In a candid and blunt style ranging from dialogue to personal narrative, the taboo topic of SEX is examined in this book within an African context. Key topics featured are Female Genital Mutilation, Erotic Communication, Aphrodisiacs, Foreplay and 'Shoe Sizes', Guide to Cunnilingus (Full Course Meal), Young Offenders and Sex, Teens, Sex and Nurturing, Fantasies, Sex Tidbits from America to the Afro Diaspora, Fear, Bonding and Superstition just to name a few. This book shows how the African by being open and adventurous and trying new things in bed will be able to Make Love and Have Sex leading to a liberation in his/her erotic convocation!

"The Big Talk is probably the most feared discussion any parent will ever have with their child. Most parents prefer to wait until the child is older to discuss sex while others simply avoid it altogether. The problem is, if parents are not talking to their young child about sex, someone else is, and it likely isn't the kind of information you want your child to know."--Page 4 of cover.

The Love Diary of a Zulu Boy is by turns erotic, romantic, tragic and comic. Inspired by the real-life drama of a romance between a Zulu boy and an Englishwoman, the book consists of various interrelated short stories on interracial relationships in modern-day South Africa. As the author reflects on love across the colour line, it triggers memories of failed affairs and bizarre experiences: love spells, toxic masculinity, infidelity, sexually transmitted diseases, a phantom pregnancy, sexless relationships, threesomes and prostitution, to name but a few. A unique book for the South African market, The Love Diary of a Zulu Boy is written with an honesty rarely encountered in autobiographical writing.

This is the book that established Jared Taylor as an expert and commentator on race relations. The publishers of American Renaissance have reprinted this classic with a new preface for the 2004 edition by Jared Taylor.Why read a book that first appeared in 1992? There are two reasons. First, it is still an eye-opening account of a series of terrible mistakes we have made with regard to one of the most sensitive and difficult aspects of our nations history. Some of the characters in Americas continuing racial drama have changed since 1992, but a surprising number have not, and the empty sloganeering that passes for public discourse has slackened only a little. The second reason to read this book is less important but of a certain historical interest. In its own modest way, Paved With Good Intentions was part of a steady evolution in what it is permitted to say about race in the American mainstream.

Time and the Rhythms of Emancipatory Education argues that by rethinking the way we relate to time, we can fundamentally rethink the way we conceive education. Beyond the contemporary rhetoric of acceleration, speed, urgency or slowness, this book provides an epistemological, historical and theoretical framework that will serve as a comprehensive resource for critical reflection on the relationship between the experience of time and emancipatory education. Drawing upon time and rhythm studies, complexity theories and educational research, Alhadeff-Jones reflects upon the temporal and rhythmic dimensions of education in order to (re)theorize and address current societal and educational challenges. The book is divided into three parts. The first begins by discussing the specificities inherent to the study of time in educational sciences. The second contextualizes the evolution of temporal constraints that determine the ways education is institutionalized, organized, and experienced. The third and final part questions the meanings of emancipatory education in a context of temporal alienation. This is the first book to provide a broad overview of European and North-American theories that inform both the ideas of time and rhythm in educational sciences, from school instruction, curriculum design and arts education, to vocational training, lifelong learning and educational policies. It will be of key interest to academics, researchers and postgraduate students in the fields of philosophy of education, sociology of education, history of education, psychology, curriculum and learning theory, and adult education. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Originally published in 1980, women in the United Kingdom exhibited a pattern of work which was notably different from that in other countries of the EEC at the time. Its distinguishing feature was the high proportion of women who returned to work by the time they were forty years of age, having temporarily retired to care for young families. Although this pattern was of fairly recent origin, it was thought likely to be sustained. Women’s current life pattern was typically: school – training – work – withdrawal – retirement. Despite the existence of this pattern, agencies responsible for education, training and employment failed to recognise it as normal, often treating women as special cases. Thus there was a lack of flexibility in employment and insufficient retraining or part-time work. The problem was important both for qualified women who had made a considerable personal investment in a career, and for the nation in terms of effective manpower utilisation. The skills required in many occupations traditionally entered by women are either learnt on the job or by means of relatively short formal training courses. This book, however, examines in some depth seven careers which require a minimum of three years’ training. After a foreword by Baroness Nancy Seear and a chapter which introduces the concept of the ‘bimodal’ career and the consequent problems of withdrawal and re-entry, each chapter is written by an author who has conducted original research into the occupation under discussion, and specifically into women’s personal experiences in that particular calling. A concluding chapter considers the implications of the findings both for the individuals concerned and for social policy.

