antiquity.

Controlling Processes offers a penetrating anthropological analysis of how power operates through cultural mechanisms in agrarian and modern industrial societies.

Drawing on decades of research and teaching, Laura Nader explores:

The multiple meanings and ideological frameworks embedded in dominant conceptions of science, technology, progress, energy, and the environment.
A compelling critique of groupthink, illuminated through George Orwell's 1984 and Aldous Huxley's Brave New World, revealing how consensus can mask coercion.
The systemic oppression of women through body politics and the global diffusion of patriarchal norms.
Cultural relativism and the politics of representation, with incisive discussions of Orientalism, Islam, and the West's positional superiority.
A model of critical pedagogy inspired by Paulo Freire, exemplified in Nader's influential University of California, Berkeley course, Anthropology 139: Controlling Processes, whose syllabus is included as a practical guide.
Strategies for recognizing and resisting the subtle, often invisible, controlling processes embedded in education and public discourse.

This volume is essential reading for scholars of anthropology, sociology, political science, and education seeking to understand the cultural dimensions of power and the possibilities for emancipatory critique.

This book is a practical, globally oriented guide for faculty navigating the complexities of graduate supervision. It reframes supervision as a pedagogical practice requiring intentionality, structure, and care. Covering both foundational principles and advanced challenges, the book offers strategies for planning, communication, feedback, conflict resolution, and fostering autonomy. It addresses pressing issues such as student well-being, support, and career development beyond academia.

Readers will find tools, templates, and case studies that translate theory into actionable practice. Special features include reflection activities, and planning frameworks adaptable across disciplines and cultural contexts. By integrating global perspectives with practical guidance, this book equips supervisors to lead with integrity and creativity in shaping the next generation of scholars and professionals.

The book empowers supervisors to transform graduate supervision into an intentional, ethical, and effective pedagogical practice that supports academic success and holistic student development.

This is Not the End: Transforming Accreditation Sanctions into University Success is a compelling blueprint for higher education leaders, especially at HBCUs, confronting the existential threat of accreditation sanctions. Drawing from the lived presidential experiences of Dr. Hakim J. Lucas and Dr. Roderick L. Smothers, the book transforms what is often seen as institutional demise into a moment of strategic leadership, strategic clarity, and organizational renewal. Anchored in a theory of institutional recovery and resiliency (IRR), the book introduces a methodology for diagnosing institutional decay, monitoring organizational health, and implementing recovery strategies that reposition a university for long-term success.

Through practical case studies-such as using expert advice to build internal compliance standards, identifying the critical role of CFOs, and leveraging teamwork and accreditation visits for transformation-the book illustrates how to turn crisis into opportunity. Lucas and Smothers also emphasize the importance of transcendent leadership, cultural reform, strategic planning, and the discipline of surviving chaos. The work introduces a leadership toolkit and the leadership mindset needed to restore confidence and drive mission alignment.

With deep insight into governance, compliance, and executive decision-making, This Is Not the End offers more than a survival guide-it is a declaration that institutional excellence can emerge from adversity. This book is essential for presidents, provosts, trustees, and aspiring leaders who believe their university has the ability to overcome the most daunting accreditation challenges.

The volume offers a timely, multidisciplinary examination of the evolving Indian higher education landscape in the wake of COVID-19, changes and policy implications. The volume explores pedagogical innovation, digital integration, mental well-being, ethics, and institutional resilience. Organized into five thematic sections, it addresses pressing issues such as AI in education, challenges in self-financing institutions, teacher training, and inclusive education. The book also engages with policy shifts, including the NEP 2020, and the broader implications of digital transformation. With its intersectional approach and diverse perspectives, the book is an essential resource for educators, researchers, and policymakers seeking to understand and navigate the dynamic shifts shaping higher education in India.

This open access volume addresses questions of scale, complexity, systems-modeling, information-sharing and challenges of policy relevance with the aim of moving our fields forward in better mobilizing our results for actionable use. Compiled from papers presented at two colloquia held in 2023 and 2024 at the Max-Planck Institute for Geoanthropology and at Princeton University, the work promotes interdisciplinary approaches to addressing modern-day societal challenges by bridging the domains of history, systems modelling, and policymaking.

