Bøger udgivet af Dio Press Inc

Peter Gourevitch had a remarkable set of parents, grandparents, uncles and aunts, and his account of their lives across the 20th century is also a history of those years-and a reflection on the experience of men and women who lived in hard times and made fateful choices. They were revolutionaries in czarist Russia, Menshevik oppositionists in Bolshevik Russia, Jewish socialists in Berlin who fled the Nazis to Paris and then to Toulouse and Nice in Vichy France. Some of them died in Russia, Stalin's victims; some of them died in Auschwitz; some of them escaped to America, with the help of the American Federation of Labor and the Jewish Labor Committee-a largely untold story. Peter has reconstructed their lives from family legends, the archives of brutal regimes, personal letters, official documents, and his own memories. He tells an extraordinarily engaging and moving tale, and concludes with an incisive argument about what we can learn from it about history and politics.Michael Walzer, Professor Emeritus, Institute for Advanced Study, Princeton "This gem of a book by a distinguished political scientist records the absorbing history of his family. Profoundly uplifting and sad, these stories search for family roots in the escape routes from the revolutionary vengeance of the Bolsheviks, the Holocaust of the Nazis, and Stalin' Gulag. Contingency, context, complexity and causality bring to light different circumstances and choices marked by survival and death, resilience and courage. Peter Gourevitch's curiosity and passion makes a cruel past part of our unsettled present."Peter Joachim Katzenstein FBA is a German-American political scientist. He is the Walter S. Carpenter, Jr. Professor of International Studies at Cornell University. Former President of the American Political Science Association.Peter Gourevitch has written a compelling family tale of identities and political calculation in the harrowing contexts of holocaust, revolution and world war. Why did some escape, while others stayed? The distinguished author of Politics in Hard Times now gives us an account of personal politics in even harder times that shows how epochal events create existential dilemmas for individual lives. Weaving the politics of the day together with the panoramic narrative of a family, this is not only a personal detective story but an illuminating rumination on how human beings make difficult choices under conditions of great uncertainty. Readers will be unable to put it down.Peter A. Hall, Krupp Foundation Professor of European Studies in the Department of Government at Harvard University, and former Director of the Minda de Gunzburg Center for European Studies.

This edited collection examines the significance and implications of anti-Black racism and anti-African racisms for schooling and education in African contexts. It seeks to address the following questions: How do we speak about race, racism and anti-Black racism in Africa? In what ways do practices of anti-Black racism converge and diverge from anti-African racism? How might we understand anti-Black racism in majority Black countries? How does anti-Black racism connect with interstices of difference (i.e., class, gender, sexuality, ability, language, religion, etc.) to offer complex readings of social oppression and resistance in African contexts? In the face of silencing courage, denials, deflection and organized push back we must reflect on the dialectic of theory and practice in schooling and education to respond to global anti-Black racism. Papers in this edited collection will explore the connections and possibilities of decolonial pedagogies and critical anti-racist practice to respond to the specificity of anti-Black and anti-African racism. In a current context of the globalization of anti-Black racism there is a need for a more nuanced examination of anti-Black and anti-African racisms in order to develop more effective ways of addressing systemic colonial oppressions. The various chapters examine the ways anti-Black and anti-African racisms are rooted in African histories of European colonialization and enslavement, African cultural and political narratives as well as spiritual memories of African existential realities, and the continuing existence of Black life and the African humanhood today.

The authors blend the use of duo ethnographic, narrative and poetic inquiry to explore living well through the adverse conditions of human life Written as dialogue between the two authors utilizing narrative and poetic verse this piece aims to provide pre service and practicing teachers with the lived experience of understanding "curriculum as lived experience" (Aoki, 1991) Through this process, the text hopes to open parameters for discussion around the quest to find wellness in curriculum and learning and explore how storytelling/story sharing can be used to strengthen wellness, compassion and understanding around the complex issues of illness and healing. The text traces the researchers' experiences as educators trying to meet the demands of the profession and balance family, wellness and health. It also unpacks illness and impending death juxtaposed with the values of gratitude. It was written daily over a 6-month time period while Dr. Leggo continued to mentor his student despite cancer prognosis. This text asks the reader, through the experiences of the authors, to reflect on their own lived experiences of teaching and being in the world to find a space of wellness in adverse conditions. It is a quest to find not only the heart of education, curriculum and learning but of life itself. It is a precious gift crafted between the intersecting words and world of a master teacher and his student, filled with hope and love. This text can be used in curriculum, research, teacher education, wellness and creative writing courses.

