Die Beitraeger treten in einen kritischen Dialog mit dem Trend ?innerhalb des Judentums" als heurischer Perspektive, deren historische, exegetische und methodologische Konsistenz einer sorgfaeltigen Pruefung bedarf. Indem sie - und in einzelnen Faellen auch gegenlaeufig - eine Lektuere neutestamentlicher Texte als juedische Literatur erproben, untersuchen sie, wie fruehe Jesus-Anhaenger und ihre textlichen Ausdrucksformen sich innerhalb der pluralen Welt des fruehen Judentums und in dessen griechisch-roemischem Umfeld herausbildeten. Sie bewerten die Erklaerungskraft des Ansatzes, seine Grenzen und das Erkenntnispotenzial seiner Anwendung auf konkrete Texte.
Zunaechst werden definitorische und methodische Grundfragen behandelt: wie die Grenzen des ?Judentums" zu bestimmen sind, ob die Juedischkeit einzelner Schriften jeweils gesondert nachzuweisen ist und inwiefern chronologische, ethnische oder theologische Kriterien zur Einordnung beitragen. Die Beitraeger untersuchen zudem, wie die interethnischen Konstellationen des 1. Jahrhunderts die Wahrnehmung der Grenzen zwischen Juden und Nichtjuden praegten, einschliesslich eschatologischer und soteriologischer Dimensionen.
Sie analysieren ausserdem anhand neutestamentlicher Texte die Interaktionen zwischen Jesus-Glaeubigen und dem weiteren juedischen Ethnos, beleuchten innerjuedische Spannungen, roemische und pagane Wahrnehmungen sowie die Rolle der Aussenperspektive fuer entstehende Identitaeten.
Literar- und gattungskritische Beitraege zeigen, wie Evangelien, Briefe und die Apokalypse als rhetorische Akte der Selbstdefinition funktionieren. Die Beruecksichtigung griechisch-roemischer Formen wie des bios verdeutlicht die Notwendigkeit erweiterter Interpretationsmodelle, einschliesslich der Social Identity Complexity Theory. Beitraege zu Kultpraxis, messianischem Vertrauen und Lebenspraxen verorten selbst polemische oder innovative Merkmale innerhalb des vielfaeltigen Spektrums des fruehen Judentums.

Curriculum Windows: What Curriculum Theorists of the 2010s Can Teach Us About Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2010s in contemporary terms.

The authors explore how key books/authors from the curriculum field of the 2010s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2010s still resonate with us, allow us to see backward in time and forward as well - perhaps all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? Or even create the possibilities for a bold, just, robust future for all, supported by outstanding educational access and experiences for all?

The chapter authors, all doctoral students at Miami University in the Department of Educational Leadership in Oxford, Ohio, interpret several of the most important books in the curriculum field of the 2010s. The book's Foreword is by renowned curriculum theorist and friend of the Curriculum Windows series, William H. Schubert, PhD.

The rapid expansion of data in every facet of modern life from research and education to public policy and private industry demands a critical re-examination of how data is collected, analyzed, interpreted, and used. Bias and Beyond: Rethinking Data Practices and Inspiring collective dialogue responds to this call by exploring how bias enters the data lifecycle and how inclusive, reflexive, and equity-centered methodologies can improve the validity and impact of data-driven decisions.

Structured around the four stages of the data lifecycle including problem formulation, data collection, analysis, and use, this volume brings together diverse voices to interrogate systemic inequities and offer practical strategies for inclusive data practices. Drawing from qualitative, quantitative, and mixed methods, each chapter highlights the role of researcher positionality, power, and representation in shaping outcomes and knowledge.

Bias and Beyond is anchored in a commitment to Diversity, Equity, and Inclusion (DEI), not only as aspirational values but as methodological imperatives that must inform every aspect of data practice. It will serve as a timely and essential resource for researchers, educators, policymakers, and students committed to data justice and ethical inquiry.

Integrating traditional and innovative perspectives, chapters assess hybrid forms of educational policy and practice across diverse levels and themes. Drawing on comparative perspectives, expert contributors explore key issues such as citizenship education, lifelong learning, refugee integration, liberal arts and teacher vitality. Diverging from the Euro-American focus that dominates the field, this Modern Guide makes a unique contribution to the study of the history of education, comparative education and the cultural study of education.

A Modern Guide to Education in East Asia is a valuable resource for scholars and educators in comparative and international education, as well as those interested in the history and sociology of education, education policy and teacher education. Researchers, students and practitioners with a focus on East Asia will also find this highly beneficial.

Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? examines the current state of the field of comparative and international education (CIE) by addressing colonial and Eurocentric structures and advancing a decolonial approach. The chapters integrate frameworks from indigenous epistemologies, racial capitalism, and pluriverse thinking to question and reimagine existing paradigms in CIE.

This edited volume interrogates the level of coloniality and racial capitalism present in modern analyses of CIE. As such, the chapter authors unpack questions such as: Is CIE as a field too white? Are its theories and methodologies still too Eurocentric? How do we treat others as we study them? How do we accommodate differences, and how is inclusion dealt with? How might new epistemologies, ontologies, and axiologies help us decolonize the field?

Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn? is valuable for academics in CIE and related fields, practitioners interested in decoloniality in education, administrators and policymakers in higher education, and graduate students in CIE, higher education, and educational leadership. It offers insights into current discussions on decoloniality and education, helping these groups understand and navigate the complexities of these themes in educational contexts.

The book explores the effects of AI colonisation, addressing key ideological and epistemological tensions including algorithmic bias, the potential for misinformation, AI-based plagiarism and the loss of original thinking. The author draws on various case studies to demonstrate the harmful impact of AI technologies on trust, which results in a loss of agency for institutions, teachers and students. Employing critical analysis and evidence-based insights, Popenici demonstrates that a human-centered approach to higher education is essential for its long-term sustainability.

Education in the Age of Artificial Intelligence is a valuable resource for scholars and students of educational technology and educational psychology, as well as scholars investigating AI governance and privacy digital rights. Highlighting crucial implications for curriculums, assessments and general academic integrity, this book is also beneficial for university leaders and governance bodies looking to develop effective policies and AI guardrails.

This book examines the developed leadership perspectives and capacities of 24 women presidents in the northeastern United States from the lenses of organizational behavior and psychology. Building Madsen's groundbreaking work (2008), it highlights how these women overcame challenges and biases to reach the presidency. Based on this analysis, the authors present the Women's Integrative Leadership Development (WILD) model, which integrates and contextualizes the trajectories, relationships, personal characteristics, and leadership skills of the interviewees within an ever-evolving societal landscape.

Ultimately, this book distills the shared elements of successful women leaders, offering a valuable resource for those interested in management, career development, HRD, HRM, and organizational behavior, particularly as there are few validated models of leadership development tailored specifically for women.

Key Features:

• Defines key psychological factors that play an important role in student achievement
• Evaluates how these psychological factors influence student learning
• Investigates factors that can influence the development of these psychological factors, including genetics and experience
• Demonstrates how enhancing students' thoughts and feelings can influence their academic performance
• Presents clear summaries of key points and stimulating questions to encourage understanding, as well as supplementary material to support further study

Psychology in Education is highly relevant to students of educational psychology with an interest in individual differences in educational contexts. It is particularly relevant for students studying individual differences modules on Psychology of Education programmes. It is also a useful resource for teachers and educational practitioners seeking to understand the psychological dynamics at play in the classroom, enabling them to design lessons that engage and motivate students.

Each chapter is presented as a 'how-to' guide on topics such as embedding reproducible research throughout the curriculum, supervising open and efficient projects and preregistering with students. The authors analyse case studies and reflections from students, demonstrating effective teaching of the concepts of replication, reproducibility, transparency, inclusivity, decolonization and openness. Highlighting the importance of including Open Science in educational curricula, this teaching guide demonstrates rigorous, responsible research practices that advance human knowledge and equip students with essential skills for the 21st century.

Teaching Open Science is a crucial resource for educators in various scientific disciplines and in pedagogy, teaching and learning, that are looking for practical guidance on incorporating Open Science into their lessons. This teaching guide is particularly beneficial for psychologists looking to integrate this movement into their curriculum.

People around the world face grave crises of wars, climate change, genocides, rising sea levels, human rights violations, and inequitable distribution of natural resources. These problems are transcontinental, interconnected, and create immense human suffering, which require collective efforts toward just and sustainable global solutions. The United Nations resolved to address these concerns in adopting the Sustainable Development Goals in 2015. These goals form a "plan of action for people, planet, and prosperity," which "seeks to strengthen universal peace in greater freedom" (United Nations, 2015, para. 1).

The social sciences are uniquely positioned to address the Sustainable Development Goals (SDGs) by offering content and tools to pursue just and sustainable societies. The knowledge, skills, and values of social science education can empower global citizens to seek truth, to deliberate on the current problems, and to shape a just and equitable future for people and for our planet. In this volume, authors from around the world a) propose critical philosophical questions, b) describe current education problems, and c) explore educational possibilities for a just and sustainable world.