It integrates the insights of historians, archaeologists, complex systems modelers and sustainability experts, and aims to generate actionable knowledge to inform policies targeting pressing modern-day problems such as climate change, regional and global conflicts, mass migrations, and resource scarcity. Given that experimenting with large social-environmental systems is impractical and ethically contentious, historical records provide important observational data for studying the dynamics of complex systems over time. History reveals patterns of resilience and collapse in response to past challenges and offers lessons that can inform contemporary strategies. The contributors discuss the types of historical expertise and data required to enhance systems modelling and applications to policymaking. A core theme of this book is the use of complex systems theory and historical data to understand better the intricate interplay between climatic, social, political, economic, and technological systems. The contributors explore theoretical and methodological aspects essential for formulating effective policies to promote sustainable development, reduce socio-economic inequalities, and prevent systemic collapses.

This interdisciplinary exploration includes cutting-edge techniques in systems modelling, highlighting the burgeoning role of machine learning and artificial intelligence. Another significant aspect of the book is its focus on the design of collaborative research platforms. These platforms are essential for fostering interdisciplinary cooperation and ensuring that the insights gained from complex systems modelling and historical analysis effectively inform policy-making. By facilitating collaborative efforts among diverse experts, the book aims to create a foundation for more robust, evidence-based policies to address better the multifaceted challenges facing today's society. This volume is an invaluable resource for policymakers, modellers, and researchers involved in the study of the past who are interested in leveraging interdisciplinary approaches to tackle modern-day challenges.

This book offers an empirically informed and philosophically grounded reimagining of the university in the 21st century. Confronted with polycrises, geopolitical tensions, student activism, academic freedom disputes, and growing Epistemic Asymmetry, the book examines the deeper tensions shaping contemporary higher education.

Drawing on global academic interviews, Strategic Foresight-In workshops, and student dialogues, the authors analyze conditions of Strategic Drift and institutional misalignment between the university's epistemic and democratic commitments. The book reflects on the university's responsibility to steward knowledge with integrity, pluralism, and care.

Through innovative metaphors, including the forest farm and the spinning top, the university is reimagined as a dynamic knowledge ecosystem capable of cultivating both short- and long-term inquiry, with disruptive science as its distinctive mandate. The design philosophy of Integrating Simplification provides a framework for harmonizing epistemic, ethical, and operational dimensions.

Bridging higher education management, governance, and organizational design, this book offers a clear pathway for renewing the university's coherence, academic freedom, and societal responsibility.

This is the first international Companion volume to humane education with contributors from many countries, including South Africa, Israel, Singapore, Croatia, the United Kingdom, Ireland, Canada and the United States. It draws together multi-disciplinary perspectives on the history of humane thought, humane education practices, and offers appraisals of what is effective. Humane education is a broad field that aims to cultivate compassion, respect, and understanding for all living beings and the environment. The desirability of cultivating empathy as an educational goal is now widely accepted, but in many countries humane education has yet to establish a foothold among all the competing claims on the modern curriculum. However, it remains a key tool that can be used to lessen violence and insensitivity to humans and animals alike. The purpose of this Companion volume is to inspire and facilitate the teaching of humane education, which the authors believe should be on the agenda of every school and college in the world.

This Companion volume is a project of the Oxford Centre for Animal Ethics, which pioneers ethical perspectives on animals through academic research, teaching, and publication.

How material conditions and social contradictions remake indigeneity

Indigenous studies struggles to analyze class, yet class reshapes the cultural, political, and economic terrain of indigeneity. In Red Dirt, Ikaika Ramones goes beyond the usual conceptual frameworks of resistance and domination to explore the political-economic basis for Native Hawaiian social reproduction and revitalization. By doing so, he casts indigeneity as a contested process rather than reification, encompassing both grassroots revitalization efforts and large, multibillion-dollar Native organizations.