What happens when equity meets the so-called "nice" field of second language education (SLE)? It creates an intersection which serves as the forefront of my life's work: understanding how the complexity of the interlocking systems related to power, privilege, citizenship; race; gender, ethnicity, colonization and other forms of minoritalization pervade our work as second language educators. This book is a collection of previously published work and demonstrates how my colleagues and I have worked through these important concerns over the years. As I begin to make a slow transition to partial retirement, I thought that it would important in this way to speak to the continued (but still urgent) need to address equity within our field. Although it is published mainly for the benefit of SLE colleagues, graduate students and practitioners, I believe all those interested in how education can positively affect progressive change will find something of value herein. I summarize my subject position and acknowledgments in the book's introduction.

The Arts if Living in a More-than-human World is about affect, about stopping, listening, and feeling the vibrant matter of this world, and of our selves embedded in it. The title refers both to the arts, (specifically to painting, photography, fiction and poetry), and to daily life as an art form that might be lived differently-a difference that emerges in relation to more-than-human life-the life of the world that we collectively depend on and are symbiotically attached to. This astonishing and lively work brings new materialist concepts to play, as it explores the poetics of embodied living in everyday life. It brings arts-based methodologies together with current research in the natural and biological sciences, moving well beyond many old, familiar, well-established disciplinary boundaries. The poetics of living-as- and of writing-as-inquiry draws inspiration from "the fleeting, viscous, lively, embodied, material, more-than-human, precognitive, non-discursive dimensions of spatially and temporally complex lifeworlds" (Vannini, 2015: 318). It is informed by an ethics that dismantles the centuries-old assumption of human dominance and ascendance over the material world. It engages in an exploration of our human selves in motion, as emergent, and as embedded in the complex, interwoven materiality of the world--a world that is always in motion. This book pushes at the edges of our understanding, and of our capacity to communicate, offering a bridge between the thinking and the doing of new materialist inquiry. With a wild grace, Bronwyn and Jane move us through the entanglements of life with more-than-human beings. Their work embodies the intra-action of art, philosophy, and a creative relational methodology for living response-ably with water and sky and stone and soil. Theirs is a book we want to live in as our body is pulled into the ink, the paper, the ipad, the rock pool, the flower, and their fields of existence, creating a more-than-human empathy. Merge with the pages of The Arts of Living in a More-than-Human World. You'll be glad you did. Tami Spry, author of Body, Paper, Stage: Writing and Performing Autoethnography.

The diverse narratives brought to the reader through this book illustrate how power, conflict, and plurality come together in the practice of biodiversity conservation in multiple Latin American localities. The editors of this book attempted here to confront older conservation paradigms, which rest, problematically, upon self-evident conceptions of Nature as being radically "other", or ontologically separate from human interactions or culture. Drawing upon contemporary critical scholarship from the South in the areas of epistemic justice and fabrics of life in designing this volume, we pondered a conceptualization of nature as co-constructed, relational and multiple acknowledging the deep evolutionary kinship between people and nature. In accordance to this spirit, this book was designed as a horizontal field of narratives where peasants, community leaders, practitioners, and scientists involved in conservation efforts across Colombia, Uruguay, and Chile were invited to provide their perspectives. And as a result, the reader will find rich accounts of authors who are usually not counted, or are not of account, or counted out from the outset, or spoken for, or romantically imagined, in advance in conservation literature. Courses:132.112 - Planning for Sustainable Development (Massey University)132.213 - Policy Analysis and Evaluation (Massey University)Inter-American Institute for Global Change Research Capacity Building courses

This book is a journey and uncovers many recent research studies that highlight that half the prison population have a reading age below 11 years old, however have been through school and the justice system without their learning difficulties being identified. The book questions a school system that have failed them, along with the likely unfair trials that have taken place, leading many to prison. The use of early plea bargaining to accept a 'guilty plea' mean that many sign away their rights without fully understanding the implications of their choice. This book also highlights that prison breaches equality legislation at an institutional level through many published reports, being highly application form based and does not allow accessibility choices.

The Witch: A Pedagogy of Immanence is a deeply personal journey through trauma to resilience and renewal in a process to find the core of an Indigenous way of knowing. Raised a Métis person within white settler culture, ulthiin seeks the seeds of an Indigenous way of being within the texts of their life, looking for the echoes of a hidden, grounded, ecological humanity within the entrails of a culture that eats stories. In an act of epistemological revolution, they seek to reconstruct a lost animist way of being contained within the very core of Western Culture. Witchcraft becomes a set of tools by which the individual may take apart the stories of their own becoming, to engage in parallel deconstructions of the oppressions brought about by settler cultures, finding instead a new path by which humanity may rediscover their place within nature. ulthiin calls for a radical recasting of the human as an emergent phenomena of spirit via nature, calling forth a pedagogy of Eros, of wild erotic passion for the world as a missing piece of the self.

This edited book shares stories written by department chairs. The stories are candid and diverse. This book will be helpful for new, inexperienced, and prospective department chairs. The book could be adopted in higher education leadership courses and doctoral courses on the professoriate. Accessibly written, the book chapters will also be interesting to doctoral students doing their dissertation research on higher education leadership.