Michigan's education system has been transformed by the rapid growth of charter schools and school choice since 1993. A New Type of Public School: Primary Source Interviews and Essays on Michigan Charter Schools traces the state's journey from restrictive policies to a dynamic, often controversial marketplace for public education.

Drawing on original documents and the voices of policymakers, the chapters in this book reveal how political leaders and advocacy networks have reshaped governance, accountability, and equity. Michigan's story offers vital insights into the national debate on charter schools and the future of public education.

A New Type of Public School demystifies the policymaking process and provides a vital lens on the complexities of educational reform. It is essential reading for educators, policymakers, and anyone invested in the future of public schooling.

Examining Netflix's global influence through its complex global-local dynamics in Korean media.

Korea is a global entertainment powerhouse, thanks in no small part to Netflix. Analyzing the artistry and industry behind Netflix-produced Korean hits like Squid Game, The Glory, and Narco-Saints, Benjamin Han argues that Korea is ground zero for an emerging "Netflix Paradigm." The US-based streaming platform generates massive profits by erasing boundaries of foreign and domestic production, even as it underscores the resilience of the national media within global popular culture.

Beyond Squid Game breaks down the intricate and often ambivalent relationship between Netflix and the Korean media business, drawing on interviews with creative workers navigating the streaming giant's ever-increasing economic and cultural power. Challenging narratives that present Netflix as a revolutionary disruptor, Han shows how the company has replicated abroad the precarious labor conditions and tensions over intellectual property from which US studios have long benefited. At the same time, Beyond Squid Game underscores the complex dynamics of a globalized media industry in which cultural imperialism thrives on localization and perceived authenticity.

This book provides a twofold critique of mainstream political theory, drawing on feminisms to develop a more comprehensive understanding of migration. Grounded in both a critical cosmopolitan approach and the ethics and politics of care, the book shows what a feminist approach to migration would look like. The author focuses on migrants' perspectives and places ideas around dispossession and exclusion at the centre of the argument. The book is a valuable resource for scholars and practitioners who seek to understand the relationship between migration and gendered human experiences.

Ruben van Wingerden investigates how the motif of bearing one's cross was interpreted in early Christianity up to the third century. First, he analyses the New Testament tradition: Mark and Matthew link cross-bearing with the readiness to die under persecution, while Luke tones down associations with physical death, presenting it as renunciation of possessions. John omits Simon of Cyrene and stresses Jesus' self-sufficiency in laying down his life. Simon himself is read against the background of the Greco-Roman motif of the noble death, where the innocent philosopher maintains his dignity.
Secondly, the author traces subsequent interpretations by early Christian authors. Writers such as Irenaeus, Clement of Alexandria, Tertullian, Cyprian, Novatian, and Origen developed a range of perspectives, from metaphorical to martyrological. A recurring insight is that cross-bearing was understood as readiness for martyrdom, never as a literal invitation to crucifixion. Origen marks the first instance in which Simon of Cyrene is linked to discipleship. Strikingly, Luke 9:23 with its "daily" addition disappears in these sources, reflecting a context where persecution required emphasis on immediate readiness for death rather than daily discipline. Moreover, sayings from Matthew and Luke often appear as blended formulae, indicating a flexible textual tradition. By situating these interpretations within Jewish, Roman, and philosophical frameworks, Ruben van Wingerden shows how early Christian readers reshaped the motif into a complex tradition that intertwined physical martyrdom with spiritual death to possessions, passions, and family ties.

Eric McDonnell offers a detailed analysis of the literary functions of the three psalms that open the Masoretic Psalter, employing diachronic, comparative and literary-theoretical methods. Beginning with a discussion of the preface in the sense articulated by Jacques Derrida and Gerard Genette, the author distinguishes primary, introductory and prefatorial functions that texts may assume at the threshold of larger compositions. On this basis, Ps 1 and 2 appear as a two-part prefatorial paratext shaping the literary and theological orientation of the emerging Psalter, while Ps 3 serves a different function by introducing the general form of the individual lament, reflecting an early preexilic stage of the collection.
A comparative examination of the Gilgamesh Epic, the Egyptian Book of the Dead and Sirach shows how ancient textual collections reuse traditional materials to advance new literary and ideological purposes, a process described as iterative play in conversation with Derrida and Hans-Georg Gadamer. The author then reviews three influential accounts of the literary development of the Masoretic Psalter and presents an alternative reconstruction that builds on the preceding analyses. Eric McDonnell thus highlights the close relation between synchronic readings and diachronic analysis and demonstrates how both perspectives contribute to understanding the shape and shaping of the Masoretic Psalter.