Ramones offers a class analysis that shifts the theorization of indigeneity away from the metaphysical and idealist methodologies of the academy to trace social contradictions and material conditions instead. He counters the notion of Native culture as a coherent given, disentangling different strains of "Native Hawaiian culture"-an elite strain that depoliticizes and buttresses the status quo and grassroots strains that politicize and produce critical consciousness. Amid movements of cultural revitalization, he shows how histories of racialized eugenics rearticulate into a form of "class assimilation." By examining organizations that support, shape, and constrain Native Hawaiians, Ramones shows how actors appropriate, protect, or rearticulate economic and social relations within or against capitalism. While mired in capitalism and settler colonialism, he argues, Indigenous actors walk shifting lines of subversion and complicity.

A bold invitation to learn sustainability from the aesthetic forms that pattern our world.

If we are to survive the ecological crisis, we must develop a new orientation to the world that draws us into better relationships with nature and one another. Robert Hariman believes that, as a first step, we must cultivate a renewed appreciation for the beauty at the center of reality. We must learn again, he argues, to see forms: the rhythms, shapes, and textures that evoke connection and pleasure. To that end, Formal Objects applies literary, philosophical, and art historical concepts to revive an often-derided theory called formalism. This perspective is developed through visual motifs that are found in nature and the decorative arts, and it invites us to become attuned to rich patterns of reciprocity. Once we recognize the beauty in the world, we can move in step with its abundance to design more just and sustainable communities.

Redefining Resistance: Narratives of Marginalized Teachers, Students, and Communities highlights stories of resistance against oppressive educational systems and policies, celebrating the creativity, courage, and resilience of marginalized communities. By sharing these narratives, we aim to inspire systemic change and promote justice and equity in education.

The book has been curated as a resource for educators, policymakers, and activists seeking strategies to challenge inequity and implement culturally relevant and justice-centered practices. With a strong framework grounded in critical theoretical frameworks such as decolonial studies, Black studies, critical race theory, queer theory, and critical feminisms, among others, Redefining Resistance serves as a platform to lift marginalized communities beyond the traditional limitations of educational systems.

This one-hundred-year history of the island of Guahan, also known as Guam, charts how Indigenous CHamorus and Filipino migrants navigated and negotiated the expansion of US imperialism and militarism in the Pacific. Throughout the twentieth century, CHamorus and Filipinos living in Guahan expressed their discontent with the inequities created by the US empire. Instead of partaking in outright anticolonial movements, they advocated for liberal solutions such as individual rights, land ownership, economic opportunities, and US citizenship. Unraveling this entangled history, Kristin Oberiano exposes the limitations of liberalism in anticolonial resistance.

Tracing the long history of CHamoru-Filipino relations, from the exile of Filipino revolutionaries to Guahan to the burgeoning CHamoru self-determination movement, Territorial Discontent grapples with the varied motives that propelled CHamorus and Filipinos to rely on the limited liberal promise of freedom. Oberiano reveals that implementing these solutions for one group too often required the continued colonization of the other, entrenching US colonialism in Guahan and enflaming tensions between CHamorus and Filipinos. Examining these antagonisms, Oberiano argues that building relationships with the CHamoru virtue of inafa'maolek-"to make good"-can nurture CHamoru-Filipino solidarities and illuminate alternative possibilities for Guahan's ongoing decolonization movement.

This book examines how the design of female monsters in science fiction and fantasy roleplaying games positions women's bodies and behaviors as transgressive, horrific, and threatening. Engaging with established feminist theories related to nonhumanness, transgression, female embodiment, and the horrific, this book unpacks the misogyny embedded in interactive entertainment media and technology in overt, subtle, and intersectional ways. Specifically, utilizing a close reading methodology employing visual and textual analysis of visual design, narrative role, developer commentary, and player reception, this book provides a thorough critical examination of female monsters such as the succubus, siren, broodmother, banshee, harpy, hag, and crone in several games.Through a focus on the archetypes of "maiden," "mother," and "crone," this work reveals how games promote misogynistic beliefs via the design of female monsters related to sexualization and seduction, maternity and pregnancy, and old age and disability; position transgressive women as enemies to be fought and slain by heterosexual male protagonists; and remediate sexist tropes and assumptions that are deeply embedded in mythology, popular culture, the game industry, and gaming culture. In its exploration of the relationship between technology, difference, gender, and monstrosity, this book contributes to feminist media scholarship by highlighting a key problematic in game design that has remained largely unexplored in scholarly and critical writing.