Every path to adulthood is strewn with missteps, epiphanies, and hard-earned lessons. Only Reggie Love’s, however, went through the White House by way of Duke University’s Cameron Indoor Stadium. Mentored by both Coach Krzyzewski and President Obama, Love shares universal insights learned in unique circumstances, an education in how sports, politics, and life can define who you are, what you believe in, and what it takes to make a difference. Power Forward tells the story of the five years Love worked as a personal assistant to Senator Obama as a candidate for president, and President Obama, and it is a professional coming of age story like no other. What the public knows was well put by Time magazine in 2008: “[Love’s] official duties don’t come close to capturing Reggie’s close bond with Obama, who plays a role that is part boss and part big brother.” What the public doesn’t know are the innumerable private moments during which that bond was forged and the President mentored a malleable young man. Accountability and serving with pride and honor were learned during unsought moments: from co-coaching grade school girls basketball with the president; lending Obama his tie ahead of a presidential debate; managing a personal life when no hour is truly his own; being tasked with getting the candidate up in the morning on time for long days of campaigning. From his first interview with Senator Obama, to his near-decision not to follow the president-elect to the White House, to eventually bringing LeBron, Melo, D-Wade, and Kobe to play with the President on his forty-ninth birthday, Love drew on Coach K’s teachings as he learned to navigate Washington. But it was while owning up to losing (briefly) the President’s briefcase, figuring out how to compete effectively in pick-up games in New Hampshire during the primary to secure support and votes, babysitting the children of visiting heads of state, and keeping the President company at every major turning point of his historic first campaign and administration, that Love learned how persistence and passion can lead not only to success, but to a broader concept of responsibility.

More than two decades ago, John Galliano and Alexander McQueen arrived on the fashions scene when the business was in an artistic and economic rut. Both wanted to revolutionize fashion in a way no one had in decades. They shook the establishment out of its bourgeois, minimalist stupor with daring, sexy designs. They turned out landmark collections in mesmerizing, theatrical shows that retailers and critics still gush about and designers continue to reference. Their approach to fashion was wildly different—Galliano began as an illustrator, McQueen as a Savile Row tailor. Galliano led the way with his sensual bias-cut gowns and his voluptuous hourglass tailoring, which he presented in romantic storybook-like settings. McQueen, though nearly ten years younger than Galliano, was a brilliant technician and a visionary artist who brought a new reality to fashion, as well as an otherworldly beauty. For his first official collection at the tender age of twenty-three, McQueen did what few in fashion ever achieve: he invented a new silhouette, the Bumster. They had similar backgrounds: sensitive, shy gay men raised in tough London neighborhoods, their love of fashion nurtured by their doting mothers. Both struggled to get their businesses off the ground, despite early critical success. But by 1997, each had landed a job as creative director for couture houses owned by French tycoon Bernard Arnault, chairman of LVMH. Galliano’s and McQueen’s work for Dior and Givenchy and beyond not only influenced fashion; their distinct styles were also reflected across the media landscape. With their help, luxury fashion evolved from a clutch of small, family-owned businesses into a $280 billion-a-year global corporate industry. Executives pushed the designers to meet increasingly rapid deadlines. For both Galliano and McQueen, the pace was unsustainable. In 2010, McQueen took his own life three weeks before his womens' wear show. The same week that Galliano was fired, Forbes named Arnault the fourth richest man in the world. Two months later, Kate Middleton wore a McQueen wedding gown, instantly making the house the world’s most famous fashion brand, and the Metropolitan Museum of Art opened a wildly successful McQueen retrospective, cosponsored by the corporate owners of the McQueen brand. The corporations had won and the artists had lost. In her groundbreaking work Gods and Kings, acclaimed journalist Dana Thomas tells the true story of McQueen and Galliano. In so doing, she reveals the revolution in high fashion in the last two decades—and the price it demanded of the very ones who saved it.

If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teachers’ intellectual and political freedom and to concerns about the legitimacy of what we do in teacher education, in the name of Education. Anne Phelan demonstrates how curriculum theorizing can serve such an educational project by engaging concerns about subjectivity (human agency and action), society, and historical moment, thereby widening the field of insight in teacher education and informing debates about new trajectories for policy and practice. Exploring teacher education through ethical, political, aesthetic vocabularies, drawn from the Humanities, is vital at a time when the dehumanizing influences of performativity, standardization and accountability are evident in education systems across the world, and when we are in danger of losing the things that we most value and are the least measurable - relationships, independent thought, and ethical judgment. Curriculum Theorizing and Teacher Education will be of interest to teacher educators who are practicing, researching, or (re)designing teacher education, as well as policy makers who are curious about new possibilities for framing the "problem" of teacher education at provincial, state and federal levels.

Psychopathology at School provides a timely response to concerns about the rising numbers of children whose behaviour is recognised and understood as a medicalised condition, rather than simply as poor behaviour caused by other factors. It is the first scholarly analysis of psychopathology which draws on the philosophers Foucault, Deleuze, Guattari and Arendt to examine the processes whereby children’s behaviour is pathologised. The heightened attention to mental disorders is contrasted with education practices in the early and mid-to-late twentieth century, and the emergence of a new conceptualization of childhood is explored. Taking education as a central component to the contemporary experience of growing up, the book charts the ways in which mental disorders have become commonplace in childhood and youth, from birth through to college and university, but also offers examples of where professionals have refused to pathologise children’s behaviour. The book examines the extent of the influence of psychopathology on the lives of children and young people, as well as the practices that infiltrate education and the possibilities for alternative educational responses that negate the diagnosis of mental disorder. Psychopathology at School is a must read for anyone concerned about the growing influence of psychopathology in education and will be of particular interest to educated readers and to scholars, students and professionals in education, psychiatry, psychology, child studies, youth studies, nursing, social work and sociology.