This insightful book examines the influential role of university rankings in shaping higher education. Leading international experts analyse how rankings drive global debates on metrics, communication and standardized evaluations of institutional performance, providing a critical overview of current and future challenges for global higher education.

Adopting an interdisciplinary approach, contributing authors explore the consequences of rankings, from their impact on national policies and funding priorities to the strategic decisions of university leaders. Chapters investigate the ethical dilemmas and commercial interests underpinning the ranking industry, questioning its transparency, accountability and purpose. Contributors also rethink the role of rankings at the national, institutional and individual level and provide fresh perspectives on the broader pressures and transformations shaping higher education.

A Research Agenda for University Rankings is a valuable resource for higher education researchers, particularly those exploring the implications of rankings for universities. University leaders and policy makers will also benefit from this book's unique insights into higher education futures.

Cultural scholar John Wills takes readers on a cultural tour of Doom Town, USA, designed to be the model 1950s American city and destroyed by an atomic bomb on live television to educate Americans on the need to prepare for possible nuclear war-but also to sell new products in the emerging postwar economic boom.

In March 1953 and May 1955, government officials-including the Federal Civil Defense Administration (FCDA), the US Department of Defense, and the Atomic Energy Commission-released nuclear bombs on two model towns at Nevada Test Site, the continental nuclear test facility during the Cold War. These so-called "Doom Towns" were designed to illustrate in the most vivid way possible what might happen to a "typical American home" caught in a Soviet atomic blast. Instead of training troops for war overseas, the Doom Towns literally brought the Cold War home.

Drawing on newspaper articles, FCDA reports, and corporate documents, John Wills brings readers into Doom Town, USA-a place where life-size mannequins of the archetypal Mr. and Mrs. America walked the streets in JCPenney clothes, drove Chrysler cars, and lived in the latest trailer homes, tailor-made to escape in the event of nuclear war. The two Doom Towns of Operation Doorstep (1953) and Operation Cue (1955) were far more than just an exercise in developing a new civilian home front. They were a media spectacle and a cultural flashpoint, attracting corporate sponsors, drawing in atomic tourists, and generating new consumer products. The atom bomb may have been bad for world peace, but it was good for business. In the excitement about these experiments, real people even volunteered to be living test subjects-but most were turned away.

Doom Town became an unusual but effective banner for corporate and consumer life in the 1950s. Doom Town was an effective simulacrum of white middle-class America, right down to the racially segregated social spaces and the hierarchical gender roles of the dummies living in their classic suburban homes. But these homegrown Hiroshimas also contributed to a broader culture of catastrophe and fear in the late 1950s. Concerns over Communist invasion, Soviet spies, and ICBM missiles coalesced in the Nevada desert, framing a national culture of anxiety. The sudden explosion of the model towns revealed the shocking fragility of postwar living, calling into question the 1950s American Dream and the survivability of American ideals. The cultural crater left by these nuclear test sites exists even today in the many movies, television shows, and video games that dwell on the existential crisis of impending apocalypse.

Doom Town, USA is an eye-opening tour guide of one of the most bizarre and uniquely American places in history.

2025 Most Significant Scholarly Book, Texas Institute of Letters

A history of racism and segregation in twentieth-century Houston and beyond.

Through the 1950s and beyond, the Supreme Court issued decisions that appeared to provide immediate civil rights protections to racial minorities as it relegated Jim Crow to the past. For black Houstonians who had been hoping and actively fighting for what they called a "raceless democracy," these postwar decades were often seen as decades of promise. In Houston and the Permanence of Segregation, David Ponton argues that these were instead "decades of capture": times in which people were captured and constrained by gender and race, by faith in the law, by antiblack violence, and even by the narrative structures of conventional histories. Bringing the insights of Black studies and Afropessimism to the field of urban history, Ponton explores how gender roles constrained thought in black freedom movements, how the "rule of law" compelled black Houstonians to view injustice as a sign of progress, and how antiblack terror undermined Houston's narrative of itself as a "heavenly" place.

Today, Houston is one of the most racially diverse cities in the United States, and at the same time it remains one of the most starkly segregated. Ponton's study demonstrates how and why segregation has become a permanent feature in our cities and offers powerful tools for imagining the world otherwise.

Global Perspectives on Gender offers a multidisciplinary exploration of gender as a global, dynamic, and deeply embedded social construct. Coming 30 years after the 1995 Beijing Declaration and Platform for Action, this book examines the construction of gender roles and related influences, including culture, history, religion, and structural inequality. The first section introduces key theoretical frameworks, using the biopsychosocial model, and addresses global patterns for women, men, and gender diverse individuals.

