Knowledge emerges from contexts, which are shaped by people’s experiences. The varied essays in Thinking the US South: Contemporary Philosophy from Southern Perspectives demonstrate that Southern identities, borders, and practices play an important but unacknowledged role in ethical, political, emotional, and global issues connected to knowledge production. Not merely one geographical region among others, the US South is sometimes a fantasy and other times a nightmare, but it is always a prominent component of the American national imaginary. In connection with the Global North and Global South, the US South provides a valuable perspective from which to explore race, class, gender, and other inter- and intra-American differences. The result is a fresh look at how identity is constituted; the role of place, ancestors, and belonging in identity formation; the impact of regional differences on what counts as political resistance; the ways that affect and emotional labor circulate; practices of boundary policing, deportation, and mourning; issues of disability and slowness; racial and other forms of suffering; and above all, the question of whether and how doing philosophy changes when done from Southern standpoints. Examining racist tropes, Indigenous land claims, Black Southern philosophical perspectives, migrant labor, and more, this incisive anthology makes clear that roots matter.

This book examines the underexplored notion of epistemic marginalization of women in the African intellectual place. Women's issues are still very much neglected by governments, corporate bodies and academics in sub-Saharan Africa. The entrenched traditional world-views which privilege men over women make it difficult for the modern day challenges posed by the neglect of the feminine epistemic perspective, to become obvious. Contributors address these issues from both theoretical and practical perspectives, demonstrating what philosophy could do to ameliorate the epistemic marginalization of women, as well as ways in which African philosphy exacerbates this marginalization. Philosophy is supposed to teach us how to lead the good life in all its ramifications; why is it failing in this duty in Africa where the issue of women’s epistemic vision is concerned? The chapters raise feminist agitations to a new level; beginning from the regular campaigns for various women’s rights and reaching a climax in an epistemic struggle in which the knowledge-controlling power to create, acquire, evaluate, regulate and disseminate is proposed as the last frontier of feminism.

يرصد الباحث والكاتب د. أيوب أبو دية في كتابه الصادر حديثا عن "الآن ناشرون وموزعون" في الأردن وتحت عنوان: "2600 سنة من التفلسف" أهم المفاصل والانعطافات وبذار التكوين في علم الفلسفة الذي يعد الجذر الحقيقي لكل العلوم. وفي الوقت الذي ازداد فيه الاهتمام في العالم العربي وخاصة في السنوات الأخيرة بالثقافة الفلسفية، وأصبحت كتب الفلسفة تطلب من المكتبات وفي معارض الكتاب في العواصم العربية بعد شبه غياب لقرون عدة ووسط حصار للفكر الفلسفي، بلا عداء، كان لا بد أن تظهر دراسات تمهيدية تركز على التعريف بتاريخ الفلسفة وأبرز المذاهب الفلسفية التي ظهرت عبر التاريخ.

This book examines the issues of theorizing citizenship education research in non-Western societies that have embarked on democratic development after the fall of authoritarianism and colonialism. Despite a proliferation of studies on citizenship and citizenship education in non-Western contexts, there has been limited theorization of this research and little discussion of the applicability to such contexts of Western theoretical frameworks. This volume addresses these issues through empirical case studies of citizenship conceptions, practices, and education in South and West Africa, Latin America, Central Europe, and the Middle East. The contributors to the volume call into question the uncritical application of Western theoretical frameworks to non-Western societies and advocate for the development and wider application of new paradigms rooted in local processes and indigenous knowledge to better understand and theorize citizenship and citizenship education in such societies. This volume will be of interest to scholars, researchers, and practitioners working in the field of comparative and international citizenship education. It was originally published as a special issue of Compare: A Journal of Comparative and International Education.

This book brings together leading and emerging scholars and practitioners to present an overview of how regional, international and transnational courts and tribunals are engaging with the environment. With the natural world under unprecedented pressure, the book highlights the challenges and opportunities presented by international dispute resolution for the protection of the environment and the further development of international environmental law. Presented in three parts, it addresses how individual courts and tribunals engage with environmental matters (Part I); how courts and tribunals are resolving key issues common to environmental litigation (Part II); and future opportunities and developments in the field (Part III). The book is an essential one-stop-shop for students, practitioners and academics alike interested in international litigation and the protection of our global environment. Edgardo Sobenes is an international lawyer and consultant in international law (ESILA), Sarah Mead is a lawyer specialising in international environmental and human rights law, and Benjamin Samson is a researcher at the Université Paris Nanterre and consultant in international law.

Established in the aftermath of World War II, UNESCO succinctly states its peace mission as well as its peaceful resolution to peace in its Constitution—constructing the “defenses of peace” in the minds of peoples on the “intellectual and moral” grounds. For more than seven decades, UNESCO has been consistently positioning peace as its unwavering core and ultimate goal through promoting international understanding and cooperation in and across its five major sectors of competence in education, natural sciences, culture, communication and information, and social and human sciences. Historical Dictionary of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Second Edition contains a chronology, an introduction, and an extensive bibliography. The dictionary section has more than 700 cross-referenced entries on UNESCO’s initiatives, programs, projects, normative instruments, and partners over the past 76 years. This book is an excellent resource for students, researchers, and anyone wanting to know more about UNESCO.

This book offers a remarkable range of research that emphasises the need to analyse the shaping of curricula under historical, social and political variables. Teachers’ life stories, the Cold War as a contextual element that framed curricular transformations in the US and Europe, and the study of trends in education policy at transnational level are issues addressed throughout. The book presents new lines of work, offering multidisciplinary perspectives and provides an overview of how to move forwards. The book brings together the work of international specialists on Curriculum History and presents research that offers new perspectives and methodologies from which to approach the study of the History of Education and Educational Policy. It offers new debates which rethink the historical study of the curriculum and offers a strong interdisciplinary approach, with contributions across Education, History and the Social Sciences. This book will be of great interest for academics and researchers in the fields of education and curriculum studies. It will also appeal to educational professionals, teachers and policy makers.