Navigating Academia as a Neurodivergent Academic sheds light on the various emotional and physical tolls that navigating an unsupportive academic landscape can take on neurodivergent researchers, with calls for systemic changes to better support neurodivergent people within higher education institutions. It also celebrates finding connection and purpose within neurodivergent research communities.

Delving into experiences of a global cohort of neurodivergent scholars as they navigate professional journeys, chapters draw on personal narratives, theoretical insights, and research conducted with and by neurodivergent academics. Opening with an overview of current challenges faced by neurodivergent scholars in a time that offers both increasing mainstream acceptance and systemic pressures that disproportionally harm neurodivergent staff, the editors highlight the complexities of navigating shifting institutional attitudes and policies. Subsequent chapters identify specific challenges faced by neurodivergent academics, from PhD scholars to academics in leadership positions, alongside intersecting issues relating to gender diversity and race. Each story brings a unique perspective, showing the wide variety of neurodivergent people and the challenges that they face, with common themes of navigating spaces, systems, and social and communication norms that can create barriers to people who experience the world in different ways.

Navigating Academia as a Neurodivergent Academic highlights the need for more inclusive spaces within higher education institutions for neurodivergent individuals, with particular emphasis on neurodivergent early career academics. However, it also celebrates the successes of neurodivergent people, including the joys of finding community, the relief of finally being understood, and the positive changes neurodivergent academics are able to make when they stand together.

This book presents a critical and comparative history of how human populations have been socially constructed and categorized through racializing processes. Building on Renato Foschi's Italian volume Storia dei razzismi (2022), this expanded English edition offers a unique synthesis of historical case studies and the underlying logics that have sustained racism across time and cultures.

Foschi distinguishes between spiritual and scientific racisms, tracing their development through religious, philosophical, and pseudo-scientific traditions. He examines how various groups-including Jewish communities, people of African descent, women, working-class individuals, and LGBTQ+ people-have been positioned as distinct "races" through shifting systems of exclusion. The book also explores lesser-known cases, such as the racialization of Southern Italians, to demonstrate how these dynamics operate within national and regional contexts.

The second half of the book focuses on resistance-how racialized communities have mobilized pride, solidarity, and intersectional alliances to challenge discrimination. The final chapter reflects on human biodiversity and the enduring misconceptions that continue to shape contemporary forms of racialization.

With its interdisciplinary scope and original theoretical framing, this book offers essential tools for understanding the historical and conceptual foundations of racism. It will be of interest to scholars and students in history, philosophy, psychology, and critical race studies.

This open access book addresses issues related to viewing education as a business endeavor. It introduces the readers to central conceptual issues and relates them to the pedagogical, educational and social issues at various levels and sectors of education. The book offers paradigmatic approaches and theories used to model and examine education as a business endeavor. Business of Education is a global phenomenon that has experienced an exponential growth during the past decades; it goes well beyond the influence of private interests in shaping policymaking or the expansion of private schooling and encompasses policy, practice, and research in the field of education.

The work includes both classical positions and newer viewpoints challenging mainstream debates to approach the diverse manifestations of the business of education and the varying responses across the globe. The volume assesses the impact of business activities at various levels/sectors of education - lifelong learning, vocational education, supplementary education, higher education, teacher education and focuses on different issues and challenges, from financing to sustainability, from geopolitics to reform and on different geographical areas, such as Australia, Brazil, Chile, and Germany. The analyses draw on different frameworks - philanthropy, racial capitalism, transhumanism, neoliberalism - and go well beyond a materialist perspective of the topic at hand to include other important dimensions since controversies abound as to the impact and/or side-effects of these developments beyond their purely economic import. The book also critically discusses the future of the field by showcasing research that deliberate on different directions and that reflect on possible futures for (the business of) education. The research presented has strong global perspective and integrates in-depth conceptual analyses with real-world examples and case studies that aim at contributing to a more comprehensive understanding of the business of education across different contexts and regions.