The second section analyzes gender within major societal domains, including violence, health, religion, and climate change, highlighting how gender inequities are reinforced or challenged across institutions. The third section presents region-specific case studies from India to Oceania, exploring how colonization, modernization, policy, and local traditions impact gender ideals and experiences. Additional topics addressed throughout the book include gender-based violence, intersectionality, the enduring impact of colonialism, the role of technology, and building resilience in marginalized communities.

Global Perspectives on Gender concludes by posing the question: Will gender become so fluid that it becomes increasingly irrelevant? Readers of all backgrounds, from scholars to students to practitioners, are invited to analyze present constructs to advance gender equity worldwide.

Assessment Tools for Successful Library Evaluations is an essential guide for professionals involved in evaluating library operations or teaching assessment methods. Contributions offer clear, detailed descriptions of key assessment and evaluation techniques, complemented by practical examples that demonstrate how these principles can be applied and adapted to any library setting.

Various performance measurement tools are evaluated, such as ethnographic techniques, focus groups, interviews, observations, surveys, and usability testing. Chapters provide examples of how librarians have used these methods, along with guidance on applying each method to assess different aspects of library operations. This helps describe the library's value and supports data-driven decision-making for strategic improvements. Examples of each assessment method are drawn from different types of libraries worldwide, including academic, public, school, government, and medical libraries.

This is a valuable resource for library managers and assessment librarians across all sectors. For those with assessment experience, it provides a quick refresher of the learning and skills related to library evaluation. For those teaching or learning about assessment as part of an MLS program, Assessment Tools for Successful Library Evaluations is a reference resource that will help instructors present methods and students to learn and apply the methods.

In this book, readers will learn about the neuromechanisms that give rise to maladaptive behaviors, that is, actions that are counterproductive, even to the point that they can be detrimental to ourselves and/or to others. The first two chapters of this book define maladaptation and provide an overview of key neuroscience concepts. The rest of the book details maladaptive cognitive-affective and behavioral processes. Specifically, individuals will learn about perceptual disturbances, attentional deficits, memory impairments, maladaptive decision making, movement-related disorders, compulsive behavior, and disturbances related to biological functions (e.g., eating, sleep, and reproduction). Not to be overly pessimistic, the final chapter highlights how we have been able to use neuroscience techniques to treat conditions characterized by maladaptation.

This open access book explores the story of early modern Swedish sailors and merchants captured and enslaved in the North African territory then known as 'Barbary' (Algeria, Libya, Tunisia, and Morocco), and the efforts of their families, communities, and consuls to ransom them. Swedes were a minority among the Spaniards, Italians, Frenchmen, and British who were carried off. For that reason, Swedish authorities were initially unaware of their suffering; however, as the losses of men increased and awareness of their plight grew, it became a huge concern for Sweden's long-distance trade, particularly the import of salt-essential for food preservation in the long winter months- from Southern Europe.

By studying the Swedish experience of encountering Barbary, the book illustrates how a small Lutheran state navigated global interests. This volume studies letters from captured and enslaved Swedish sailors and how this correspondence played a pivotal role in shaping slave narratives and by extension Swedish identity. The book also examines these letters' social impact on local communities at home, the political pressure they exerted on government officials, and their cultural significance among intellectuals. In addition, the study highlights how Swedish consuls became integrated into the local power elite in North Africa, which facilitated diplomatic negotiations and opened up opportunities for commerce, including participation in the transport and trade of African slaves.

A groundbreaking overview of how disability studies can enrich interpretations of the past and make the profession of archaeology more inclusive and accessible

An Introduction to Crip Archaeology is a groundbreaking exploration of how disability studies and critical disability studies can transform the way archaeologists interpret the past. Through case studies and intersectional analysis, Laurie Wilkie and Katherine Kinkopf reveal how people with disabilities have been treated and viewed in American history and how these processes have shaped the material worlds archaeologists study.

This book is an essential starting point for students and scholars seeking to move beyond stereotypes that define disability as a limitation or deficit. The authors demonstrate how these interpretive lenses can offer fresh insights on topics including how eugenic policies and racial science have influenced public health, medical training, and family planning. From the Dozier School for Boys to Japanese internment camps, the book examines how built environments have excluded certain bodies-while also uncovering communities of care and resistance.

In addition to its value for research taking place today, An Introduction to Crip Archaeology is a call to action for a more inclusive and accessible discipline. It equips readers with strategies for recognizing disabling structures in access to sites, collections, and universities, and for creating space for disabled archaeologists in the field. This book enriches understandings of the past while shaping the future of archaeology.