Re Defining Traditions

The purpose of this volume is dual. The first is to provide information about the question of the role that doctrines and practices of international law have played in the emergence and persistence of the phenomenon of socio-cultural fragmentation, and therefore of inter-group conflict, within African states. The second is to provide original thought about the ways in which, prompted by the emergent turn in our time to minority and group rights, international law and multilateral African states have begun the long journey toward modifying those doctrines and practices that have led to such unfortunate results, and have thereby begun to make very valuable contributions to the effort to prevent and/or reduce the incidence of inter-group strife in specific African contexts. The book is not, however, limited in scope by its utilisation of Africa as a case study. The book's core is based on analysis of traditional and contemporary international legal doctrines and practices, their effects in specific contexts, as well as on the role of multilateral institutions in the prevention of internecine conflict within established states. It is hoped that, with the use of African states as case studies, the book will be a contribution to the advancement of scholarly knowledge regarding the general question of the relationship among the doctrines of international law, the activities of multilateral institutions, and the management of the problems of fragmentation and internecine strife within established states the world over. This volume is relevant to international lawyers, specialists in international politics, diplomats, theorists, minority and group rights scholars, historians, and human rights activists in general. It is particularly relevant to the African studies specialist, the statesman and the diplomat.

The focus of this book is centered on the participation of children in countries of the South. In this sense, it will review the possibilities of children's participation, as well as their forms of participation in different contexts of daily life. There has been a tendency to underestimate children’s role as active constructors of their surrounding social space, as well as of the internalized interpretations of the way social life operates. Today it is necessary to recognize that children are agents actively involved in the construction of their own lives and the life of the societies they live in; and in this sense, it is important to consider and re-signify the participation of boys and girls as a fundamental pillar in the process of building societies in the 21st century. The book contains chapters that re-significate children’s participation in different countries from South America and South Africa, in relation with different topics: well-being, methods, citizenship, poverty, education, rurality, ethics and human rights.

Drawing on a broad range of theorizing in anthropology and the social sciences, this book provides an in-depth ethnographic account of how 'young Muslims' in Norway engage and rework Islamic traditions in a context of international migration, globalization, and secular modernity.

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students’ differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

The articles in this volume have been written in memory of the feminist biblical scholar, Fokkelien van Dijk-Hemmes, who died at the early age of 50. The authors endeavour to continue and advance the dialogue with her by evaluating and interacting with her scholarly legacy. Their concern is with various aspects of her work on the Hebrew Bible, and they respond in particular to the feminist hermeneutics she developed for reading biblical texts. Several articles test her method in application to specific prophetic texts. Other contributions focus on aspects of the role of women in the cults of Ancient Israel. A third group of essays confronts Fokkelien van Dijk-Hemmes' approach with more traditional ways of biblical interpretation. This book is an important contribution to the ongoing debate on feminist insights into aspects of the literature, culture and religion of Ancient Israel.

This book constitutes the refereed proceedings of the 14th International Conference on Blended Learning, ICBL 2021, held online in August 2021. The 30 papers, including 4 keynote papers, were carefully reviewed and selected from 79 submissions. The conference theme of ICBL 2021 is Blended Learning: Re-thinking and Re-defining the Learning Process. The papers are organized in topical sections named: content and instructional design; enriched and smart learning experience; experience in blended learning; institutional policies and strategies; and online and collaborative learning.

This volume explores how nine different religious and secular traditions deal with pluralism, dissent, and the challenges these issues pose.

(Peeters 1995)