Worldwide, educational institutions at every level are increasingly recognizing that learners must cultivate and demonstrate key global competencies - skills that seamlessly translate across work, academic, and community settings. Offering a timely and rigorously researched exploration into the future of learning, The Emerald Handbook on Teaching Global Competencies redefines citizenship by revealing how cultural, linguistic, and technological transformations are reshaping our collective identity and suggests that education must transcend traditional, geographically bound disciplines to fully equip learners for the challenges and opportunities of a rapidly evolving global landscape.

In this comprehensive work, interdisciplinary research meets practice. The Emerald Handbook on Teaching Global Competencies champions an integrated approach that fosters emotional and social intelligence, creative problem solving, and interdisciplinary thinking, while also valuing transcultural insights and Indigenous knowledge. Through a rich array of case studies, empirical research, and innovative pedagogies, chapter authors demonstrate how dynamic, multimodal, lifelong learning environments can cultivate the key global competencies needed to bridge cultural divides, empower communities, and promote sustainable development.

An essential resource for academics, educators, and policymakers, this volume offers not only a critical synthesis of theory and practice but also an inspiring vision for reimagining educational spaces. Chapter authors challenge conventional models and call for a transformative rethinking of what it means to be educated in the 21st century, where learning is a catalyst for creating resilient, inclusive, and globally engaged communities.

Remember the Tuscania plunges readers into the night of February 5, 1918, when a German U-boat's torpedo found a crowded US troopship in the North Atlantic-and into the century of argument, propaganda, and remembrance that followed. At its heart are the Baraboo Twenty-One, citizen-soldiers from a Wisconsin town who survived the sinking that became the deadliest U-boat attack on Americans in the First World War and the nation's first mass-casualty event of the conflict.

Steven Trout braids military history and cultural history with a dramatic pulse. He reconstructs the voyage and catastrophe in detail. Then he follows the aftershocks across newspapers, posters, cartoons, poems, and sheet music as the home front seizes on a new rallying cry - "Remember the Tuscania!" - and turns the dead into usable symbols. Trout also exposes a War Department fiasco over casualty lists that helped force reforms to identification practices (serial numbers on dog tags; rosters kept at hand aboard transports).

Remember the Tuscania draws attention to how people memorialize dramatic wartime events: the isle of Islay's windswept "American Monument," improvised funerals beneath a hastily sewn Stars and Stripes, the formation of the National Tuscania Survivors Association, and a twenty-first-century resurrection of the story back in Baraboo. Trout shows how myth overtook messy reality and how private grief often resisted public pageantry.

Trout's narrative is a riveting, deeply researched investigation that showcases the meaning for Americans of a nearly forgotten disaster and the unbreakable ties of transatlantic remembrance that it left behind.

Everyone Asks What Will Happen to Us traces how Jews trapped in the Warsaw Ghetto wrestled with questions that had troubled them since the occupation began: when will the war end, and what will become of us?

In examining the production and spread of knowledge in the Warsaw Ghetto, Maria Ferenc returns the point of view of the victims to its rightful place. She reveals illusions, imagination, and the social reception of a constructed image of events taking place on the other side of the Ghetto walls.

Individually and together, ghetto inhabitants created a picture of the outside world shaped by access to information and meanings attributed to news from different places. Yet the true fate of those deported "to the East" defied comprehension for most ghetto inhabitants as they desperately navigated the space between information and rumors. In Everyone Asks What Will Happen to Us, Ferenc illuminates the victims' painstaking efforts to uncover the truth, as well as, paradoxically, their own resistance to the growing body of knowledge about the Holocaust.